ASPDP Spring 2016 Course Catalog

AFTER SCHOOL PROFESSIONAL
DEVELOPMENT PROGRAM
COURSE CATALOG
SPRING 2016
THE AFTER SCHOOL PROFESSIONAL

DEVELOPMENT PROGRAM (ASPDP)
provides high-quality, low-cost
learning opportunities to NYCDOE
educators that meet their professional
learning needs, support their progress
toward career goals, develop their
classroom practices, and lead to
improved student learning.
ONLINE REGISTRATION BEGINS JAN 4

Semester begins FEBRUARY 14
To register, visit:
schools.nyc.gov/teachers/aspdp
I thought the instructor

was great and I found most
of the activities helpful. I
could relate almost everything back to my classroom
and I gained new
knowledge on how to help
my students.
The strategies taught in
the course are applicable to
all ages and grade levels,
and are extremely helpful
for teaching teachers how
to increase rigor and the
meaningfulness of students'
contributions to class.
For questions, call or email:
Phone: 718-935-5753
Fax: 718-935-5298
Email: aspdp@schools.nyc.gov
TABLE OF CONTENTS
ACADEMIC INTERVENTION .......................................................................................................................................... 13
21ST CENTURY LEARNING AND THE 4CS (GR K-12) [P01.131.1S16] ................................................................. 14
ABCS OF THE COMMON CORE FOR ELEMENTARY ENGLISH LANGUAGE ARTS (GR K-5) [P01.132.1S16] 15
ACADEMIC ACHIEVEMENT FOR ENGLISH LANGUAGE LEARNERS (ELLS) [P08.192.1S16] ............................ 16
ADDRESSING CLOSE READING CCSS (GRADES 2-5) [P01.133.1S16] ............................................................... 17
ADDRESSING COMMON CORE FOR SECONDARY ENGLISH LANGUAGE ARTS (GRADES 6-12) [P27196.S16] ........................................................................................................................................................................... 18
ADDRESSING COMPLEX TEXTUAL READING CCSS (GRADES 6-12) [P01.135.1S16] ...................................... 19
ANTI BULLYING: GUIDING GIRLS THROUGH RELATIONAL AGGRESSION (GR K-12) [P13.148.1S16] ...... 20
BLENDED LEARNING: FOSTERING COLLEGE AND CAREER READINESS (GR K-12) [P01.134.1S16] ............. 22
BUILDING ACADEMIC VOCABULARY AND DEEP COMPREHENSION (GRADES 6-12) CCSS
[P01.138.1S16]................................................................................................................................................................ 23
BUILDING ACADEMIC VOCABULARY AND DEEP COMPREHENSION (GRADES K-5) CCSS [P01.139.1S16]
.......................................................................................................................................................................................... 24
CHALLENGING GIFTED STUDENTS IN THE REGULAR CLASSROOM (GR K-12) [P01.140.1S16] ..................... 25
CLASSROOM MANAGEMENT: KEEPING IT POSITIVE (ELEMENTARY) [P19.152.1S16]..................................... 26
CLASSROOM MANAGEMENT: KEEPING IT POSITIVE (SECONDARY) [P19.153.1S16] .................................... 27
COACHING TO IMPROVE TEACHING AND LEARNING FOR ASPDP [P18.067.1S16]...................................... 28
CONSCIOUS CLASSROOM MANAGEMENT: SUCCEEDING WITH DIFFICULT STUDENTS [P15-001.1S16].... 29
CREATING LEARNING CLASSROOMS: SUPPORTING THE DANIELSON FRAMEWORK (GR K-12)
[P01.142.1S16]................................................................................................................................................................ 30
DEVELOPING MATHEMATICAL EXPERTISE IN A PROBLEM CENTERED CLASSROOM (GR K-12)
[P01.143.1S16]................................................................................................................................................................ 31
DIFFERENTIATING TEACHING AND INSTRUCTION: WHAT, HOW, WHY [P01.078.1S16].................................. 32
DYNAMIC WAYS TO INTEGRATE DIFFERENTIATED COMMON CORE READING INSTRUCTION INTO
SCIENCE, SOCIAL STUDIES, AND WRITING FOR STUDENTS WITH LEARNING DISABILITIES [P01.083.1S16] 33
EFFECTIVE USE OF IPADS IN THE CLASSROOM TO ENHANCE STUDENT COGNITIVE THINKING SKILLS
[P08.157.1S16]................................................................................................................................................................ 34
ENGAGING PARENTS EFFECTIVELY TO REMOVE BARRIERS TO LEARNING [P19.074.1S16] .......................... 35
ENHANCING PROFESSIONAL PRACTICE: CHARLOTTE DANIELSONS A FRAMEWORK FOR TEACHING
[P02.110.1S16]................................................................................................................................................................ 36
EQUIPPING STUDENTS WITH THE MINDSET OF AN ACHIEVER BY HELPING STUDENTS REPLACE NEGATIVE
SELF-PERCEPTIONS WITH POSITIVE ACTION PLANS THAT RESULT IN LEARNING AND ACADEMIC
ACHIEVEMENT (PREK-12) [P08.073.1S16] ................................................................................................................ 38
EVERY EDUCATOR AN ADVOCATE [P01.107.1S16] ............................................................................................... 40
GRADING AND REPORTING FOR ALL STUDENTS [P19.114.1S16] ........................................................................ 41

HELPING STRUGGLING READERS SUCCEED IN GRADES 4-12 [P01.147.1S16] ................................................. 42
HIGHLY EFFECTIVE WRITING INSTRUCTION FOR SECONDARY ELA CLASSROOMS [P01.148.1S16] ............ 43
IMPLEMENTING NON-FICTION RICH TEXTS IN THE CONTENT AREAS [P19.070.1S16] .................................... 44
INCREASING STUDENT ENGAGEMENT: PLANNING OUTSIDE THE BOX (GR K-12) [P01.149.1S16].............. 45
MAKING STUDENT THINKING VISIBLE [P15.118.1S16] ........................................................................................... 46
MAXIMIZING ENGAGEMENT FOR ALL LEARNERS [P19.076.1S16] ...................................................................... 47
PREPARING STUDENTS FOR THE COMMON CORE MATH ASSESSMENTS (GR 3-10) [P01.150.1S16]........... 49
PROBLEM BASED LEARNING [P01.166.1S16] ........................................................................................................... 50
PROMOTING ACADEMIC ACHIEVEMENT AMONG AFRICAN AMERICAN AND LATINO AMERICAN BOYS
AND GIRLS THROUGH RESEARCH BASED STRATEGIES (PREK-12) [P01.226.1S16] .......................................... 51
READING & WRITING - LIKE BREAD & BUTTER - YOU CAN'T HAVE ONE WITHOUT THE OTHER (GR K-5)
[P01.152.1S16]................................................................................................................................................................ 53
READING STRATEGIES FOR THE NON-READING TEACHER [P10.077.1S16]....................................................... 55
SELECTING COMMON CORE SOURCES: UNDERSTANDING GRENRE AND COMPLEX TEXT [P01.169.1S16]
.......................................................................................................................................................................................... 56
SHIFTING INSTRUCTION WITH THE FIVE CORE PRACTICES [P01.119.1S16] ....................................................... 58
STUDENT LEARNING OBJECTIVES: IMPLEMENTING SLOS TO IMPROVE INSTRUCTION AND ADVANCE
STUDENT GROWTH [P02.172.1S16]............................................................................................................................. 59
TEACHING CHILDREN WITH LEARNING DISABILITIES IN NEW AND CREATIVE WAYS [P01.192.1S16] ........ 60
TEACHING MATHEMATICS WITH RIGOR AND RESULTS (GR 3-10) [P01.008.1S16] ......................................... 61
TODAYS CLASSROOM: FOUNDATIONS OF AND CURRENT TRENDS IN EDUCATION [P19.075.1S16] ........ 62
ARTS ............................................................................................................................................................................. 63
ANALYZING ART ONLINE [P01.018.1S16]................................................................................................................. 64
CREATIVE INFUSION: ART & REUSE IN THE CLASSROOM [P03.219.1S16].......................................................... 65
EVERYTHING PICASSO [P01.109.1S16] ..................................................................................................................... 67
INTEGRATING MUSIC IN CLASSROOM MANAGEMENT AND INSTRUCTION [P02.132.1S16]........................ 68
PAPER: FROM PULP TO FICTION [P03.220.1S16] ..................................................................................................... 69
SHAKESPEARE TEACHES TEACHERS [P03.010.1S16]............................................................................................... 70
SURREALISM: EXPLORING THE MARVELOUS IN THE CLASSROOM [P01.186.1S16] ......................................... 71
THE MULTICULTURAL SOUNDS OF MATH, SCIENCE AND LITERACY THROUGH MUSIC [P01.214.1S16] ...... 72
DATA AND ASSESSMENT ............................................................................................................................................. 73
ASSESSMENT AND THE COMMON CORE STATE STANDARDS [P01.091.1S16] ................................................. 74
BETTER TEACHING AND LEARNING WITH FORMATIVE ASSESSMENT [P02.167.1S16] ..................................... 75
EFFECTIVE FEEDBACK [P01.144.1S16] ....................................................................................................................... 76
FORMATIVE ASSESSMENT AND STANDARDS-BASED GRADING [P02.112.1S16]............................................. 77
MANAGING STUDENT PRODUCTION, ASSESSMENT AND FEEDBACK IN GOOGLE APPS FOR EDU SECTION 1 [P02.191.1S16] ........................................................................................................................................... 78
MANAGING STUDENT PRODUCTION, ASSESSMENT AND FEEDBACK IN GOOGLE APPS FOR EDU
SECTION 002 [P02.191.2S16] ...................................................................................................................................... 79
TAKING ACTION WITH DATA [P19.122.1S16] .......................................................................................................... 80
UNDERSTANDING ASSESSMENT AND GRADING FOR STUDENT ACHIEVEMENT [P19.125.1S16].................. 81
EARLY CHILDHOOD EDUCATION ................................................................................................................................. 83
ARTS EDUCATION FOR EARLY LEARNING AND EMERGENT LITERACY [P03.179.1S16] .................................. 84
ENGLISH LANGUAGE ARTS .......................................................................................................................................... 85
ABCS OF THE COMMON CORE FOR ELEMENTARY ENGLISH LANGUAGE ARTS (GR K-5) [P01.132.1S16] 86
ADDRESSING CLOSE READING CCSS (GRADES 2-5) [P01.133.1S16] ............................................................... 87
ADDRESSING COMMON CORE FOR SECONDARY ENGLISH LANGUAGE ARTS (GRADES 6-12) [P27196.S16] ........................................................................................................................................................................... 88
ADDRESSING COMPLEX TEXTUAL READING CCSS (GRADES 6-12) [P01.135.1S16] ...................................... 89
ARTS EDUCATION FOR EARLY LEARNING AND EMERGENT LITERACY [P03.179.1S16] .................................. 90
BUILDING ACADEMIC LANGUAGE, GRADES 7-12 [P01.033.1S16] ................................................................... 91
BUILDING ACADEMIC LANGUAGE, GRADES K-6 [P01.087.1S16] ..................................................................... 92
BUILDING ACADEMIC VOCABULARY AND DEEP COMPREHENSION (GRADES 6-12) CCSS
[P01.138.1S16]................................................................................................................................................................ 93
BUILDING ACADEMIC VOCABULARY AND DEEP COMPREHENSION (GRADES K-5) CCSS [P01.139.1S16]
.......................................................................................................................................................................................... 94
BUILDING CAPACITY FOR EFFECTIVE READING INSTRUCTION THROUGH COLLABORATIVE INQUIRY
[P19.064.1S16]................................................................................................................................................................ 95
COMMON CORE IMPLEMENTING THE WRITING STANDARDS 6-8 [P11.104.1S16] ......................................... 96
COMMON CORE IMPLEMENTING THE WRITING STANDARDS 9-12 [P11.105.1S16] ....................................... 97
COMMON CORE IMPLEMENTING THE WRITING STANDARDS K-5 [P11.106.1S16] ......................................... 98
COMMON CORE IN ELA: INSTRUCTIONAL SHIFTS FOR EFFECTIVE IMPLEMENTATION, GRADES 3-5
[P10.094.1S16]................................................................................................................................................................ 99
COMMON CORE IN ELA: INSTRUCTIONAL SHIFTS FOR EFFECTIVE IMPLEMENTATION, GRADES 9-12
[P10.158.1S16].............................................................................................................................................................. 100
COMMON CORE IN ELA: INSTRUCTIONAL SHIFTS FOR EFFECTIVE IMPLEMENTATION, GRADES K-2
[P10.097.1S16].............................................................................................................................................................. 101
CREATIVE INFUSION: ART & REUSE IN THE CLASSROOM [P03.219.1S16]........................................................ 102
DYSLEXIA: WHAT IT IS AND WHAT TO DO ABOUT IT [P01.047.1S16] ................................................................ 104
EVERYONE HAS A STORY TO TELL: NARRATIVE IN THE CLASSROOM [P10.182.1S16] .................................. 105
FOR TEACHERS BY TEACHERS: BEST PRACTICES IN COMMON CORE ALIGNED LITERACY INSTRUCTION
[P01.110.1S16].............................................................................................................................................................. 106
FOSTERING READING AND WRITING SUCCESS FOR STUDENTS WITH LEARNING DISABILITIES
[P01.112.1S16].............................................................................................................................................................. 107
HELPING STRUGGLING READERS SUCCEED IN GRADES 4-12 [P01.147.1S16] ............................................... 108

HIGHLY EFFECTIVE WRITING INSTRUCTION FOR SECONDARY ELA CLASSROOMS [P01.148.1S16] .......... 109
IMPLEMENTING NON-FICTION RICH TEXTS IN THE CONTENT AREAS [P19.070.1S16] .................................. 110
INTEGRATING COMMON CORE LITERACY STANDARDS ACROSS SUBJECTS [P10.171.1S16] .................... 111
INTERVENTIONS FOR STUDENTS WITH DYSLEXIA AND OTHER READING DIFFERENCES [P01.017.1S16] ... 112
MICROSOFT POWERPOINT: INTEGRATING TECHNOLOGY AND PRESENTATION SKILLS INTO THE
CLASSROOM TO ENHANCE STUDENT CRITICAL THINKING AND CREATIVITY SKILLS (GRADES PREK-12)
[P08.156.1S16].............................................................................................................................................................. 114
PAPER: FROM PULP TO FICTION [P03.220.1S16] ................................................................................................... 115
PROMOTING MASTERY OF ESL STANDARDS WITH TECHNOLOGY USAGE [P01.227.1S16] ......................... 116
PROMOTING SUCCESS IN SCIENCE AND LITERACY THROUGH HUMANE EDUCATION [P27.018.1S16] .. 117
READING & WRITING - LIKE BREAD & BUTTER - YOU CAN'T HAVE ONE WITHOUT THE OTHER (GR K-5)
[P01.152.1S16].............................................................................................................................................................. 118
SELECTING COMMON CORE SOURCES: UNDERSTANDING GRENRE AND COMPLEX TEXT [P01.169.1S16]
........................................................................................................................................................................................ 120
SURREALISM: EXPLORING THE MARVELOUS IN THE CLASSROOM [P01.186.1S16] ....................................... 122
THE COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS: THEORY AND PRACTICE IN
THE 6-12 CLASSROOM [P10.175.1S16] ................................................................................................................... 123
THE K-5 CLASSROOM [P10.174.1S16] ..................................................................................................................... 124
THE MULTICULTURAL SOUNDS OF MATH, SCIENCE AND LITERACY THROUGH MUSIC [P01.214.1S16] .... 125
UNLOCKING THE MYSTERY: BEST PRACTICES FOR IMPLEMENTING THE SAMPLE 9TH GRADE ELA MYSTERY
UNIT [P05.055.1S16] .................................................................................................................................................... 126
WHY ARGUE: TEACHING THE ART OF ORAL AND WRITTEN ARGUMENT [P10.165.1S16] ............................. 128
ENGLISH LANGUAGE LEARNERS ..............................................................................................................................129
ACADEMIC ACHIEVEMENT FOR ENGLISH LANGUAGE LEARNERS (ELLS) [P08.192.1S16] .......................... 130
BUILDING CULTURAL COMPETENCY TO IMPROVE INSTRUCTION AND STUDENT ACHIEVEMENT
[P02.168.1S16].............................................................................................................................................................. 131
COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE LEARNERS [P08.173.1S16] ..................... 132
PROMOTING MASTERY OF ESL STANDARDS WITH TECHNOLOGY USAGE [P01.227.1S16] ......................... 133
FAMILY ENGAGEMENT ..............................................................................................................................................134
BUILDING MEANINGFUL PARTNERSHIPS: CONNECTING PARENTS, SCHOOLS, AND COMMUNITIES
[P02.166.1S16].............................................................................................................................................................. 135
BUILDING PARENT ENGAGEMENT WITH THE COMMON CORE STATE STANDARDS [P02.169.1S16] ......... 136
ENGAGING PARENTS EFFECTIVELY TO REMOVE BARRIERS TO LEARNING [P19.074.1S16] ........................ 138
SPECIAL NEEDS AND EDUCATION [P03.172.1S16]............................................................................................... 139
GIFTED AND TALENTED .............................................................................................................................................140
CHALLENGING GIFTED STUDENTS IN THE REGULAR CLASSROOM (GR K-12) [P01.140.1S16] ................... 141
TEACHING GIFTED STUDENTS [P20.042.1S16] ....................................................................................................... 142

GUIDANCE COUNSELORS ..........................................................................................................................................143
YOUTH VOICE AND VIDEO: LEARNER CENTERED APPROACHES TO CRITICAL PROBLEMS IN STUDENTS'
LIVES [P01.072.1S16]................................................................................................................................................... 144
HEALTH/ PHYSICAL EDUCATION ..............................................................................................................................145
EMPOWERING THE SILENT WITNESS [P14.020.1S16] ............................................................................................. 146
LET'S MOVE! AUTHENTIC PE INSTRUCTION FOR THE 21ST CENTURY [P02.139.1S16] ..................................... 147
TEACHING RESPONSIBLE NUTRITION ARE YOU REALLY HUNGRY? [P01.197.1S16] ................................... 148
TEACHING SEX EDUCATION IN OUR SCHOOLS [P01.198.1S16] ....................................................................... 149
THE IMPACT OF LABELING AND STEREOTYPES ON EDUCATION [P14.054.1S16] .......................................... 150
LANGUAGES OTHER THAN ENGLISH .........................................................................................................................151
CONTENT-BASED INSTRUCTIONAL STRATEGIES FOR ELL [P08.070.1S16] ........................................................ 152
ENGLISH LANGUAGE LEARNERS IN YOUR CLASSROOM [P08.074.1S16] ....................................................... 153
IMPROVING ENGLISH LANGUAGE LEARNER INSTRUCTION THROUGH THE USE OF TECHNOLOGY FOR
ASPDP [P08.072.1S16] ................................................................................................................................................ 154
TEACHING ENGLISH LANGUAGE LEARNERS (ELL): AN INTRODUCTION [P08.071.1S16] ............................. 155
USING THE BERLITZ METHOD TO TEACH SPANISH TO CHILDREN IN GRADES 3 5 [P01.016.1S16] .......... 156
USING THE BERLITZ METHOD TO TEACH SPANISH TO CHILDREN IN GRADES K-2 [P01.032.1S16] ............. 158
USING THE BERLITZ METHOD TO TEACH SPANISH TO PRESCHOOL-AGED CHILDREN [P01.228.1S16] ..... 159
USING THE BERLITZ METHOD TO TEACH SPANISH TO STUDENTS IN GRADES 6-8 [P16.103.1S16] .............. 160
USING THE BERLITZ METHOD TO TEACH SPANISH TO STUDENTS IN GRADES 9-12 [P16.104.1S16] ............ 162
MATHEMATICS...........................................................................................................................................................164
ALGEBRA I AND BEYOND: INSTRUCTIONAL STRATEGIES FOR HIGH SCHOOL TEACHERS OF
MATHEMATICS [P02.203.1S16] ................................................................................................................................. 165
COMMON CORE IN MATHEMATICS: INSTRUCTIONAL SHIFTS FOR EFFECTIVE IMPLEMENTATION, GRADES
3-5 [P17.099.1S16] ...................................................................................................................................................... 166
COMMON CORE IN MATHEMATICS: INSTRUCTIONAL SHIFTS FOR EFFECTIVE IMPLEMENTATION, GRADES
K-2 [P17.101.1S16] ...................................................................................................................................................... 168
DESIGNING AND IMPLEMENTING QUALITY STEM INSTRUCTION, GRADES K-8 [P19.164.1S16]................. 169
DEVELOPING MATHEMATICAL EXPERTISE IN A PROBLEM CENTERED CLASSROOM (GR K-12)
[P01.143.1S16].............................................................................................................................................................. 170
GROCERY STORE MATH [P01.048.1S16] ................................................................................................................. 171
HOW TO "READ AND WRITE" IN MATH: IMPROVING PROBLEM SOLVING AND COMMUNICATION IN
MATHEMATICS [P17.077.1S16] ................................................................................................................................. 172
MATH MADE SIMPLE FOR STUDENTS WITH LEARNING DISABILITIES [P02.150.1S16] ..................................... 173
MATH MATTERS [P17.005.1S16] ................................................................................................................................ 174
PREPARING STUDENTS FOR THE COMMON CORE MATH ASSESSMENTS (GR 3-10) [P01.150.1S16]......... 175
TEACHING MATHEMATICS WITH RIGOR AND RESULTS (GR 3-10) [P01.008.1S16] ....................................... 176
THE COMMON CORE STATE STANDARDS IN MATH: CONNECTING CONTENT AND PRACTICE (6-8)
[P18.177.1S16].............................................................................................................................................................. 177
THE COMMON CORE STATE STANDARDS IN MATH: CONNECTING CONTENT AND PRACTICE (K-5)
[P18.176.1S16].............................................................................................................................................................. 178
THE COMMON CORE STATE STANDARDS IN MATH: CONNECTING CONTENT TO PRACTICE (9-12)
[P19.071.1S16].............................................................................................................................................................. 179
PEDAGOGY .................................................................................................................................................................180
21ST CENTURY LEARNING AND THE 4CS (GR K-12) [P01.131.1S16] ............................................................... 181
ADHD AND LEARNING DISABILITIES: CLASSROOM INTERVENTIONS AND INSTRUCTIONAL STRATEGIES
[P27.004.1S16].............................................................................................................................................................. 182
AN EDUCATORS GUIDE TO THE COMMON CORE [P10.170.1S16] .................................................................. 183
BETTER TEACHING AND LEARNING WITH FORMATIVE ASSESSMENT [P02.167.1S16] ................................... 184
BLENDED LEARNING: TEACHING IN THE DIGITAL AGE [P01.005.1S16] ........................................................... 185
BUILDING CAPACITY FOR EFFECTIVE READING INSTRUCTION THROUGH COLLABORATIVE INQUIRY
[P19.064.1S16].............................................................................................................................................................. 186
BUILDING CULTURAL COMPETENCY TO IMPROVE INSTRUCTION AND STUDENT ACHIEVEMENT
[P02.168.1S16].............................................................................................................................................................. 187
BUILDING MEANINGFUL PARTNERSHIPS: CONNECTING PARENTS, SCHOOLS, AND COMMUNITIES
[P02.166.1S16].............................................................................................................................................................. 188
BUILDING PARENT ENGAGEMENT WITH THE COMMON CORE STATE STANDARDS [P02.169.1S16] ......... 189
BULLYING AND BEYOND: TOOLS FOR UNDERSTANDING AND ENGAGING 21ST CENTURY STUDENTS AS
DUAL CITIZENS [P15.063.1S16] ................................................................................................................................. 191
CLASSROOM MANAGEMENT: KEEPING IT POSITIVE (ELEMENTARY) [P19.152.1S16]................................... 192
CLASSROOM MANAGEMENT: KEEPING IT POSITIVE (SECONDARY) [P19.153.1S16] .................................. 193
COACHING TO IMPROVE TEACHING AND LEARNING FOR ASPDP [P18.067.1S16].................................... 194
COLLABORATIVE PRACTICES FOR INCLUSIVE CLASSROOMS [P15.042.1S16] .............................................. 195
COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE LEARNERS [P08.173.1S16] ..................... 196
CONSCIOUS CLASSROOM MANAGEMENT: SUCCEEDING WITH DIFFICULT STUDENTS [P15-001.1S16].. 197
CONTENT-BASED INSTRUCTIONAL STRATEGIES FOR ELL [P08.070.1S16] ........................................................ 198
COOPERATIVE LEARNING AND LEARNING TEAM STRUCTURES [P01.067.1S16]............................................ 199
CREATING A CULTURE FOR LEARNING: CLASSROOM AND BEHAVIOR MANAGEMENT PLANS THAT
WORK [P19.065.1S16]................................................................................................................................................. 200
CREATING LEARNING CLASSROOMS: SUPPORTING THE DANIELSON FRAMEWORK (GR K-12)
[P01.142.1S16].............................................................................................................................................................. 201
DESIGN MAKE PLAY AND CLASSROOM INSTRUCTION: CREATING DESIGN MAKE PLAY LESSON AND
ASSESSMENT PLANS [P02.080.1S16] ........................................................................................................................ 202
EFFECTIVE TEACHING AND LEARNING WITH SCIENTIFIC INQUIRY (3-8) [P24.180.1S16] ........................... 203
EFFECTIVE TEACHING AND LEARNING WITH SCIENTIFIC INQUIRY (9-12) [P24.181.1S16] ......................... 204
ENGAGING STUDENTS IN SCIENTIFIC INQUIRY THROUGH WATER TESTING [P03.091.1S16] ...................... 205
ENGAGING STUDENTS IN SCIENTIFIC INQUIRY THROUGH WATER TESTING, SECTION 2 [P01.209.2S16] 206
ENGLISH LANGUAGE LEARNERS IN YOUR CLASSROOM [P08.074.1S16] ....................................................... 207
ESSENTIAL CLASSROOM TECHNOLOGY FOR TEACHERS [P19.183.1S16] ....................................................... 208
ESSENTIAL QUESTIONS ENGAGE LEARNERS [P19.019.1S16] .............................................................................. 209
ESSENTIAL TEACHING PRACTICES FOR THE 21ST CENTURY TEACHER [P01.003.1S16] ................................. 210
EVERYONE HAS A STORY TO TELL: NARRATIVE IN THE CLASSROOM [P10.182.1S16] .................................. 211
GOOGLE APPS FOR EDUCATORS [P29.093.1S16] ................................................................................................ 212
HABITAT ECOLOGY FOR EDUCATORS [P24.110.1S16] ........................................................................................ 213
HABITS OF MIND: ELEMENTS OF STUDENT SUCCESS [P20.044.1S16] ................................................................ 214
HOW TO "READ AND WRITE" IN MATH: IMPROVING PROBLEM SOLVING AND COMMUNICATION IN
MATHEMATICS [P17.077.1S16] ................................................................................................................................. 215
INTEGRATED CO-TEACHING IN THE INCLUSION CLASSROOM [P01.162.1S16] ............................................ 216
INTEGRATING COMMON CORE LITERACY STANDARDS ACROSS SUBJECTS [P10.171.1S16] .................... 217
LEARNING THEORIES AND LEARNING STYLES [P01.164.1S16] ........................................................................... 218
LET'S MOVE! AUTHENTIC PE INSTRUCTION FOR THE 21ST CENTURY [P02.139.1S16] ..................................... 219
MAPPING 21ST CENTURY PROJECT-BASED LEARNING [P29.092.1S16] .......................................................... 220
MAXIMIZING ENGAGEMENT FOR ALL LEARNERS [P19.076.1S16] .................................................................... 222
PROBLEM BASED LEARNING [P01.166.1S16] ......................................................................................................... 224
SHAKESPEARE TEACHES TEACHERS [P03.010.1S16]............................................................................................. 225
STEAM EDUCATION [P01.174.1S16] ........................................................................................................................ 226
SUPPORTING THE NEXT GENERATION: EFFECTIVE MENTORING AND COACHING OF NOVICE TEACHERS
[P18.129.1S16].............................................................................................................................................................. 227
SUPPORTING UDL AND THE COMMON CORE STANDARDS WITH INTERACTIVE WHITEBOARD SYSTEMS
[P19.136.1S16].............................................................................................................................................................. 228
TEACHING ENGLISH LANGUAGE LEARNERS (ELL): AN INTRODUCTION [P08.071.1S16] ............................. 230
TEACHING READING IN SMALL GROUPS [P01.009.1S16] .................................................................................. 231
TEACHING STUDY SKILLS FOR THE SPECIAL EDUCATION STUDENT [P19.14.1S16] ........................................ 232
TEACHING THE SCIENTIFIC PROCESS THROUGH ANIMAL BEHAVIOR [P24.114.1S16] ................................ 233
THE ART OF FACILITATION: CREATING A LEARNER-CENTERED ENVIRONMENT [P19.130.1S16] ................ 234
THE COMMON CORE & ACADEMIC VOCABULARY [P01.175.1S16]............................................................... 236
THE 6-12 CLASSROOM [P10.175.1S16] ................................................................................................................... 237
THE K-5 CLASSROOM [P10.174.1S16] ..................................................................................................................... 238
THE COMMON CORE STATE STANDARDS IN MATH: CONNECTING CONTENT AND PRACTICE (6-8)
[P18.177.1S16].............................................................................................................................................................. 239
THE COMMON CORE STATE STANDARDS IN MATH: CONNECTING CONTENT AND PRACTICE (K-5)
[P18.176.1S16].............................................................................................................................................................. 240
THE COMMON CORE STATE STANDARDS IN MATH: CONNECTING CONTENT TO PRACTICE (9-12)
[P19.071.1S16].............................................................................................................................................................. 241
THE FLIPPED CLASSROOM [P19-058.1S16]............................................................................................................. 242
THE HUMANISTIC APPROACH TO EDUCATION [P14-083.1S16]........................................................................ 243
THE POWER OF TEACHER LANGUAGE [P19.040.1S16] ........................................................................................ 244
TODAYS CLASSROOM: FOUNDATIONS OF AND CURRENT TRENDS IN EDUCATION [P19.075.1S16] ...... 245
USING GAMES AND THE DESIGN PROCESS TO SUPPORT THE COMMON CORE [P01.225.1S16] .............. 246
USING THE BERLITZ METHOD TO TEACH SPANISH TO CHILDREN IN GRADES 3 5 [P01.016.1S16] .......... 247
USING THE BERLITZ METHOD TO TEACH SPANISH TO CHILDREN IN GRADES K-2 [P01.032.1S16] ............. 249
USING THE BERLITZ METHOD TO TEACH SPANISH TO PRESCHOOL-AGED CHILDREN [P01.228.1S16] ..... 250
USING THE BERLITZ METHOD TO TEACH SPANISH TO STUDENTS IN GRADES 6-8 [P16.103.1S16] .............. 251
USING THE BERLITZ METHOD TO TEACH SPANISH TO STUDENTS IN GRADES 9-12 [P16.104.1S16] ............ 253
WHO BUILT AMERICA: BADGES FOR HISTORY EDUCATION LESSON BUILDER [P01.014.1S16]................ 255
WHO BUILT AMERICA: BADGES FOR HISTORY EDUCATION UNIT BUILDER [P01.235.1S16]...................... 256
WHY ARGUE: TEACHING THE ART OF ORAL AND WRITTEN ARGUMENT [P10.165.1S16] ............................. 257
RACE AND GENDER ISSUES ......................................................................................................................................258
AMERICAN WOMEN IN U.S. HISTORY [P10.044.1S16] ......................................................................................... 259
ANTI BULLYING: GUIDING GIRLS THROUGH RELATIONAL AGGRESSION (GR K-12) [P13.148.1S16] .... 260
BECOMING A CULTURALLY RESPONSIVE TEACHER [P13.092.1S16] ................................................................ 262
PROMOTING ACADEMIC ACHIEVEMENT AMONG AFRICAN AMERICAN AND LATINO AMERICAN BOYS
AND GIRLS THROUGH RESEARCH BASED STRATEGIES (PREK-12) [P01.226.1S16] ........................................ 263
READ BETWEEN THE LINES: DEVELOPING A CRITICAL HISTORICAL PERSPECTIVE [P10.163.1S16]............. 265
SEXUAL BULLYING, GENDER IDENTITY, AND SEXUAL VARIANCE [P01.172.1S16]......................................... 266
TAKING A STAND: NEW YORK CITY ACTIVISM IN THE 20TH CENTURY [P26.209.1S16] ................................ 267
THE GENDER GAP [P01.210.1S16]............................................................................................................................ 268
UNDERSTANDING CULTURE AND RACE [P19.126.1S16] ..................................................................................... 269
SCIENCE .....................................................................................................................................................................271
BOTANY IN THE GARDEN [P90.155.1S16] .............................................................................................................. 272
DESIGN MAKE PLAY AND CLASSROOM INSTRUCTION: CREATING DESIGN MAKE PLAY LESSON AND
ASSESSMENT PLANS [P02.080.1S16] ........................................................................................................................ 273
DESIGNING AND IMPLEMENTING QUALITY STEM INSTRUCTION, GRADES K-8 [P19.164.1S16]................. 274
EFFECTIVE TEACHING AND LEARNING WITH SCIENTIFIC INQUIRY (3-8) [P24.180.1S16] ........................... 275
EFFECTIVE TEACHING AND LEARNING WITH SCIENTIFIC INQUIRY (9-12) [P24.181.1S16] ......................... 276
ENGAGING STUDENTS IN SCIENTIFIC INQUIRY THROUGH WATER TESTING [P03.091.1S16] ...................... 277
ENGAGING STUDENTS IN SCIENTIFIC INQUIRY THROUGH WATER TESTING, SECTION 2 [P01.209.2S16] 278
GARDENING 101 [P24.149.1S16] ............................................................................................................................. 279
HABITAT ECOLOGY FOR EDUCATORS [P24.110.1S16] ........................................................................................ 280
INCREASING STUDENT ENGAGEMENT: PLANNING OUTSIDE THE BOX (GR K-12) [P01.149.1S16]............ 281
NATURAL INQUIRER: USING NATURE TO PROMOTE INQUIRY [P24.111.1S16]................................................ 282
PROJECT-BASED LEARNING: CONNECTING CLASSROOMS TO THE REAL WORLD! [P03.168.1S16] ......... 283
PROMOTING SUCCESS IN SCIENCE AND LITERACY THROUGH HUMANE EDUCATION [P27.018.1S16] .. 284
TEACHING THE SCIENTIFIC PROCESS THROUGH ANIMAL BEHAVIOR [P24.114.1S16] ................................ 285
URBAN ECOLOGY IN NYC [P24-155.1S16] ........................................................................................................... 286
USING GAMES AND THE DESIGN PROCESS TO SUPPORT THE COMMON CORE [P01.225.1S16] .............. 287
WATER, ENERGY AND WASTE: INTEGRATING THEMES OF SUSTAINABILITY INTO YOUR CLASSROOM
[P24.194.1S16].............................................................................................................................................................. 288
WHAT DID A PLANT EVER DO FOR YOU? THE VALUE OF PLANTS IN NATURAL AND HUMAN HISTORY
[P17.891.1S16].............................................................................................................................................................. 289
SECRETARIES ............................................................................................................................................................290
GOOGLE APPS FOR ASPIRING ADMINISTRATORS SECTION 001 [P02.192.1S16] ......................................... 291
SOCIAL STUDIES ........................................................................................................................................................293
AMERICAN WOMEN IN U.S. HISTORY [P10.044.1S16] ......................................................................................... 294
BIOGRAPHIES OF EARLY NEW YORK [P01.027.1S16] .......................................................................................... 295
DIGI-TALES: EMPOWERING STUDENTS WITH DIGITAL STORYTELLING [P29.091.1S16] .................................. 296
MAKING THE PERSONAL HISTORICAL; ORAL HISTORIES IN THE CLASSROOM [P01.074.1S16] .................. 297
NATIVE NEW YORK: AMERICAN INDIANS AND EARLY NEW AMSTERDAM - AN IN-DEPTH LEARNING
OPPORTUNITY [P02.014.1S16]................................................................................................................................... 298
NEW YORK DIVIDED [P01.006.1S16] ....................................................................................................................... 300
PROJECT-BASED LEARNING: CONNECTING CLASSROOMS TO THE REAL WORLD! [P03.168.1S16] ......... 301
READ BETWEEN THE LINES: DEVELOPING A CRITICAL HISTORICAL PERSPECTIVE [P10.163.1S16]............. 302
TAKING A STAND: NEW YORK CITY ACTIVISM IN THE 20TH CENTURY [P26.209.1S16] ................................ 303
WHO BUILT AMERICA: BADGES FOR HISTORY EDUCATION LESSON BUILDER [P01.014.1S16]................ 304
WHO BUILT AMERICA: BADGES FOR HISTORY EDUCATION UNIT BUILDER [P01.235.1S16]...................... 305
SOCIOEMOTIONAL LEARNING ...................................................................................................................................306
ANGER MANAGEMENT AND EFFECTIVE DISCIPLINE TO PREVENT VIOLENCE [P01.090.1S16] ................... 307
BULLYING AND BEYOND: TOOLS FOR UNDERSTANDING AND ENGAGING 21ST CENTURY STUDENTS AS
DUAL CITIZENS [P15.063.1S16] ................................................................................................................................. 309
COLLABORATIVE NEGOTIATION AND DE-ESCALATION SKILLS [P13.216.1S16]............................................ 310
COMPLICATED GRIEF - IDENTIFYING DEPRESSION, ANXIETY AND OTHER RISKS IN THE CLASSROOM
[P13.054.1S16].............................................................................................................................................................. 311
CREATING A CULTURE FOR LEARNING: CLASSROOM AND BEHAVIOR MANAGEMENT PLANS THAT
WORK [P19.065.1S16]................................................................................................................................................. 312
DISCIPLINING TODAYS STUDENT: HOW TO MAINTAIN DISCIPLINE AND DIGNITY [P29-027.1S16].......... 313
EMPOWERING THE SILENT WITNESS [P14.020.1S16] ............................................................................................. 314
ENGAGING THE DIS-ENGAGED STUDENT [P19.006.1S16].................................................................................. 315

EQUIPPING STUDENTS WITH THE MINDSET OF AN ACHIEVER BY HELPING STUDENTS REPLACE NEGATIVE
SELF-PERCEPTIONS WITH POSITIVE ACTION PLANS THAT RESULT IN LEARNING AND ACADEMIC
ACHIEVEMENT (PREK-12) [P08.073.1S16] .............................................................................................................. 316
INTEGRATING MUSIC IN CLASSROOM MANAGEMENT AND INSTRUCTION [P02.132.1S16]...................... 317
ISSUES FACING TODAYS TEENS: HOW TO UNDERSTAND AND EMPOWER TEENAGERS [P01.136.1S16] . 318
LIFE SPACE CRISIS INTERVENTION [P13.191.2S16] ............................................................................................... 319
MOTIVATING AND ENGAGING STUDENTS [P15.117.1S16] ................................................................................ 320
PEER MEDIATION [P13.190.1S16] ............................................................................................................................. 322
TEACHING RESPONSIBLE NUTRITION ARE YOU REALLY HUNGRY? [P01.197.1S16] ................................... 323
TEACHING SEX EDUCATION IN OUR SCHOOLS [P01.198.1S16] ....................................................................... 324
THE GENDER GAP [P01.210.1S16]............................................................................................................................ 325
THE IMPACT OF LABELING AND STEREOTYPES ON EDUCATION [P14.054.1S16] .......................................... 326
YOUTH VOICE AND VIDEO: LEARNER CENTERED APPROACHES TO CRITICAL PROBLEMS IN STUDENTS'
LIVES [P01.072.1S16]................................................................................................................................................... 327
SPECIAL EDUCATION .................................................................................................................................................328
ADHD AND LEARNING DISABILITIES: CLASSROOM INTERVENTIONS AND INSTRUCTIONAL STRATEGIES
[P27.004.1S16].............................................................................................................................................................. 329
AIDING STUDENTS WITH LEARNING DISABILITIES [P01.089.1S16] ..................................................................... 330
COLLABORATIVE PRACTICES FOR INCLUSIVE CLASSROOMS [P15.042.1S16] .............................................. 332
COOPERATIVE LEARNING AND LEARNING TEAM STRUCTURES [P01.067.1S16]............................................ 333
DIGITAL TOOLS TO DIFFERENTIATE TEACHING [P01.080.1S16] ......................................................................... 334
DYNAMIC WAYS TO INTEGRATE DIFFERENTIATED COMMON CORE READING INSTRUCTION INTO
SCIENCE, SOCIAL STUDIES, AND WRITING FOR STUDENTS WITH LEARNING DISABILITIES [P01.083.1S16]
........................................................................................................................................................................................ 335
DYSLEXIA: WHAT IT IS AND WHAT TO DO ABOUT IT [P01.047.1S16] ................................................................ 336
ENGAGING THE DIS-ENGAGED STUDENT [P19.006.1S16].................................................................................. 337
EVERY EDUCATOR AN ADVOCATE [P01.107.1S16] ............................................................................................. 338
FOSTERING READING AND WRITING SUCCESS FOR STUDENTS WITH LEARNING DISABILITIES
[P01.112.1S16].............................................................................................................................................................. 339
ICT FOR GENERAL EDUCATION TEACHERS [P01.180.1S16]................................................................................ 340
INTEGRATED CO-TEACHING IN THE INCLUSION CLASSROOM [P01.162.1S16] ............................................ 341
INTERVENTIONS FOR STUDENTS WITH DYSLEXIA AND OTHER READING DIFFERENCES [P01.017.1S16] ... 342
MATH MADE SIMPLE FOR STUDENTS WITH LEARNING DISABILITIES [P02.150.1S16] ..................................... 344
SPECIAL NEEDS AND EDUCATION [P03.172.1S16]............................................................................................... 345
STRATEGIES FOR IMPLEMENTING THE COMMON CORE WITH SPECIAL EDUCATION STUDENTS
[P19.007.1S16].............................................................................................................................................................. 346
STRATEGIES FOR MEETING THE NEEDS OF STUDENTS WITH EMOTIONAL DISABILITIES [P19.057.1S15] ..... 347
TEACHING CHILDREN WITH LEARNING DISABILITIES IN NEW AND CREATIVE WAYS [P01.192.1S16] ...... 348
TEACHING STUDY SKILLS FOR THE SPECIAL EDUCATION STUDENT [P19.14.1S16] ........................................ 349
TECHNOLOGY .............................................................................................................................................................350
21ST CENTURY CLASSROOM TECHNOLOGIES [P29-063.1S16] ......................................................................... 351
BASIC EDUCATIONAL TECHNOLOGY INTEGRATION TRAINING (BETT) [P01.023.1S16]............................... 352
BLENDED LEARNING: FOSTERING COLLEGE AND CAREER READINESS (GR K-12) [P01.134.1S16] ........... 353
BLENDED LEARNING: TEACHING IN THE DIGITAL AGE [P01.005.1S16] ........................................................... 354
DIGITAL TOOLS TO DIFFERENTIATE TEACHING [P01.080.1S16] ......................................................................... 355
DIGI-TALES: EMPOWERING STUDENTS WITH DIGITAL STORYTELLING [P29.091.1S16] .................................. 356
EFFECTIVE USE OF IPADS IN THE CLASSROOM TO ENHANCE STUDENT COGNITIVE THINKING SKILLS
[P08.157.1S16].............................................................................................................................................................. 357
ESSENTIAL CLASSROOM TECHNOLOGY FOR TEACHERS [P19.183.1S16] ....................................................... 358
ESSENTIAL TEACHING PRACTICES FOR THE 21ST CENTURY TEACHER [P01.003.1S16] ................................. 359
GOOGLE APPS FOR EDUCATORS [P29.093.1S16] ................................................................................................ 362
IMPROVING ENGLISH LANGUAGE LEARNER INSTRUCTION THROUGH THE USE OF TECHNOLOGY FOR
ASPDP [P08.072.1S16] ................................................................................................................................................ 363
INCREASING STUDENT COLLABORATION BY GOING PAPERLESS [P01.128.1S16]........................................ 364
INTEGRATING TECHNOLOGY INTO YOUR CLASSROOM [P19.010.1S16] ....................................................... 365
MANAGING STUDENT PRODUCTION, ASSESSMENT AND FEEDBACK IN GOOGLE APPS FOR EDU SECTION 1 [P02.191.1S16] ......................................................................................................................................... 366
MANAGING STUDENT PRODUCTION, ASSESSMENT AND FEEDBACK IN GOOGLE APPS FOR EDU
SECTION 002 [P02.191.2S16] .................................................................................................................................... 367
MAPPING 21ST CENTURY PROJECT-BASED LEARNING [P29.092.1S16] .......................................................... 368
MICROSOFT POWERPOINT: INTEGRATING TECHNOLOGY AND PRESENTATION SKILLS INTO THE
CLASSROOM TO ENHANCE STUDENT CRITICAL THINKING AND CREATIVITY SKILLS (GRADES PREK-12)
[P08.156.1S16].............................................................................................................................................................. 370
SUPPORTING UDL AND THE COMMON CORE STANDARDS WITH INTERACTIVE WHITEBOARD SYSTEMS
[P19.136.1S16].............................................................................................................................................................. 371
TECHNOLOGY APPLICATIONS FOR TEACHING AND SUPPORTING THE STRUGGLING READER
[P02.184.1S16].............................................................................................................................................................. 373
THE FLIPPED CLASSROOM [P19-058.1S16]............................................................................................................. 374
USING DIGITAL MEDIA TO ENHANCE LEARNING [P05.187.1S16] .................................................................... 375
ONE CREDIT COURSES ..............................................................................................................................................376
BIOGRAPHIES OF EARLY NEW YORK [P01.027.1S16] .......................................................................................... 377
CONNECTING PLANNING, INSTRUCTION, AND RESULTS [P01.130.1S16] ....................................................... 378
MAKING THE PERSONAL HISTORICAL; ORAL HISTORIES IN THE CLASSROOM [P01.074.1S16] .................. 379
NATIVE NEW YORK: AMERICAN INDIANS AND EARLY NEW AMSTERDAM - AN IN-DEPTH LEARNING
OPPORTUNITY [P02.014.1S16]................................................................................................................................... 380
TWO CREDIT COURSES .............................................................................................................................................382
TEACHING READING IN SMALL GROUPS [P01.009.1S16] .................................................................................. 383
ACADEMIC
INTERVENTION
21ST CENTURY LEARNING AND THE 4CS (GR K12) [P01.131.1S16]

ACADEMIC INTERVENTION, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Teach N Kids Learn, Inc.
Instructor:
Herrmann Erick
Location: Online
Course Description:
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 tomorrows 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, Blooms Revised Taxonomy, Webbs Depth of Knowledge and Costas
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 Danielsons Framework for Teaching will be emphasized
throughout the course.
Competencies:
1b : Demonstrating Knowledge of Students
3c : Engaging Students in Learning
Credits: 3
Professional Development Hours: 36
NYCDOE Fee: $125
Education Partner Fee: $170
Materials Fee (to be paid directly to EP): $0
Registration Deadline: 4/15/2016
ABCS OF THE COMMON CORE FOR

ELEMENTARY ENGLISH LANGUAGE ARTS (GR K5) [P01.132.1S16]
ENGLISH LANGUAGE ARTS, ACADEMIC INTERVENTION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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 Danielsons 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.
Competencies:
1a : Demonstrating Knowledge of Content and Pedagogy
1e : Designing Coherent Instruction
Credits: 3
NYCDOE Fee: $125
ACADEMIC ACHIEVEMENT FOR ENGLISH

LANGUAGE LEARNERS (ELLS) [P08.192.1S16]
ACADEMIC INTERVENTION, ENGLISH LANGUAGE LEARNERS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Castillo Melissa
Location: Online
Course Description:
This comprehensive instructional course provides educators and administrators with research-based methods to
effectively address the needs of English Language Learners in daily classroom practices in order to meet state
English Language Proficiency across all content areas. This interactive course will help facilitate the process for
teachers to think through how to better incorporate the instructional practices necessary for ELLs. Participants
will have access to downloadable course textbook, 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
ADDRESSING CLOSE READING CCSS (GRADES

2-5) [P01.133.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
ADDRESSING COMMON CORE FOR

SECONDARY ENGLISH LANGUAGE ARTS
(GRADES 6-12) [P27-196.S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
This comprehensive instructional course provides intermediate and 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 Danielsons Framework for
Teaching and the Common Core Learning Standards into their teaching practice.
Competencies:
Credits: 3
NYCDOE Fee: $125
18
ADDRESSING COMPLEX TEXTUAL READING

CCSS (GRADES 6-12) [P01.135.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
19
ANTI BULLYING: GUIDING GIRLS THROUGH

RELATIONAL AGGRESSION (GR K-12)
[P13.148.1S16]
ACADEMIC INTERVENTION, RACE AND GENDER ISSUES
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Balvanz Jane
Location: Online
Course Description:
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 dont realize their ways of relating
might actually be bullying. Some girls know exactly what theyre 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.
Competencies:
2a : Creating an Environment of Respect and Rapport
2d : Managing Student Behavior
Credits: 3
NYCDOE Fee: $125
20
21
BLENDED LEARNING: FOSTERING COLLEGE AND

CAREER READINESS (GR K-12) [P01.134.1S16]
ACADEMIC INTERVENTION, TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Wilks Marva
Location: Online
Course Description:
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. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
22
BUILDING ACADEMIC VOCABULARY AND DEEP

COMPREHENSION (GRADES 6-12) CCSS
[P01.138.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
23

COMPREHENSION (GRADES K-5) CCSS
[P01.139.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
within the content area classroom in grades K-5. This interactive course is designed for job-embedded learning
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
24
CHALLENGING GIFTED STUDENTS IN THE

REGULAR CLASSROOM (GR K-12) [P01.140.1S16]
ACADEMIC INTERVENTION, GIFTED AND TALENTED
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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 hardworking, 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
25
CLASSROOM MANAGEMENT: KEEPING IT

POSITIVE (ELEMENTARY) [P19.152.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Herrmann Erick
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
26

POSITIVE (SECONDARY) [P19.153.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Herrmann Erick
Location: Online
Course Description:
as well as consequences for inappropriate behavior. This course will explore practical teaching strategies to
integrate positive classroom management into the secondary level 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
27
COACHING TO IMPROVE TEACHING AND

LEARNING FOR ASPDP [P18.067.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
CE Credits Online/Riesling Group
Instructor:
Maguire Marilyn
Location: Online
Course Description:
The purpose of effective coaching is to draw upon an individuals 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
28
CONSCIOUS CLASSROOM MANAGEMENT:

SUCCEEDING WITH DIFFICULT STUDENTS [P15001.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Conscious Teaching, LLC
Instructor:
Dearborn Grace
Location: Online
Course Description:
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 connect with kids, teach
personal responsibility and structure instruction for maximum engagement and impact.
Hundreds of research studies in education have concluded that the only way to improve student achievement is
with a knowledgeable and skillful teacher (What Matters Most, 1996). The difference in teacher effectiveness is
the single largest factor affecting academic growth of populations of students (Sanders, 2000). And the #1
teacher-controlled area influencing student achievement is classroom management (Wang, Haertl, & Walberg,
1994). Conscious Classroom Management: Succeeding with Difficult Students will help teachers improve
their classroom management which in turn will allow them to maximize student learning. Because no matter
how great your lesson plan is, youll never get through it if you cant get the students to buy-in and behave
appropriately.
Competencies:
2c : Managing Classroom Procedures
Credits: 3
NYCDOE Fee: $125
29
CREATING LEARNING CLASSROOMS:

SUPPORTING THE DANIELSON FRAMEWORK (GR
K-12) [P01.142.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
Many of todays 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
30
DEVELOPING MATHEMATICAL EXPERTISE IN A

PROBLEM CENTERED CLASSROOM (GR K-12)
[P01.143.1S16]
MATHEMATICS, ACADEMIC INTERVENTION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
31
DIFFERENTIATING TEACHING AND

INSTRUCTION: WHAT, HOW, WHY [P01.078.1S16]
ACADEMIC INTERVENTION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Knowledge Delivery Systems, Inc.
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
32
DYNAMIC WAYS TO INTEGRATE DIFFERENTIATED

COMMON CORE READING INSTRUCTION INTO
SCIENCE, SOCIAL STUDIES, AND WRITING FOR
STUDENTS WITH LEARNING DISABILITIES
[P01.083.1S16]
SPECIAL EDUCATION, ACADEMIC INTERVENTION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Creative Teacher Education Institute
Instructor:
Crispo Jennifer
Location: Online
Course Description:
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. If you
want to take a class that immediately engages you, than this is the class for you! This class provides dynamic
activities and strategies that will enhance your classroom by providing creative ways to differentiate and
integrate the Common Core reading curriculum across all content areas: science, social studies, literature, and
writing. You will learn how to take the Common Core reading protocols and curriculum and make it work in a
classroom of diverse learners. Upon completion of this class you will have created and researched ready to use
lessons, anchor charts, strategies, websites, and technology tools that will help students of all abilities succeed
with the new rigorous Common Core curriculum. This class addresses grades K-12, and students in the general
and special education setting. It specifically targets all elementary grades, middle and high school literature,
writing, science, and social studies classrooms.
Competencies:
4a : Reflecting on Teaching
Credits: 3
NYCDOE Fee: $125
33
EFFECTIVE USE OF IPADS IN THE CLASSROOM

TO ENHANCE STUDENT COGNITIVE THINKING
SKILLS [P08.157.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Liang Tracy
Location: Online
Course Description:
Effective Use of iPads in the Classroom has five objectives:
1. Introduce teachers to the capabilities and potential of iPads for enhanced instruction
2. Equip teachers to guide their students in effective use of iPad features
3. Introduce the possibilities of differentiated instruction for English language learners and other subgroups with
special needs, including those below grade level to those above grade level with the iPads accessibility
features, applications, and tools.
This class uses multiple pedagogical approaches, including direct and guided instruction, inquiry-based
learning, as well as the constructivist learning approach based on the premise that learning should a) build upon
the knowledge a person has already obtained and then advance upon that knowledge and b) help the learner take
an active role in the learning process and help them acquire skills based on real-world projects.
Competencies:
1f : Designing Student Assessments
3b : Using Questioning and Discussion Techniques
Credits: 3
NYCDOE Fee: $125
34
ENGAGING PARENTS EFFECTIVELY TO REMOVE

BARRIERS TO LEARNING [P19.074.1S16]
ACADEMIC INTERVENTION, FAMILY ENGAGEMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Dahl Steven
Location: Online
Course Description:
This course focuses on collaborating, cooperating, communicating and conferencing with parents to promote
student success. The teacher as leader and the teacher as manager will learn effective communication and
organizational skills for working with parents to solve academic and behavioral challenges to ensure positive
student outcomes. Based on the underlying principals inherent in the Value Set of Safety, Order and Rights
and effective teaching strategies, participants will learn to create an effective plan for interacting with parents
utilizing proven communication skills. The plan leads to a logical discussion about the problems the child is
having in school and moves parents from a defensive position to a position where they become committed
participants in the solution.
Participants will learn ways to organize observations and thoughts about a student and confidently and
professionally present a well-documented and thoughtful discussion of this sensitive topic. Participants will also
learn effective strategies for overcoming resistance from parents and how to gather relevant facts and present
them in ways that communicate with authority and impartiality, gaining parental support.
Research base, among others: Glasser, Marzano, Tomlinson, McTighe, Wiggins, Wormeli
Competencies:
4d : Participating in a Professional Community
Credits: 3
NYCDOE Fee: $125
35
ENHANCING PROFESSIONAL PRACTICE:

CHARLOTTE DANIELSONS A FRAMEWORK FOR
TEACHING [P02.110.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
Charlotte Danielsons 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 Danielsons 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 Danielsons 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.
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
36
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
37
EQUIPPING STUDENTS WITH THE MINDSET OF AN

ACHIEVER BY HELPING STUDENTS REPLACE
NEGATIVE SELF-PERCEPTIONS WITH POSITIVE
ACTION PLANS THAT RESULT IN LEARNING AND
ACADEMIC ACHIEVEMENT (PREK-12)
[P08.073.1S16]
ACADEMIC INTERVENTION, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Liang Tracy
Location: Online
Course Description:
This course is based on the work of Dr. Martin Seligman (UPenn) and Dr. Carol Dweck (Stanford), who have
researched how a students 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, combatted by Cognitive Behavior Therapy tailored for PreK 12, can deliver students from
pessimistic thinking and help them identify the root cause 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, multicultural students), that they are dumb and will never improve. Combining the work of both of these
researchers, this class gives participants the methods needed to help students make marked improvements in
their academic performance.
Competencies:
3a : Communicating With Students
Credits: 2
NYCDOE Fee: $90
38
39
EVERY EDUCATOR AN ADVOCATE [P01.107.1S16]

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Dahl Steven
Location: Online
Course Description:
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.
Competencies:
3e : Demonstrating Flexibility and Responsiveness
Credits: 3
NYCDOE Fee: $125
40
GRADING AND REPORTING FOR ALL STUDENTS

[P19.114.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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 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.
Competencies:
3d : Using Assessment in Instruction
Credits: 3
NYCDOE Fee: $125
41
HELPING STRUGGLING READERS SUCCEED IN

GRADES 4-12 [P01.147.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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.
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
42
HIGHLY EFFECTIVE WRITING INSTRUCTION FOR

SECONDARY ELA CLASSROOMS [P01.148.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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.
The course is divided into six modules: 1) The Nature of Writing: What is teaching writing all about? 2)
Writing Narratives 3) Developing Informational Texts 4) Using Argumentation to Support Claims 5)
Researching and Synthesizing from Multiple Sources and 6) Helping Students Become Writers, Listeners,
Speakers and Thinkers based on the Research-based, National Writing Project "best practices" for writing
instruction. The course will address Danielson Domain 1: 1C and 1E as well as Domain 3: 3C.
Competencies:
Credits: 3
NYCDOE Fee: $125
43
IMPLEMENTING NON-FICTION RICH TEXTS IN

THE CONTENT AREAS [P19.070.1S16]
Start Date:
4/1/2016
End Date:
4/28/2016
Education Partner:
Long Island Learning Institute for
Educators
Instructor:
De Collibus Jennifer
Location: Online
Course Description:
Building knowledge through content rich nonfiction plays an essential role in literacy and in the Standards for
all subject areas. It is now the responsibility of all teachers to engage and promote literacy thus meeting the
needs of students to be college and career ready, areas that overwhelmingly focus on complex texts outside of
literature. This course will explore how to choose such texts to meet the needs of complex text rigors as well as
how to teach students to deconstruct and learn from them in all subject areas through guided practice and
development of teachers own resources.
As a result of this course, participants will understand the role of literacy in every classroom and how reading
nonfiction texts will successfully prepare students to be critical thinkers and learners. Through the examination
of the Common Core Learning Standards, text complexity and rigor, and the structures and features of
nonfiction texts, participants will be able to address student challenges in reading nonfiction and select
appropriate texts for use in their classroom. Participants will be able to apply the information studied in this
course to research, share, and design an activity that incorporates a new nonfiction reading strategy to be
utilized in a specific content area, develop a lesson that incorporates specific strategies designed for reading
informational, expository texts, and select and explain how three nonfiction texts are suitable for a unit of study
that is currently being taught.
Competencies:
1d : Demonstrating Knowledge of Resources
Credits: 3
NYCDOE Fee: $125
44
INCREASING STUDENT ENGAGEMENT:

PLANNING OUTSIDE THE BOX (GR K-12)
[P01.149.1S16]
SCIENCE, ACADEMIC INTERVENTION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
45
MAKING STUDENT THINKING VISIBLE

[P15.118.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
46
MAXIMIZING ENGAGEMENT FOR ALL LEARNERS

[P19.076.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Dahl Steven
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
47

48
PREPARING STUDENTS FOR THE COMMON

CORE MATH ASSESSMENTS (GR 3-10)
[P01.150.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
We have come to a tipping point in education when we must change our assessment beliefs and act accordingly.
Assessment may be the most powerful tool available to us for ensuring universal student mastery of Common
Core State Standards. This comprehensive instructional course provides educators and administrators proven
methods to implement instruction and assessments aligned to the Common Core requirements into daily
classroom practices, easily and efficiently. This course also provides an understanding of how to use Common
Core guidelines for dramatic improvement of math instruction and achieve better student performance. This
course is also fully aligned with Danielsons Framework for Teaching Domains 1, 2, 3 and 4. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
49
PROBLEM BASED LEARNING [P01.166.1S16]

Start Date:
6/1/2016
End Date:
6/28/2016
Education Partner:
Educators
Instructor:
Bolen Rob
Location: Online
Course Description:
Participants will become familiar with the use of problem based learning as an effective classroom teaching
strategy and be able to demonstrate their ability to develop and use the numerous techniques in utilizing the
strategy through a participant created lesson plan or unit.
Participants will research and implement lessons for Problem-Based Learning in their classrooms.
Participants will differentiate between problem and project-based learning.
Participants will evaluate a variety of problem-based lessons for their authenticity and feasibility within the
context of the classroom.
Participants will develop their own problem-based activities as appropriate to their respective grade levels
and/or subject areas i.e. lesson or unit.
Competencies:
Credits: 3
NYCDOE Fee: $125
50
PROMOTING ACADEMIC ACHIEVEMENT

AMONG AFRICAN AMERICAN AND LATINO
AMERICAN BOYS AND GIRLS THROUGH
RESEARCH BASED STRATEGIES (PREK-12)
[P01.226.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Wise Donny
Location: Online
Course Description:
Based on the work of researchers such as Claude Steele, Tyrone Howard, Pedro Noguera, Gloria LadsonBillings, 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. As the
number of students of color grows in school districts across the nation, teachers are looking for methods that
move the needle for advancing the academic performance of African American and Latino students. Teachers
will learn how to foster respect and rapport in the classroom through building counter narratives to inferiority
complexes that students 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. Each lesson gives clarification on how to apply certain principles to teaching students of color.
Educators will learn key concepts such as: a) You dont have to be Black or Latino to effectively teach Black
and Latino students; b) Holding students to high standards (while giving individualized support) is one of the
best ways to break down stereotypes and improve academic performance and c) Innovative ways to handle
disciplinary problems include strategic approaches based on social interaction, moral authority, and veteran
teacher collaboration. This class avoids giving a one size fits all approach (or strategy) for dealing with
students of different cultures. Rather this course strengthens educators appreciation for their own personal
cultures while equipping educators with frameworks and practical strategies that enable them to raise the
academic performance of all students, regardless of their culture, background and learning styles.
Competencies:
2b : Establishing a Culture for Learning
51
Credits: 3
NYCDOE Fee: $125
52
READING & WRITING - LIKE BREAD & BUTTER YOU CAN'T HAVE ONE WITHOUT THE OTHER (GR
K-5) [P01.152.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Sokol Cathy
Location: Online
Course Description:
With the implementation of CCSS, 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 Writers Workshop, and instruction was often prompt-based, while reading was taught separately
through Readers 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 ones reading increases comprehension, reading extensively improves writing skills.
This course is intended to provide opportunities for teachers to master implementation of the Common Core
Standards for English Language Arts, using various components of Readers and Writers Workshop in
conjunction with writing in response to reading and one-on-one student conferences. Readers and Writers
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 Workshop model,
as well as designing a 5 day plan for the 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 Writers Workshop lessons will be the following week.
Competencies:
1c : Setting Instructional Outcomes
Credits: 3
NYCDOE Fee: $125
53

54
READING STRATEGIES FOR THE NON-READING

TEACHER [P10.077.1S16]
Start Date:
3/1/2016
End Date:
3/28/2016
Education Partner:
Educators
Instructor:
Location: Online
Course Description:
The rigors of the Common Core impact all teachers regardless of subject area and one of the most integral parts
of this educational overhaul is the undeniable move forward and upward with improving reading abilities and
comprehension skills across all areas. Teachers that want to improve and inspire students to be successful
readers will benefit from this course. It has been designed to meet the needs of the teacher by providing specific
skills and strategies for both teachers and students to help decode texts, understand variations and clues within
genres, and ways in which to run a class in order to foster a developing and subsequently strong reading
community that ensures progress both academically and personally. With literacy instruction at the forefront of
the Common Core, it is essential for educators to be equipped to design effective instruction around both
literary and expository texts to enhance understanding of content area learning. At the completion of this course,
participants will have concrete reading strategies that can be modeled and implemented to support students as
they encounter all levels of text in every content area class. Through peer and instructor interactions,
participants will also discuss reading deficiencies that present problems for students to read complex texts and
identify ways to differentiate instruction to allow all students to successfully read and understand text. The
development of activities, lessons, and assessments, allow participants to practice how to effectively design and
utilize instruction that cultivates strong readers and writers and the immediate feedback and suggestions
streamline ways to improve reading instruction.
Competencies:
Credits: 3
NYCDOE Fee: $125
55
SELECTING COMMON CORE SOURCES:

UNDERSTANDING GRENRE AND COMPLEX TEXT
[P01.169.1S16]
Start Date:
5/1/2016
End Date:
5/28/2016
Education Partner:
Educators
Instructor:
Location: Online
Course Description:
The importance of literacy in all content area classrooms is a founding principle of the Common Core Learning
Standards. The careful consideration into what types of genre, and the assessment of what constitutes a rich and
complex text to meet those needs are tantamount to the successful implementation and instruction of literacy in
all content area classes. This course will identify the most prevalent genres being seen on assessments, identify,
discuss, and explain reading strategies to support students as they read informational and literary texts for
understanding, and provide opportunities to apply what has been learned throughout this course to instructional
practice.
At the completion of this course, participants will be cognizant of the importance of content area literacy
instruction in all courses. Analyzing the use of genre, and text complexity and rigor on the state assessments
will guide discussions about how this information should impact instruction for both teachers and students. As a
result of this collegial analysis, participants will effectively design future instruction that incorporates content
area reading strategies for students to cull information and understanding from complex text selections. An
essential step in developing effective instruction around text is the selection process. Participants will gain
knowledge about how to choose challenging and rigorous genres based on their needs and their students. This
experience will allow participants to select appropriate texts in the future and examine past text selections and
modify where needed. This course provides the foundation for educators to cohesively integrate literary and
informational texts within the content area.
Competencies:
Credits: 3
NYCDOE Fee: $125
56
57
SHIFTING INSTRUCTION WITH THE FIVE CORE

PRACTICES [P01.119.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
In this course, you will gain the knowledge and skills to implement five key core practices in your instruction
that have the potential to create powerful results for students and prepare them for success in college and career.
You will apply the concrete actions and characteristics of each practice to help align your instruction to state
standards. Through illustrations, teacher modeling and interactive exercises, you will identify the areas of your
practice that are strong, and those that need to be further developed. By the end of this course, you will have
designed lesson plans that incorporate each of the five Core Practices in order to effectively integrate them into
your own instruction. Research has shown these specific practices to be very high impact, aligned to state
standards and linked to positive outcomes, specifically showing how high school students can be best prepared
for college and career. The five Core Practices of the Insight Core Framework are: Core Practice #1: Know the
Discipline Well, Core Practice #2: Prioritize Evidence over Opinion, Core Practice #3: Grow and Improve
Students Knowledge Base, Core Practice #4: Assess Progress towards Mastery, and Core Practice #5: Promote
Intellectual Risk Taking and Persistence. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
58
STUDENT LEARNING OBJECTIVES:

IMPLEMENTING SLOS TO IMPROVE INSTRUCTION
AND ADVANCE STUDENT GROWTH
[P02.172.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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 CTACs 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
59
TEACHING CHILDREN WITH LEARNING

DISABILITIES IN NEW AND CREATIVE WAYS
[P01.192.1S16]
Start Date:
3/1/2016
End Date:
3/30/2016
Education Partner:
Instructor:
Crispo Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
60
TEACHING MATHEMATICS WITH RIGOR AND

RESULTS (GR 3-10) [P01.008.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
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
incorporates Common Core content guidelines as well as takes a deeper look into how the mathematics
practices standards can easily be integrated into 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 Danielsons Framework for Teaching Domains 1, 2, 3 and 4. 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
Competencies:
Credits: 3
NYCDOE Fee: $125
61
TODAYS CLASSROOM: FOUNDATIONS OF AND

CURRENT TRENDS IN EDUCATION [P19.075.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Ikeda Koh
Location: Online
Course Description:
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
Competencies:
Credits: 3
NYCDOE Fee: $125
62
ARTS
63
ANALYZING ART ONLINE [P01.018.1S16]

ARTS
Start Date:
5/1/2016
End Date:
5/30/2016
Education Partner:
Instructor:
McLachlan Janice
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
64
CREATIVE INFUSION: ART & REUSE IN THE

CLASSROOM [P03.219.1S16]
ARTS, ENGLISH LANGUAGE ARTS
Start Date:
2/27/2016
End Date:
4/4/2016
Education Partner:
Materials for the Arts
Instructor:
Suarez Joy
Location: Materials for the Arts, 33-00 Northern Blvd, 3rd Floor, , Long Island City, NY
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
65

66
EVERYTHING PICASSO [P01.109.1S16]

ARTS
Start Date:
3/1/2016
End Date:
3/30/2016
Education Partner:
Instructor:
McLachlan Janice
Location: Online
Course Description:
Pablo Picasso was considered to be one of the most creative artists of the twentieth century. Do you want to turn
your classroom into everything that is Picasso? Learn all about Cubism, the Rose and the Blue Period. Explore
Picasso's socially controversial painting Guernica and how the world came to view his work. Learn
interdisciplinary ways to include Picasso into your classroom curriculum. This course will encourage teachers
to create lesson plans based on their individual curriculum area with Picasso as the inspiration. Learning about
Picasso is appropriate for all academic areas including Character Education, LOTE, ELA, Science, Social
Studies, Math and the Arts, all grade levels K-12, Guidance Counselors and Social Workers.
Competencies:
Credits: 3
NYCDOE Fee: $125
67
INTEGRATING MUSIC IN CLASSROOM

MANAGEMENT AND INSTRUCTION
[P02.132.1S16]
ARTS, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Lim Justin
Location: Online
Course Description:
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 21stcentury 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. Finally, they will become familiar with the
current technology to access, produce, and showcase music. Deliverables will 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
68
PAPER: FROM PULP TO FICTION [P03.220.1S16]

Start Date:
4/16/2016
End Date:
6/4/2016
Education Partner:
Instructor:
Suarez Joy
Course Description:
This studio class will take a single product, paper, and work out the historical, economic, scientific, social and
mathematical properties that are inherent in its use and production; all through hands-on art making. Each
session will focus on methods for curriculum integration including: math, science, social studies and literacy in
order to empower teachers with tools that make them better educators and leaders. There will be six themes of
hands-on practice: paper making, pen and ink, block prints, stenciling, silkscreen and collage. Emphasis will be
placed on creating artwork from reusable materials and participants will learn about the environmental impact
of paper as well as practice ways of reusing their materials throughout the course. Participants will learn various
strategies for differentiating instruction in order to create and present achievable projects for a wide scope of
learners. Participants will develop paper-inspired lesson plans for various subject areas, learning styles and
ability levels relevant to their classroom. 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. Participants will receive a course pack of documents outlining pertinent vocabulary
and how-to instructions for the art techniques learned.
Competencies:
Credits: 3
NYCDOE Fee: $125
69
SHAKESPEARE TEACHES TEACHERS [P03.010.1S16]

ARTS, PEDAGOGY
Start Date:
3/8/2016
End Date:
4/9/2016
Education Partner:
Brooklyn Academy of Music
Instructor:
LoMonico Michael
Location: Brooklyn Academy of Music, 30 Lafayette Avenue, Brooklyn, NY

Course Description:
This course tends to be a lab course in that teachers will use and demonstrate how theyve used the learned
strategies in their teaching and report back the following class. The close-readings of rigorous texts in addition
to Shakespeares are a vital component. They will also seek out and use original non-fiction print and rare
images from the Folger Shakespeare Library collection. A mid-term report will be required to assess what tasks
they have adapted to the teaching of literature.
The main texts will be Shakespeares Henry IV, Part 1 and Shakespeare Set Free: Teaching Hamlet and Henry
IV, Part 1. In addition the class will see a live production of Henry IV, Part 1 presented by the Royal
Shakespeare Company at BAM.
Competencies:
Credits: 2
NYCDOE Fee: $90
70
SURREALISM: EXPLORING THE MARVELOUS IN

THE CLASSROOM [P01.186.1S16]
Start Date:
4/1/2016
End Date:
4/29/2016
Education Partner:
Instructor:
McLachlan Janice
Location: Online
Course Description:
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 Andr Breton
with his Surrealism Manifesto to amazing illusion artist Salvador Dali (19041989), and film-maker Luis
Buuel (19001983) 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
71
THE MULTICULTURAL SOUNDS OF MATH,

SCIENCE AND LITERACY THROUGH MUSIC
[P01.214.1S16]
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
Instructor:
Suarez Joy
Location: Materials for the Arts, 33-00 Northern Blvd. 3rd Floor, , Long Island City, NY
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
72
DATA AND
ASSESSM
ENT
73
ASSESSMENT AND THE COMMON CORE STATE

STANDARDS [P01.091.1S16]
DATA AND ASSESSMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
74
BETTER TEACHING AND LEARNING WITH

FORMATIVE ASSESSMENT [P02.167.1S16]
PEDAGOGY, DATA AND ASSESSMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
Formative assessment, a range of informal and formal assessments teachers can use to modify instruction to
better meet students needs, can be used in any subject or with any age group, making it a versatile tool for
teachers as they implement the Common Core State Standards. In this course, the teacher will learn how to use
formative assessment to quickly and effectively assess student learning, techniques to use formative assessment
in any grade level or subject area (including social/emotional learning and metacognition), and strategies to
analyze and apply formative data to modify instruction and provide students with insight into their own learning
and progress. This course provides the participant with best practices that use Blooms Taxonomy to develop
questioning techniques to access lower- and higher-order thinking and guides teachers through the connections
between standards, lesson objectives, and robust assessment strategies. This course also provides strategies for
enhancing the school success of exceptional participants. Teachers will learn how to support and encourage
special needs students, English Language Learners, and gifted/talented students by using frequent, short, and
varied formative assessments, giving precise and supportive feedback, implementing multi-modal assessments,
and conducting instructional regrouping based on students particular needs.
Competencies:
Credits: 3
NYCDOE Fee: $125
75
EFFECTIVE FEEDBACK [P01.144.1S16]

DATA AND ASSESSMENT
Start Date:
3/1/2016
End Date:
3/28/2016
Education Partner:
Educators
Instructor:
Catz Liz
Location: Online
Course Description:
Teachers will learn to successfully use effective feedback as an instructional tool to further enhance a students
academic experience in class as well as create an opportunity for students to act on feedback to become better
students and establish overall success. Activities will include how teachers/participants will better relate to
students, manage classroom, and modify feedback delivery. The incorporation of outside research/ reaction
papers/ writing process/study circles/student or peer observations/case studies/videos will further expand
participant learning. Because of the one month length of this course and the daily instruction and interaction,
formative and summative assessments will be offered as alternative assessments on a weekly basis culminating
in an end of course evaluation and application of learned skills and information to classroom instruction
assignment by creating and articulating their own objective and style of feedback based on newly learned
information.
Competencies:
Credits: 3
NYCDOE Fee: $125
76
FORMATIVE ASSESSMENT AND STANDARDSBASED GRADING [P02.112.1S16]

DATA AND ASSESSMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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 childrens grades are determined. Marzano
Research Labs 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 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
77
MANAGING STUDENT PRODUCTION,

ASSESSMENT AND FEEDBACK IN GOOGLE APPS
FOR EDU - SECTION 1 [P02.191.1S16]
TECHNOLOGY, DATA AND ASSESSMENT
Start Date:
2/24/2016
End Date:
4/6/2016
Education Partner:
New Visions for Public Schools
Instructor:
Schulman Joshua
Location: New Visions for Public Schools, 320 West 13th Street, , New York, NY
Course Description:
Google Apps for EDU (GAFE) is a popular cloud productivity, teaching and learning platform used in many
NYCDOE schools, universities, and modern workplaces. Free, school-managed GAFE 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, textualanalysis, 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 GAFE, 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.
Competencies:
Credits: 1
NYCDOE Fee: $45
78

FOR EDU SECTION 002 [P02.191.2S16]
Start Date:
4/11/2016
End Date:
5/23/2016
Education Partner:
Instructor:
Test Test
Course Description:
Competencies:
Credits: 1
NYCDOE Fee: $45
79
TAKING ACTION WITH DATA [P19.122.1S16]

DATA AND ASSESSMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
Data can empower all stakeholders, including students, teachers, and families to improve student learning
outcomes and provide access to personalized learning experiences for students within whole group and small
group instruction. While data can be used purposefully to bridge the divide between standardized instruction
and the personalized learning that students deserve, teachers need further development in linking data to
standards to personalize learning. In this course, educators will use the Taking Action with Data Framework
(TAWD) as their guide. By the end of the course, you will have the knowledge and skills to use data effectively.
To build your understanding, you will complete a data inventory and a data action plan to support all students
reaching mastery of the standards and using on-going evidence to personalize learning. To measure student
mastery of the Common Core State Standards, educators must be able to collect, measure, and analyze student
data. They must also be able to analyze patterns in data, develop and use formative and summative assessments,
and develop action plans for students based on the data gleaned from assessments. This course will allow
Educators to meaningfully use data that pertains to the Common Core State Standards, to ensure that all
students are on the path towards college and career readiness. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
80
UNDERSTANDING ASSESSMENT AND GRADING

FOR STUDENT ACHIEVEMENT [P19.125.1S16]
DATA AND ASSESSMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
Expert educational consultants Damian Cooper and Ken OConnor argue the necessity of rethinking assessment
practices to help all students learn and to become more efficient. Participants will analyze their current practice
and begin to implement improvements based on careful distinction between assessment for learning vs.
assessment of learning. Mr. Coopers strategies will facilitate for teachers such critical tasks as routinely sharing
learning goals with students, providing examples of excellence (e.g., through rubrics), promoting collaborative
work and self- and peer-assessment, and providing feedback that both informs students how to improve and
allows them the time and space to do so. Ken OConnor joins Mr. Cooper in the final two video units of the
course to explore the critical distinctions between formative assessment and summative grades and to ask and
answer such questions as whether grades promote learning at all; when, what, and how to grade; and what
functions grades can serve in a standards-based system. Interviews with teachers, classroom footage, and textbased units punctuate the presenters key points throughout and provide examples of their theories in practice.
The goal of effective assessment strategies is to bring all students to proficiency in every standard identified as
essential. This course will prepare educators to embed assessment in instruction so as to increase their
understanding of what their students needall their students, including African-Americans, Latinos, and lowincome studentsand design instruction that meets those needs, helps close the achievement gap, and
contributes to a culture of achievement. This courses key activities include videos, readings, reflection
Competencies:
Credits: 3
81
NYCDOE Fee: $125

82
EARLY
CHILDHOO
D
EDUCATIO
N
83
ARTS EDUCATION FOR EARLY LEARNING AND

EMERGENT LITERACY [P03.179.1S16]
EARLY CHILDHOOD EDUCATION, ENGLISH LANGUAGE ARTS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 childrens literacy skills and cognitive development. The teacher will learn what the arts
are, why they are important, how they contribute to a childs 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 Blooms 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
84
ENGLISH
LANGUAGE
ARTS
85
ABCS OF THE COMMON CORE FOR

ELEMENTARY ENGLISH LANGUAGE ARTS (GR K5) [P01.132.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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 Danielsons Framework for Teaching and the Common
Core Learning Standards into their teaching practice.
Competencies:
Credits: 3
NYCDOE Fee: $125
86
ADDRESSING CLOSE READING CCSS (GRADES

2-5) [P01.133.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
87
ADDRESSING COMMON CORE FOR

SECONDARY ENGLISH LANGUAGE ARTS
(GRADES 6-12) [P27-196.S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
This comprehensive instructional course provides intermediate and 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 Danielsons Framework for
Teaching and the Common Core Learning Standards into their teaching practice.
Competencies:
Credits: 3
NYCDOE Fee: $125
88
ADDRESSING COMPLEX TEXTUAL READING

CCSS (GRADES 6-12) [P01.135.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
89
ARTS EDUCATION FOR EARLY LEARNING AND

EMERGENT LITERACY [P03.179.1S16]
EARLY CHILDHOOD EDUCATION, ENGLISH LANGUAGE ARTS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 childrens literacy skills and cognitive development. The teacher will learn what the arts
are, why they are important, how they contribute to a childs 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 Blooms 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
90
BUILDING ACADEMIC LANGUAGE, GRADES 712 [P01.033.1S16]

ENGLISH LANGUAGE ARTS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
91
BUILDING ACADEMIC LANGUAGE, GRADES K-6

[P01.087.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
92

COMPREHENSION (GRADES 6-12) CCSS
[P01.138.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
within the content area classroom in grades 6-12. This interactive course is designed for job-embedded learning
student vocabulary knowledge.
Competencies:
Credits: 3
NYCDOE Fee: $125
93

COMPREHENSION (GRADES K-5) CCSS
[P01.139.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
within the content area classroom in grades K-5. This interactive course is designed for job-embedded learning
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
94
BUILDING CAPACITY FOR EFFECTIVE READING

INSTRUCTION THROUGH COLLABORATIVE
INQUIRY [P19.064.1S16]
ENGLISH LANGUAGE ARTS, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGuire Marilyn
Location: Online
Course Description:
Students who can read effectively and efficiently have a door-opening skill: an ability to decode, understand
and successfully interact with information in a host of subject areas, and an opportunity to be a successful
learner. Because the focus of this course is to learn and apply specific coaching strategies in the teaching of
reading, the course will not address every aspect of reading instruction, nor is it intended as a course on a
particular methodology of reading instruction. However, when you are referencing a particular methodology of
reading instruction, you will be asked to tie it to the New York Common Core Standards for the grade you are
teaching. Effective coaching strategies are paired with intentional best practice in reading in an effort to grow
both kinds of skills. The methods of coaching intentional best practice in reading will help every teacher to be
more effective and intentional in the teaching of reading and will provide a methodology to support any and all
specific reading programs. This course identifies and teaches the seven components of successful reading
programs which are the foundation of reading achievement: phonemic awareness, phonics, fluency, vocabulary,
comprehension, writing about the reading, and content area reading skills. Intentional best practice in each
reading component is emphasized as the basis for creating a coaching relationship intended to deepen
knowledge of the subject matter content and ensure content, instructional strategies and assessments are
meeting all student needs.
Competencies:
Credits: 3
NYCDOE Fee: $125
95
COMMON CORE IMPLEMENTING THE WRITING

STANDARDS 6-8 [P11.104.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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 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 6-8. 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. The
key Danielson component addressed by this course is from Domain 1: Planning and Preparation, 1a:
Demonstrating knowledge of content and pedagogy. Course participants will gain extensive knowledge around
the Common Core State Standards for 6-8 writing instruction. Participants will understand the content of the
standards, and also the structure as they 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
96

STANDARDS 9-12 [P11.105.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
In this course, participants will learn how to implement the Common Core State Standards for 9-12 writing
Core Writing Standards for grades 9-12. The key Danielson component addressed by this course is from
Domain 1: Planning and Preparation, 1a: Demonstrating knowledge of content and pedagogy. Course
participants will gain extensive knowledge around the Common Core State Standards for 9-12 writing
instruction. Participants will understand the content of the standards, and also the structure as they 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
97

STANDARDS K-5 [P11.106.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
In this course, participants will learn how to implement the Common Core State Standards for K-5 writing
Core Writing Standards for grades K-5. This courses key activities include videos, readings, reflection
Competencies:
Credits: 3
NYCDOE Fee: $125
98
COMMON CORE IN ELA: INSTRUCTIONAL SHIFTS

FOR EFFECTIVE IMPLEMENTATION, GRADES 3-5
[P10.094.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
In this course, educators will become fully versed in the foundations of the English Language Arts Common
Core State Standards (CCSS) for grades 3-5. Using the six instructional shiftsbalancing informational and
literary text, using texts to inform, the staircase of text complexity, text-based answers, academic vocabulary,
and writing from sourceseducators will develop lesson plans, design instruction, and implement practical
strategies for working with diverse learners, including English learners. Each grade level of this course focuses
on the developmental perspectives of targeted students. Ideas for ways to communicate the CCSS to parents
will also be discussed. 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. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
99

FOR EFFECTIVE IMPLEMENTATION, GRADES 9-12
[P10.158.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
Core State Standards (CCSS) for grades 9-12. Using the six instructional shiftsbalancing informational and
will also be discussed.
Competencies:
Credits: 3
NYCDOE Fee: $125
100

FOR EFFECTIVE IMPLEMENTATION, GRADES K-2
[P10.097.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
Core State Standards (CCSS) for grades K-2. Using the six instructional shiftsbalancing informational and
Core State Standards (CCSS) for grades K-2. Using the six instructional shiftsbalancing informational and
Competencies:
Credits: 3
NYCDOE Fee: $125
101
CREATIVE INFUSION: ART & REUSE IN THE

Start Date:
2/27/2016
End Date:
4/4/2016
Education Partner:
Instructor:
Suarez Joy
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
102

103
DYSLEXIA: WHAT IT IS AND WHAT TO DO ABOUT

IT [P01.047.1S16]
ENGLISH LANGUAGE ARTS, SPECIAL EDUCATION
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
Everyone Reading
Instructor:
Mancuso Lavinia
Location: Everyone Reading, 30 Broad Street, Fourth Floor, New York, NY

Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
104
EVERYONE HAS A STORY TO TELL: NARRATIVE IN

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 learn the power, joy, and versatility of narrative
in the classroom. After all, everyone has a story to tell.
Competencies:
Credits: 3
NYCDOE Fee: $125
105
FOR TEACHERS BY TEACHERS: BEST PRACTICES

IN COMMON CORE ALIGNED LITERACY
INSTRUCTION [P01.110.1S16]
Start Date:
2/25/2016
End Date:
4/21/2016
Education Partner:
DOE Knowledge Sharing
Instructor:
Cardinali Melissa
Location: Online
Course Description:
For Teachers By Teachers: Best Practices in Common Core Aligned Literacy Instruction is an interactive,
online, four-week course that invites New York City teachers to watch videos that explain or demonstrate
Common Core-aligned teaching strategies in their classrooms, implement those strategies in their classrooms,
then share their experiences with colleagues around the city to get feedback on the work theyre doing with
students. This course is created by teachers and all of its content is based in the Common Core State Standards
(CCSS) or other scholarly work; a comprehensive bibliography is attached to the course syllabus. The activities
presented (such as guiding students through the essay-writing process, and implementing Socratic Seminar) all
focus on two keystone ideas from the CCSS : (1) the necessity of offering students access to and practice with
complex texts and (2) the necessity of offering students the tools they need to read, write, and speak based on
evidence from the texts they read.
Competencies:
Credits: 2
NYCDOE Fee: $150
106
FOSTERING READING AND WRITING SUCCESS

FOR STUDENTS WITH LEARNING DISABILITIES
[P01.112.1S16]
Start Date:
2/15/2016
End Date:
3/15/2016
Education Partner:
Instructor:
Crispo Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
107
HELPING STRUGGLING READERS SUCCEED IN

GRADES 4-12 [P01.147.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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.
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
108
HIGHLY EFFECTIVE WRITING INSTRUCTION FOR

SECONDARY ELA CLASSROOMS [P01.148.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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.
The course is divided into six modules: 1) The Nature of Writing: What is teaching writing all about? 2)
Writing Narratives 3) Developing Informational Texts 4) Using Argumentation to Support Claims 5)
Researching and Synthesizing from Multiple Sources and 6) Helping Students Become Writers, Listeners,
Speakers and Thinkers based on the Research-based, National Writing Project "best practices" for writing
instruction. The course will address Danielson Domain 1: 1C and 1E as well as Domain 3: 3C.
Competencies:
Credits: 3
NYCDOE Fee: $125
109
IMPLEMENTING NON-FICTION RICH TEXTS IN

THE CONTENT AREAS [P19.070.1S16]
Start Date:
4/1/2016
End Date:
4/28/2016
Education Partner:
Educators
Instructor:
Location: Online
Course Description:
Building knowledge through content rich nonfiction plays an essential role in literacy and in the Standards for
all subject areas. It is now the responsibility of all teachers to engage and promote literacy thus meeting the
needs of students to be college and career ready, areas that overwhelmingly focus on complex texts outside of
literature. This course will explore how to choose such texts to meet the needs of complex text rigors as well as
how to teach students to deconstruct and learn from them in all subject areas through guided practice and
development of teachers own resources.
As a result of this course, participants will understand the role of literacy in every classroom and how reading
nonfiction texts will successfully prepare students to be critical thinkers and learners. Through the examination
of the Common Core Learning Standards, text complexity and rigor, and the structures and features of
nonfiction texts, participants will be able to address student challenges in reading nonfiction and select
appropriate texts for use in their classroom. Participants will be able to apply the information studied in this
course to research, share, and design an activity that incorporates a new nonfiction reading strategy to be
utilized in a specific content area, develop a lesson that incorporates specific strategies designed for reading
informational, expository texts, and select and explain how three nonfiction texts are suitable for a unit of study
that is currently being taught.
Competencies:
Credits: 3
NYCDOE Fee: $125
110
INTEGRATING COMMON CORE LITERACY

STANDARDS ACROSS SUBJECTS [P10.171.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
111
INTERVENTIONS FOR STUDENTS WITH DYSLEXIA

AND OTHER READING DIFFERENCES
[P01.017.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Karten Toby
Location: Online
Course Description:
This course provides strategies for staff that instructs or develops instructional programs for students with
dyslexia and other reading differences. Objectives include an investigation of the characteristics of dyslexia and
other reading differences. Learners evaluate the reading research and apply the evidence-based strategies to
strengthen skills with sound-symbol association, fluency, spelling, comprehension, and vocabulary. Learners
apply multisensory approaches and technology applications that value the reading knowledge and levels of their
students. Objectives include dyslexia action plans that honor collaboration with staff and students, and
culturally responsive practices. Activities include the alignment of appropriate interventions to strengthen
literacy skills across the curriculum. Activities in each module help staff assist learners to develop
compensatory strategies with fluency, sound-symbol association, reading comprehension, vocabulary, written
expression, and auditory processing skills to become better readers. Specific emphasis will include how to
infuse technology with the appropriate digital tools to increase the reading skills and level of students.
Learners explore The International Dyslexia Knowledge and Practice Standards professional development
requirements. Learners review research from What Works Clearinghouse to examine the effectiveness of
programs intended to increase the literacy skills of beginning readers in K-3 and upper elementary students and
adolescents in grades 4-12. Topics include alphabetics, early reading/writing skills, general literacy
achievement, print knowledge, reading fluency, reading comprehension, and written expression. Students
develop dyslexia action plans that include competencies from Danielsons Framework for planning and
preparation, instruction, and professional reading responsibilities. Common Core ELA standards are included in
each of the modules.
Competencies:
4e : Growing and Developing Professionally
Credits: 3
NYCDOE Fee: $125
112

113
MICROSOFT POWERPOINT: INTEGRATING

TECHNOLOGY AND PRESENTATION SKILLS INTO
THE CLASSROOM TO ENHANCE STUDENT
CRITICAL THINKING AND CREATIVITY SKILLS
(GRADES PREK-12) [P08.156.1S16]
ENGLISH LANGUAGE ARTS, TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Liang Tracy
Location: Online
Course Description:
Microsoft PowerPoint: Integrating Technology and Presentation Skills into the Classroom (Grades PreK-12)
is part of a series of courses that help teachers integrate specific technologies into the classroom to heighten
cognitive engagement and to equip students with vital, strategic technology skills for Common Core Standards
mastery. In this course, teachers will master the skills of effective presentation building for instructional,
communicative, and collaborative purposes. They also will be trained to guide their students into mastery of
PowerPoint Presentation creation. As students engage in rigorous tasks, such as creating their own authentic
presentations of rich research in various content areas, their ownership of their learning and hence motivation
and content mastery increase. Students learn to embed hyperlinks to connect their presentation with multiple
sources of visual, written, audio, and animated text for further clarification and elaboration of key concepts in
their product. The course walks the participant from the basics of using PowerPoints features all the way to an
understanding of how to teach PowerPoint to students to convey their ideas effectively in presentation form.
Competencies:
Credits: 3
NYCDOE Fee: $125
114
PAPER: FROM PULP TO FICTION [P03.220.1S16]

Start Date:
4/16/2016
End Date:
6/4/2016
Education Partner:
Instructor:
Suarez Joy
Course Description:
This studio class will take a single product, paper, and work out the historical, economic, scientific, social and
mathematical properties that are inherent in its use and production; all through hands-on art making. Each
session will focus on methods for curriculum integration including: math, science, social studies and literacy in
order to empower teachers with tools that make them better educators and leaders. There will be six themes of
hands-on practice: paper making, pen and ink, block prints, stenciling, silkscreen and collage. Emphasis will be
placed on creating artwork from reusable materials and participants will learn about the environmental impact
of paper as well as practice ways of reusing their materials throughout the course. Participants will learn various
strategies for differentiating instruction in order to create and present achievable projects for a wide scope of
learners. Participants will develop paper-inspired lesson plans for various subject areas, learning styles and
ability levels relevant to their classroom. 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. Participants will receive a course pack of documents outlining pertinent vocabulary
and how-to instructions for the art techniques learned.
Competencies:
Credits: 3
NYCDOE Fee: $125
115
PROMOTING MASTERY OF ESL STANDARDS WITH

TECHNOLOGY USAGE [P01.227.1S16]
ENGLISH LANGUAGE ARTS, ENGLISH LANGUAGE LEARNERS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Wise Ruth
Location: Online
Course Description:
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. Key activities include
reading, watching videos, researching, reflecting, analyzing, and planning.
Competencies:
Credits: 3
NYCDOE Fee: $125
116
PROMOTING SUCCESS IN SCIENCE AND

LITERACY THROUGH HUMANE EDUCATION
[P27.018.1S16]
ENGLISH LANGUAGE ARTS, SCIENCE
Start Date:
3/5/2016
End Date:
5/21/2016
Education Partner:
H.E.A.R.T (Humane Education
Advocates Reaching Teachers)
Instructor:
Parrucci Chris
Location: Online
Course Description:
In this course participants will understand how humane education can be used as a tool for meeting CCSS and
engaging students in learning by teaching students about core character traits such as empathy and compassion,
and developing important skills such as critical thinking, and making real world connections through problem
solving and service learning. By the end of the course participants will be able to effectively create and teach
humane education lessons that will enhance their students success in science and literacy by analyzing humane
education lesson plans and resources and then developing their own lessons.
Additionally, the participants will learn about incorporating best pedagogical practices into their classroom by
practicing and reviewing effective questioning and discussion techniques. Participants will learn ways to
effectively engage students in learning. Participants will practice these concepts and techniques throughout the
course as well as in their mid-term and then reflect upon it in their final report. In this course we practice best
pedagogical practices by offering diverse resources and giving a wide-variety of assignments to model the
educational approach of catering to different learning styles. We also practice mastery learning so that the focus
is really on the participants understanding the objectives of each assignment.
Competencies:
Credits: 3
NYCDOE Fee: $125
117
READING & WRITING - LIKE BREAD & BUTTER YOU CAN'T HAVE ONE WITHOUT THE OTHER (GR
K-5) [P01.152.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Sokol Cathy
Location: Online
Course Description:
With the implementation of CCSS, 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 Writers Workshop, and instruction was often prompt-based, while reading was taught separately
through Readers 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 ones reading increases comprehension, reading extensively improves writing skills.
This course is intended to provide opportunities for teachers to master implementation of the Common Core
Standards for English Language Arts, using various components of Readers and Writers Workshop in
conjunction with writing in response to reading and one-on-one student conferences. Readers and Writers
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 Workshop model,
as well as designing a 5 day plan for the 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 Writers Workshop lessons will be the following week.
Competencies:
Credits: 3
NYCDOE Fee: $125
118

119
SELECTING COMMON CORE SOURCES:

UNDERSTANDING GRENRE AND COMPLEX TEXT
[P01.169.1S16]
Start Date:
5/1/2016
End Date:
5/28/2016
Education Partner:
Educators
Instructor:
Location: Online
Course Description:
The importance of literacy in all content area classrooms is a founding principle of the Common Core Learning
Standards. The careful consideration into what types of genre, and the assessment of what constitutes a rich and
complex text to meet those needs are tantamount to the successful implementation and instruction of literacy in
all content area classes. This course will identify the most prevalent genres being seen on assessments, identify,
discuss, and explain reading strategies to support students as they read informational and literary texts for
understanding, and provide opportunities to apply what has been learned throughout this course to instructional
practice.
At the completion of this course, participants will be cognizant of the importance of content area literacy
instruction in all courses. Analyzing the use of genre, and text complexity and rigor on the state assessments
will guide discussions about how this information should impact instruction for both teachers and students. As a
result of this collegial analysis, participants will effectively design future instruction that incorporates content
area reading strategies for students to cull information and understanding from complex text selections. An
essential step in developing effective instruction around text is the selection process. Participants will gain
knowledge about how to choose challenging and rigorous genres based on their needs and their students. This
experience will allow participants to select appropriate texts in the future and examine past text selections and
modify where needed. This course provides the foundation for educators to cohesively integrate literary and
informational texts within the content area.
Competencies:
Credits: 3
NYCDOE Fee: $125
120
121
SURREALISM: EXPLORING THE MARVELOUS IN

Start Date:
4/1/2016
End Date:
4/29/2016
Education Partner:
Instructor:
McLachlan Janice
Location: Online
Course Description:
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 Andr Breton
with his Surrealism Manifesto to amazing illusion artist Salvador Dali (19041989), and film-maker Luis
Buuel (19001983) 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
122
THE COMMON CORE STATE STANDARDS FOR

ENGLISH LANGUAGE ARTS: THEORY AND
PRACTICE IN THE 6-12 CLASSROOM
[P10.175.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 Cores content and
philosophy, including the three major shifts toward using informational texts, complex texts, and evidencebased 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
123

PRACTICE IN THE K-5 CLASSROOM
[P10.174.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 Cores 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 participants teaching practice and support student achievement.
Competencies:
Credits: 3
NYCDOE Fee: $125
124
THE MULTICULTURAL SOUNDS OF MATH,

SCIENCE AND LITERACY THROUGH MUSIC
[P01.214.1S16]
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
Instructor:
Suarez Joy
Location: Materials for the Arts, 33-00 Northern Blvd. 3rd Floor, , Long Island City, NY
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
125
UNLOCKING THE MYSTERY: BEST PRACTICES

FOR IMPLEMENTING THE SAMPLE 9TH GRADE
ELA MYSTERY UNIT [P05.055.1S16]
Start Date:
2/21/2016
End Date:
3/26/2016
Education Partner:
DOE Office of Curriculum, Instruction,
and Professional Development
Instructor:
Dull AnnMarie
Location: Online
Course Description:
In this course, participants will explore and practice a variety of research-based instructional strategies for
teaching a reading unit using a Sample CCLS unit on the Mystery Genre for 9th grade English Language Arts.
This course is intended for teachers who are teaching the unit. Participants will receive instruction on best
practices in reading instruction that are featured in the sample unit including: Instructional Read Aloud,
annotation techniques, discussion strategies, different ways of assessing reading, transforming suggested
learning activities into lesson plans, using journals to guide reading, building students reading skills toolkit, the
role of discussion in reading instruction, using discussions to model and practice close reading skills, Formative
& Performance Based Assessments and how to ensure that all students have access and how to adapt them to
meet the needs of the students in the classroom, using data to plan for whole class and small group instruction,
and best practices for small group instruction. Using the content from the Sample 9th Grade Unit, participants
will write lesson plans each week based on the instructional plan in the unit to meet the specific needs of the
students in their own classrooms. They will share their lessons with one another and receive targeted feedback
from their peers and from the instructor before teaching the lessons in their classrooms. Participants will also
analyze and share samples of student work and will use the analyses to reflect on their lessons and tailor their
instructional approach to meet the needs of the students in their classrooms. They will learn how to customize
the suggested lesson activities and assessments to meet the needs of their students and explore ways for
planning meaningful whole class and small group instruction.
Competencies:
Credits: 2
NYCDOE Fee: $150
126
127
WHY ARGUE: TEACHING THE ART OF ORAL AND

WRITTEN ARGUMENT [P10.165.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
How many times have you heard a student say Just because, or use faulty reasoning when asked to support a
position theyve 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 ones 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 students 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 learners teaching practice
and support student achievement.
Competencies:
Credits: 3
NYCDOE Fee: $125
128
ENGLISH
LANGUAGE
LEARNERS
129
ACADEMIC ACHIEVEMENT FOR ENGLISH

LANGUAGE LEARNERS (ELLS) [P08.192.1S16]
ACADEMIC INTERVENTION, ENGLISH LANGUAGE LEARNERS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Castillo Melissa
Location: Online
Course Description:
This comprehensive instructional course provides educators and administrators with research-based methods to
effectively address the needs of English Language Learners in daily classroom practices in order to meet state
English Language Proficiency across all content areas. This interactive course will help facilitate the process for
teachers to think through how to better incorporate the instructional practices necessary for ELLs. Participants
will have access to downloadable course textbook, 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
130
BUILDING CULTURAL COMPETENCY TO

IMPROVE INSTRUCTION AND STUDENT
ACHIEVEMENT [P02.168.1S16]
ENGLISH LANGUAGE LEARNERS, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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
individuals 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 learners own culture, the course
helps the learner develop best practices for handling culturally sensitive scenarios that can impact student
learning.
Competencies:
Credits: 3
NYCDOE Fee: $125
131
COMMON CORE STATE STANDARDS FOR

ENGLISH LANGUAGE LEARNERS [P08.173.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 Citys 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
132
PROMOTING MASTERY OF ESL STANDARDS WITH

TECHNOLOGY USAGE [P01.227.1S16]
ENGLISH LANGUAGE ARTS, ENGLISH LANGUAGE LEARNERS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Wise Ruth
Location: Online
Course Description:
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. Key activities include
reading, watching videos, researching, reflecting, analyzing, and planning.
Competencies:
Credits: 3
NYCDOE Fee: $125
133
FAMILY
ENGAGEM
ENT
134
BUILDING MEANINGFUL PARTNERSHIPS:

CONNECTING PARENTS, SCHOOLS, AND
COMMUNITIES [P02.166.1S16]
FAMILY ENGAGEMENT, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
Educating young people is a task shared by many parties, as a students success no longer rests solely in the
hands of his or her teachers. And New York is a city with endless opportunities to create meaningful learning
experiences for students in partnership with families and their local community. Parents, community groups,
and local businesses can all play a vital part in educating New York Citys youth. When schools work
collaboratively with these groups, students thrive both personally and academically, and the groups benefit,
knowing they are a positive influence in the education system. This course is designed to equip teachers and
administrators with concrete, actionable strategies for partnering with families and community organizations to
foster meaningful school experiences for students. Participants learn how to use an array of research-based
partnership models to seek out, connect with, and facilitate effective partnerships with families and the broader
community. After finishing the course, participants will possess a detailed, actionable plan for successfully
involving their communities and students families to foster all students personal and academic achievement.
Competencies:
4c : Communicating with Families
Credits: 3
NYCDOE Fee: $125
135
BUILDING PARENT ENGAGEMENT WITH THE

COMMON CORE STATE STANDARDS
[P02.169.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
Parents play an integral role in their childs 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 students 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 childs 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
136
137
ENGAGING PARENTS EFFECTIVELY TO REMOVE

BARRIERS TO LEARNING [P19.074.1S16]
ACADEMIC INTERVENTION, FAMILY ENGAGEMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Dahl Steven
Location: Online
Course Description:
This course focuses on collaborating, cooperating, communicating and conferencing with parents to promote
student success. The teacher as leader and the teacher as manager will learn effective communication and
organizational skills for working with parents to solve academic and behavioral challenges to ensure positive
student outcomes. Based on the underlying principals inherent in the Value Set of Safety, Order and Rights
and effective teaching strategies, participants will learn to create an effective plan for interacting with parents
utilizing proven communication skills. The plan leads to a logical discussion about the problems the child is
having in school and moves parents from a defensive position to a position where they become committed
participants in the solution.
Participants will learn ways to organize observations and thoughts about a student and confidently and
professionally present a well-documented and thoughtful discussion of this sensitive topic. Participants will also
learn effective strategies for overcoming resistance from parents and how to gather relevant facts and present
them in ways that communicate with authority and impartiality, gaining parental support.
Research base, among others: Glasser, Marzano, Tomlinson, McTighe, Wiggins, Wormeli
Competencies:
Credits: 3
NYCDOE Fee: $125
138
SPECIAL NEEDS AND EDUCATION [P03.172.1S16]

SPECIAL EDUCATION, FAMILY ENGAGEMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Advancement Courses, 352 Seventh Avenue, Floor 12A, New York, NY
Course Description:
There are approximately 170,000 students enrolled in New York City public schools that receive special
education services, and this number continues to grow. The size of the special needs population means that
teachers in inclusion classrooms, special needs classrooms, or mainstream classrooms all need the skills and
knowledge to teach and support special needs students. This course includes relevant topics, strategies, and
helpful practices designed to give today's educational practitioner the edge to best serve students with special
needs. In this course, participants will learn about the thirteen major types of disabilities, the laws governing
special education, the Individualized Education Program (IEP) process, and best practices for working with
special needs students and families. The course also provides key resources and targeted strategies for
supporting all special needs students. After finishing the course, participants will be equipped with actionable
strategies to support the instruction, social/emotional development, and assessment of special needs students.
Competencies:
Credits: 3
NYCDOE Fee: $125
139
GIFTED
AND
TALENTED
140
CHALLENGING GIFTED STUDENTS IN THE

REGULAR CLASSROOM (GR K-12) [P01.140.1S16]
ACADEMIC INTERVENTION, GIFTED AND TALENTED
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Tankersley Karen
Location: Online
Course Description:
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 hardworking, 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
141
TEACHING GIFTED STUDENTS [P20.042.1S16]

GIFTED AND TALENTED
Start Date:
5/1/2016
End Date:
5/28/2016
Education Partner:
Educators
Instructor:
Catz Liz
Location: Online
Course Description:
Educators will study the current status of gifted education and identify the special needs of gifted students in our
classrooms. Teachers will investigate the unique obstacles gifted students face in the classroom today and
identify and select strategies that can be used to help these children realize their full potential. It is the objective
of this course to explore the reasons for which many gifted students are not sufficiently challenged on a daily
basis. The first half of the course will be dedicated to distinguishing the gifted student from others in our
classrooms in order to begin to understand his/her particular academic, social and emotional needs. It is our
objective in the second half of the course to analyze different approaches to working with this population,
identifying those which appear to be most useful, and designing materials and lesson plans that will foster the
development of our best and brightest students.
Competencies:
Credits: 3
NYCDOE Fee: $125
142
GUIDANCE
COUNSELO
RS
143
YOUTH VOICE AND VIDEO: LEARNER CENTERED

APPROACHES TO CRITICAL PROBLEMS IN
STUDENTS' LIVES [P01.072.1S16]
GUIDANCE COUNSELORS, SOCIOEMOTIONAL LEARNING
Start Date:
2/25/2016
End Date:
5/5/2016
Education Partner:
Education Video Center
Instructor:
Proulx Jennifer
Location: NYU Dept of Teaching and Learning, 239 Greene Street, , New York, NY
Course Description:
This innovative course provides participants with tools and techniques to employ culturally responsive teaching
practices that meet the diverse needs of their students through learner-centered approaches that value student
voices and experiences as expressed through student-produced documentaries that examine the critical social
and emotional problems they face.
Competencies:
Credits: 3
NYCDOE Fee: $125
144
HEALTH/
PHYSICAL
EDUCATION
145
EMPOWERING THE SILENT WITNESS [P14.020.1S16]

HEALTH/PHYSICAL EDUCATION, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Faber Richard
Location: Online
Course Description:
Adults often dont see bullying or dismiss it as a rite of passage. But bullying affects students studies and has
long-term effects including how victims and bullies relate to children as adults.
This course will provide a sound educational framework allowing students to effectively exchange ideas, learn
new concepts, discuss debate and grow.
This course will examine the root causes of bullying, the identifications of those who bully, the identification of
those who are bullied, those who watch bullying occur, prevention techniques, and district and school wide
plans to reduce bullying.
Competencies:
Credits: 3
NYCDOE Fee: $125
146
LET'S MOVE! AUTHENTIC PE INSTRUCTION FOR

THE 21ST CENTURY [P02.139.1S16]
HEALTH/PHYSICAL EDUCATION, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 Americas 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
147
TEACHING RESPONSIBLE NUTRITION ARE YOU

REALLY HUNGRY? [P01.197.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Rosenoff Michelle
Location: Online
Course Description:
This course is designed to offer educators insight into why we eat. What triggers you to eat food? How does the
media, TV, internet play a role in our food choices? The student will examine how advertisers and food
manufacturers manipulate and suggest certain foods. In depth analysis of the connection between looking
beautiful and buying certain food products and how the industry manipulates images. How do your food choices
and behaviors connect with your body image and self-esteem? Discussions about food addiction and if this is
really a diagnosable disease. Teachers K-12 will be able to make conscious, healthier choices for their students
and their classrooms.
Competencies:
Credits: 3
NYCDOE Fee: $126
148
TEACHING SEX EDUCATION IN OUR SCHOOLS

[P01.198.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Rosenoff Michelle
Location: Online
Course Description:
In this day and age the classroom teacher has to not only teach content area but character and health education,
including sex education. This course will examine comprehensive sex education vs. abstinence only sex
education programs as well as reviewing National statistics and data. This course is designed for the regular
k-12 classroom teacher seeking guidance and instruction regarding various age-appropriate lessons and
activities. Participants will discuss what is appropriate at different age levels and learn different strategies to
direct students to either their parents or the health teacher in their building for guidance and instruction.
Competencies:
Credits: 3
NYCDOE Fee: $125
149
THE IMPACT OF LABELING AND STEREOTYPES

ON EDUCATION [P14.054.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Faber Richard
Location: Online
Course Description:
Preppy. Techie. Geek. Freak. Loser. Jock. Special Ed. These are just a few of the labels that students live with
every day. And some labels are a lot meaner. Who hands out these labels? What role do labels play? Do they
help or hurt? Do people sometimes like their labels, or do they always hate them? This course will examine the
truth behind these labels and the impact that they have on student behavior and learning. It will help teachers
deal with the ever changing landscape of gender in-equality, sexual identities, and tolerance. It will explore
where our biases come from and how it affects how we teach and learn. This course will also examine the
changing landscape of special education and how labeling effects classified students.
Competencies:
Credits: 3
NYCDOE Fee: $125
150
LANGUAGES
OTHER THAN
ENGLISH
151
CONTENT-BASED INSTRUCTIONAL STRATEGIES

FOR ELL [P08.070.1S16]
LANGUAGES OTHER THAN ENGLISH, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Montgomery Conwell Rinda
Location: Online
Course Description:
This course focuses on effective content-based instructional strategies for English language learners (ELL).
Learn how to balance the dual focus on language and subject matter, and also learn a helpful framework for
designing content-based classes and lessons. Examine different criteria for choosing and developing the content
to teach, as well as factors influencing the choice, development, and adaptation of materials. Learn several
useful activity types and how to integrate listening, speaking, reading, and writing in content-based instruction
with students at different proficiency levels. Explore and learn how to implement technological resources
available for developing content-based curricula, and understand how assessment is affected by
Competencies:
Credits: 3
NYCDOE Fee: $125
152
ENGLISH LANGUAGE LEARNERS IN YOUR

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Cohen Lenore
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
153
IMPROVING ENGLISH LANGUAGE LEARNER

INSTRUCTION THROUGH THE USE OF
TECHNOLOGY FOR ASPDP [P08.072.1S16]
LANGUAGES OTHER THAN ENGLISH, TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Location: Online
Course Description:
Aligned with Danielson Framework for Teaching Domains 1, and 3. Finding a way to infuse technology into
instruction not only helps English language learners acquire a second language, but also enhances motivation
and confidence (Lucina, 2004; Lin, 2009). As an educator, you are in a unique position to embrace new
technologies and use them to enhance curriculum while better engaging each of your students. This course
explores technologies that support language development as well as academic achievement for K-12 English
language learners. Emphasis is on technologies that support English language development and communication
skills, such as dedicated software programs, websites, and other technology resources. In addition, participants
will learn how technologies that were developed for other purposes, such as word processing, can be used in
targeted ways to promote English language development. Participants will benefit from numerous resource links
for improving English Language Instruction through the use of technology.
Competencies:
Credits: 3
NYCDOE Fee: $125
154
TEACHING ENGLISH LANGUAGE LEARNERS

(ELL): AN INTRODUCTION [P08.071.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Location: Online
Course Description:
This course focuses on effective strategies for English language instruction. Participants will go beyond a onesize-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.
Competencies:
Credits: 3
NYCDOE Fee: $125
155
USING THE BERLITZ METHOD TO TEACH SPANISH

TO CHILDREN IN GRADES 3 5 [P01.016.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Berlitz Kids and Teens
Instructor:
Merlo Linda
Location: Online
Course Description:
The Berlitz Method for second language teaching was developed in the U.S. by Maximilian Berlitz in 1878.
Since then, the research-proven method has been used to teach over 50 languages to millions of people,
including children, in 70 different countries around the world. At the core of the Berlitz Method is the
knowledge that the most effective way for students to acquire a second language is naturally, instead of through
explicit teaching of language and grammar. This is accomplished using second-language immersion
instructional strategies and techniques, including fun, hands-on activities and games to help students acquire the
target language. You do not have to be familiar with, or currently using, the Berlitz curriculum in your
classroom to implement the age-appropriate activities and lessons taught throughout this course. Rather, this
course will help complement the content and curriculum already used in the classroom with Berlitz Method
instructional strategies. The Berlitz Method, standards for foreign language instruction, second language
acquisition pedagogy and research, lesson planning, assessment, and making cultural connections to help ensure
globally-competent students, are all covered in this course for Spanish foreign language teachers of children in
grades 3 5.
Throughout this course, participants will read related texts, view presentations, take part in discussions, view
videos exemplifying Berlitz activities and instructional practices, take part in interactive, online activities,
complete a reflection journal, complete brief self-checks at the end of each session, complete a midterm
assessment, and wrap up the course with final assessment that includes developing a comprehensive foreign
language lesson plan. Several standards are met in this course, including the Danielson Framework for
Teaching, the Common Core State Standards, the New York Standards for Learning Languages Other Than
English, and the American Council on the Teaching of Foreign Languages (ACTFL) World Readiness
Standards for Learning Languages.
Competencies:
Credits: 3
NYCDOE Fee: $125
156

157

TO CHILDREN IN GRADES K-2 [P01.032.1S16]
Start Date:
2/15/2016
End Date:
5/15/2016
Education Partner:
Instructor:
Merlo Linda
Location: Online
Course Description:
At the core of the Berlitz Method is the knowledge that the most effective way for students to acquire a second
language is naturally, instead of through explicit teaching of vocabulary and grammar. The Berlitz Method uses
immersion strategies and fun, hands-on activities and games to help students acquire the target language. This
course will help complement the content and curriculum youre already using with Berlitz Method strategies.
Throughout this course, participants will read, view, discuss, and take part in interactive activities that will help
them develop a comprehensive foreign language lesson plan.
Competencies:
Credits: 3
NYCDOE Fee: $125
158

TO PRESCHOOL-AGED CHILDREN [P01.228.1S16]
Start Date:
2/15/2016
End Date:
5/15/2016
Education Partner:
Instructor:
Merlo Linda
Location: Online
Course Description:
Competencies:
Credits: 3
NYCDOE Fee: $125
159

TO STUDENTS IN GRADES 6-8 [P16.103.1S16]
Start Date:
2/15/2016
End Date:
5/15/2016
Education Partner:
Instructor:
Merlo Linda
Location: Online
Course Description:
grades 6 8. Throughout this course, participants will read related texts, view presentations, take part in
discussions, view videos exemplifying Berlitz activities and instructional practices, take part in interactive,
online activities, complete a reflection journal, complete brief self-checks at the end of each session, complete a
midterm assessment, and wrap up the course with final assessment that includes developing a comprehensive
foreign language lesson plan. Several standards are met in this course, including the Danielson Framework for
Competencies:
Credits: 3
NYCDOE Fee: $125
160
161

Start Date:
2/15/2016
End Date:
5/15/2016
Education Partner:
Instructor:
Merlo Linda
Location: Online
Course Description:
grades 9 12.
Competencies:
Credits: 3
NYCDOE Fee: $125
162

163
MATHEMATICS
164
ALGEBRA I AND BEYOND: INSTRUCTIONAL

STRATEGIES FOR HIGH SCHOOL TEACHERS OF
MATHEMATICS [P02.203.1S16]
MATHEMATICS
Start Date:
2/24/2016
End Date:
5/11/2016
Education Partner:
Instructor:
Wees David
Course Description:
The focus of the course will be on supporting teachers in understanding and enacting two Instructional
Activities, Connecting Representations and Contemplate, then Calculate, both of which support students with
the Common Core Standard of Mathematical Practice SMP 7: Look for and make use of structure
(http://www.corestandards.org/Math/Practice/). During each workshop, the instructor will model an effective
instructional activity and model the use of formative assessment practices. The practices being used will be
discussed and unpacked, allowing for participants to develop their own formative assessment practices in the
context of the mathematics and the instructional activity.
Participants will have the opportunity to prepare, plan, enact, and reflect on their teaching practice using the
learning cycle developed by the Teacher Education by Design project at the University of Washington
(McDonald, Kazemi and Kavanagh, 2013). Participating teachers will have the opportunity to rehearse this
instructional activity within the context of a common scope and sequence for Algebra 1.
Competencies:
Credits: 2
NYCDOE Fee: $90
165
COMMON CORE IN MATHEMATICS:

INSTRUCTIONAL SHIFTS FOR EFFECTIVE
IMPLEMENTATION, GRADES 3-5 [P17.099.1S16]
MATHEMATICS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
The Common Core State Standards (CCSS) originated in 2010 and are being readily adopted by the majority of
states across the country. The standards aim to increase the rigor of instruction for all students in order to
adequately prepare them for success in college and careers. In this course, participants will explore the Common
Core State Standards for Mathematics (CCSS-M) in grades 3-5 to understand the purpose for the standards, the
foundations of the standards, what students are expected to understand, know, and be able to do, and how this
will impact teachers approach to instruction. The course will address the combination of content standards and
Mathematical Practice standards, the three shifts in emphasis and organization, how these shifts will impact
classroom practice, as well as how to address the needs of diverse student populations. Through readings,
classroom instructional videos, and other materials, participants will gain a strong understanding of the
standards and their application. Participants will become informed educators who can implement the standards
with fidelity in their school or district. This course incorporates key aspects of the Common Core State
Standards for Mathematics. Educators will explore the CCSS for Mathematics in grades 3-5 to understand the
purpose for the standards, the foundations of the standards, what students are expected to know and how this
will impact teachers approach to instruction. Participants will learn about the three shifts in organization and
instructional emphasis: focus, coherence, and rigor. Participants will gain an understanding of grade-specific
standards, and will consider instructional strategies to promote learning that deepens the mathematical
understanding that the CCSS-M shifts emphasize, in order to prepare students for college and careers. 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
Competencies:
166
Credits: 3
NYCDOE Fee: $125
167
COMMON CORE IN MATHEMATICS:

INSTRUCTIONAL SHIFTS FOR EFFECTIVE
IMPLEMENTATION, GRADES K-2 [P17.101.1S16]
MATHEMATICS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
The Common Core State Standards (CCSS) originated in 2010 and are being readily adopted by the majority of
states across the country. The standards aim to increase the rigor of instruction for all students in order to
adequately prepare them for success in college and careers. In this course, participants will explore the Common
Core State Standards for Mathematics (CCSS-M) in grades K-2 to understand the purpose for the standards, the
foundations of the standards, what students are expected to understand, know, and be able to do, and how this
will impact teachers approach to instruction. The course will address the combination of content standards and
Mathematical Practice standards, the three shifts in emphasis and organization, how these shifts will impact
classroom practice, as well as how to address the needs of diverse student populations. Through readings,
classroom instructional videos, and other materials, participants will gain a strong understanding of the
standards and their application. Participants will become informed educators who can implement the standards
with fidelity in their school or district. This course incorporates key aspects of the Common Core State
Standards for Mathematics. Educators will explore the CCSS for Mathematics in grades K-2 to understand the
purpose for the standards, the foundations of the standards, what students are expected to know and how this
will impact teachers approach to instruction. Participants will learn about the three shifts in organization and
instructional emphasis: focus, coherence, and rigor. Participants will gain an understanding of grade-specific
standards, and will consider instructional strategies to promote learning that deepens the mathematical
understanding that the CCSS-M shifts emphasize, in order to prepare students for college and careers.
Competencies:
Credits: 3
NYCDOE Fee: $125
168
DESIGNING AND IMPLEMENTING QUALITY STEM

INSTRUCTION, GRADES K-8 [P19.164.1S16]
MATHEMATICS, SCIENCE
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
169
DEVELOPING MATHEMATICAL EXPERTISE IN A

PROBLEM CENTERED CLASSROOM (GR K-12)
[P01.143.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
170
GROCERY STORE MATH [P01.048.1S16]

MATHEMATICS
Start Date:
5/1/2016
End Date:
5/31/2016
Education Partner:
Instructor:
Hanley Valerie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
171
HOW TO "READ AND WRITE" IN MATH:

IMPROVING PROBLEM SOLVING AND
COMMUNICATION IN MATHEMATICS
[P17.077.1S16]
MATHEMATICS, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Ross Cathy
Location: Online
Course Description:
Participants learn how to create effective classroom learning experiences to help students solve word problems
successfully, with skill and confidence, and describe their solution processes clearly so others can understand.
Explore a wide range of instructional strategies for math problem solving and math communication. Learn to
create exciting math lessons that are challenging and achievable for all your students. Burns, McTighe, NCTM,
Polya, Schoenfeld, Wiggins (Grades K-12, 3P credits)
Competencies:
Credits: 3
NYCDOE Fee: $125
172
MATH MADE SIMPLE FOR STUDENTS WITH

LEARNING DISABILITIES [P02.150.1S16]
MATHEMATICS, SPECIAL EDUCATION
Start Date:
5/1/2016
End Date:
5/30/2016
Education Partner:
Instructor:
Crispo Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
173
MATH MATTERS [P17.005.1S16]

MATHEMATICS
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Crawford Kerri
Location: Online
Course Description:
The purpose of this course is to provide opportunities for participants to explore the eight multiple intelligences
and their impact on math instruction. All students, regardless of their learning style, are entitled to being
successful in mathematics. Participants will create integrated math lessons for a variety of topics that include
rich math vocabulary, math literature and manipulatives, as well as rubrics for assessment.
Competencies:
Credits: 3
NYCDOE Fee: $125
174
PREPARING STUDENTS FOR THE COMMON

CORE MATH ASSESSMENTS (GR 3-10)
[P01.150.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
We have come to a tipping point in education when we must change our assessment beliefs and act accordingly.
Assessment may be the most powerful tool available to us for ensuring universal student mastery of Common
Core State Standards. This comprehensive instructional course provides educators and administrators proven
methods to implement instruction and assessments aligned to the Common Core requirements into daily
classroom practices, easily and efficiently. This course also provides an understanding of how to use Common
Core guidelines for dramatic improvement of math instruction and achieve better student performance. This
course is also fully aligned with Danielsons Framework for Teaching Domains 1, 2, 3 and 4. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
175
TEACHING MATHEMATICS WITH RIGOR AND

RESULTS (GR 3-10) [P01.008.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
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
incorporates Common Core content guidelines as well as takes a deeper look into how the mathematics
practices standards can easily be integrated into 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 Danielsons Framework for Teaching Domains 1, 2, 3 and 4. 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
Competencies:
Credits: 3
NYCDOE Fee: $125
176
THE COMMON CORE STATE STANDARDS IN

MATH: CONNECTING CONTENT AND PRACTICE
(6-8) [P18.177.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 nonCCSSM 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
177

(K-5) [P18.176.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
178

MATH: CONNECTING CONTENT TO PRACTICE
(9-12) [P19.071.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
179
PEDAGOGY
180
21ST CENTURY LEARNING AND THE 4CS (GR K12) [P01.131.1S16]

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Herrmann Erick
Location: Online
Course Description:
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 tomorrows 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, Blooms Revised Taxonomy, Webbs Depth of Knowledge and Costas
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 Danielsons Framework for Teaching will be emphasized
throughout the course.
Competencies:
Credits: 3
NYCDOE Fee: $125
181
ADHD AND LEARNING DISABILITIES:

CLASSROOM INTERVENTIONS AND
INSTRUCTIONAL STRATEGIES [P27.004.1S16]
SPECIAL EDUCATION, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
There is no teacher that hasnt come across a student in their class with ADHD or a Learning Disability. This
course will allow teachers to examine current research geared at helping all teachers work effectively with
students with ADHD and learning disabilities. Teachers will understand the impact of ADHD on a students
performance, the difference between male and female students with ADHD and be made aware of basic
instructional strategies to implement in their classrooms.
Competencies:
Credits: 3
NYCDOE Fee: $125
182
AN EDUCATORS GUIDE TO THE COMMON

CORE [P10.170.1S16]
PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 childs
classroom. All of the information and practices shared in this course are designed to equip teachers to foster
student achievement with the CCSS.
Competencies:
Credits: 3
NYCDOE Fee: $125
183
BETTER TEACHING AND LEARNING WITH

FORMATIVE ASSESSMENT [P02.167.1S16]
PEDAGOGY, DATA AND ASSESSMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
Formative assessment, a range of informal and formal assessments teachers can use to modify instruction to
better meet students needs, can be used in any subject or with any age group, making it a versatile tool for
teachers as they implement the Common Core State Standards. In this course, the teacher will learn how to use
formative assessment to quickly and effectively assess student learning, techniques to use formative assessment
in any grade level or subject area (including social/emotional learning and metacognition), and strategies to
analyze and apply formative data to modify instruction and provide students with insight into their own learning
and progress. This course provides the participant with best practices that use Blooms Taxonomy to develop
questioning techniques to access lower- and higher-order thinking and guides teachers through the connections
between standards, lesson objectives, and robust assessment strategies. This course also provides strategies for
enhancing the school success of exceptional participants. Teachers will learn how to support and encourage
special needs students, English Language Learners, and gifted/talented students by using frequent, short, and
varied formative assessments, giving precise and supportive feedback, implementing multi-modal assessments,
and conducting instructional regrouping based on students particular needs.
Competencies:
Credits: 3
NYCDOE Fee: $125
184
BLENDED LEARNING: TEACHING IN THE DIGITAL

AGE [P01.005.1S16]
TECHNOLOGY, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 learninginstruction 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 goaland objective-aligned assessments and activities that address students unique characteristics as digital natives
and enhance participants teaching practice in the 21st century classroom.
Competencies:
Credits: 3
NYCDOE Fee: $125
185
BUILDING CAPACITY FOR EFFECTIVE READING

INSTRUCTION THROUGH COLLABORATIVE
INQUIRY [P19.064.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGuire Marilyn
Location: Online
Course Description:
Students who can read effectively and efficiently have a door-opening skill: an ability to decode, understand
and successfully interact with information in a host of subject areas, and an opportunity to be a successful
learner. Because the focus of this course is to learn and apply specific coaching strategies in the teaching of
reading, the course will not address every aspect of reading instruction, nor is it intended as a course on a
particular methodology of reading instruction. However, when you are referencing a particular methodology of
reading instruction, you will be asked to tie it to the New York Common Core Standards for the grade you are
teaching. Effective coaching strategies are paired with intentional best practice in reading in an effort to grow
both kinds of skills. The methods of coaching intentional best practice in reading will help every teacher to be
more effective and intentional in the teaching of reading and will provide a methodology to support any and all
specific reading programs. This course identifies and teaches the seven components of successful reading
programs which are the foundation of reading achievement: phonemic awareness, phonics, fluency, vocabulary,
comprehension, writing about the reading, and content area reading skills. Intentional best practice in each
reading component is emphasized as the basis for creating a coaching relationship intended to deepen
knowledge of the subject matter content and ensure content, instructional strategies and assessments are
meeting all student needs.
Competencies:
Credits: 3
NYCDOE Fee: $125
186
BUILDING CULTURAL COMPETENCY TO

IMPROVE INSTRUCTION AND STUDENT
ACHIEVEMENT [P02.168.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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
individuals 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 learners own culture, the course
helps the learner develop best practices for handling culturally sensitive scenarios that can impact student
learning.
Competencies:
Credits: 3
NYCDOE Fee: $125
187
BUILDING MEANINGFUL PARTNERSHIPS:

CONNECTING PARENTS, SCHOOLS, AND
COMMUNITIES [P02.166.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
Educating young people is a task shared by many parties, as a students success no longer rests solely in the
hands of his or her teachers. And New York is a city with endless opportunities to create meaningful learning
experiences for students in partnership with families and their local community. Parents, community groups,
and local businesses can all play a vital part in educating New York Citys youth. When schools work
collaboratively with these groups, students thrive both personally and academically, and the groups benefit,
knowing they are a positive influence in the education system. This course is designed to equip teachers and
administrators with concrete, actionable strategies for partnering with families and community organizations to
foster meaningful school experiences for students. Participants learn how to use an array of research-based
partnership models to seek out, connect with, and facilitate effective partnerships with families and the broader
community. After finishing the course, participants will possess a detailed, actionable plan for successfully
involving their communities and students families to foster all students personal and academic achievement.
Competencies:
Credits: 3
NYCDOE Fee: $125
188
BUILDING PARENT ENGAGEMENT WITH THE

COMMON CORE STATE STANDARDS
[P02.169.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
Parents play an integral role in their childs 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 students 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 childs 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
189
190
BULLYING AND BEYOND: TOOLS FOR

UNDERSTANDING AND ENGAGING 21ST
CENTURY STUDENTS AS DUAL CITIZENS
[P15.063.1S16]
PEDAGOGY, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Dahl Steven
Location: Online
Course Description:
This course covers a lot of ground but it is ultimately about designing and maintaining safe and supportive
learning conditions for 21st Century learners. As a result, it is important to understand the needs of these
learners and where any barriers to learning occur. When learning stops for any reason - significant negative
outcomes can be predicted. The reality is that a great deal has changed for educators to "catch up" on to
effectively serve the needs of "millennial learners." This course is about understanding why it will take a more
thoughtful and comprehensive approach and what educators can do today to help prevent any number of
undesirable outcomes for their students. It is also about providing a reflective learning process designed for you
to self-assess your own approach, self-determine areas where you want to make instructional shifts, and the
tools to do so. The title of the course is intentional if we seek to end bullying we might miss out on so much
of what our students need to be prepared for the 21st century learning opportunities they have. By focusing on
how to design learning conditions that prepare students for those opportunities, we will also have made
significant strides in putting an end to bullying in all its forms.
Competencies:
Credits: 3
NYCDOE Fee: $125
191

POSITIVE (ELEMENTARY) [P19.152.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Herrmann Erick
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
192

POSITIVE (SECONDARY) [P19.153.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Herrmann Erick
Location: Online
Course Description:
as well as consequences for inappropriate behavior. This course will explore practical teaching strategies to
integrate positive classroom management into the secondary level 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
193
COACHING TO IMPROVE TEACHING AND

LEARNING FOR ASPDP [P18.067.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Maguire Marilyn
Location: Online
Course Description:
The purpose of effective coaching is to draw upon an individuals 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
194
COLLABORATIVE PRACTICES FOR INCLUSIVE

CLASSROOMS [P15.042.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Karten Toby
Location: Online
Course Description:
This online learning environment explores how collaborative inclusion interventions honor the diverse levels of
students with varying learning, social, behavioral, emotional, communicative, physical, perceptual, sensory, and
cultural levels, backgrounds, and challenges. The activities allow learners multiple opportunities to explore how
to infuse instructional plans, strategies, and supports that match individual and class needs. Organization,
documentation, planning, and communication protocols are investigated. This includes strategies to collaborate
with administration, coaches, and general and special education related staff. Research-based strategies include
establishing prior knowledge, differentiated instruction, universal design for learning, multiple intelligences,
multisensory approaches, peer mentoring, self-determination, and cooperative learning. Evidence-based
practices from experts and specific organizations; e.g., Tomlinson, Kagan, Center for Applied and Special
Technology ARC, NCLD are researched. Texts include Inclusion Coaching for Collaborative Schools (2014)Corwin Press, and IEPs & CCSS: Specially Designed Instruction (National Professional Resources). A step-bystep approach to connect the CCSS to inclusive lessons for students with and without IEPs across the
curriculum is explored as participants design collaborative lessons and/or coaching plans. Danielsons
frameworks are infused throughout the course for inclusion planning, classroom/school environments,
instruction, and professional practices.
Competencies:
Credits: 3
NYCDOE Fee: $125
195
COMMON CORE STATE STANDARDS FOR

ENGLISH LANGUAGE LEARNERS [P08.173.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 Citys 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
196
CONSCIOUS CLASSROOM MANAGEMENT:

SUCCEEDING WITH DIFFICULT STUDENTS [P15001.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Conscious Teaching, LLC
Instructor:
Dearborn Grace
Location: Online
Course Description:
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 connect with kids, teach
personal responsibility and structure instruction for maximum engagement and impact.
Hundreds of research studies in education have concluded that the only way to improve student achievement is
with a knowledgeable and skillful teacher (What Matters Most, 1996). The difference in teacher effectiveness is
the single largest factor affecting academic growth of populations of students (Sanders, 2000). And the #1
teacher-controlled area influencing student achievement is classroom management (Wang, Haertl, & Walberg,
1994). Conscious Classroom Management: Succeeding with Difficult Students will help teachers improve
their classroom management which in turn will allow them to maximize student learning. Because no matter
how great your lesson plan is, youll never get through it if you cant get the students to buy-in and behave
appropriately.
Competencies:
Credits: 3
NYCDOE Fee: $125
197
CONTENT-BASED INSTRUCTIONAL STRATEGIES

FOR ELL [P08.070.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Location: Online
Course Description:
This course focuses on effective content-based instructional strategies for English language learners (ELL).
Learn how to balance the dual focus on language and subject matter, and also learn a helpful framework for
designing content-based classes and lessons. Examine different criteria for choosing and developing the content
to teach, as well as factors influencing the choice, development, and adaptation of materials. Learn several
useful activity types and how to integrate listening, speaking, reading, and writing in content-based instruction
with students at different proficiency levels. Explore and learn how to implement technological resources
available for developing content-based curricula, and understand how assessment is affected by
Competencies:
Credits: 3
NYCDOE Fee: $125
198
COOPERATIVE LEARNING AND LEARNING TEAM

STRUCTURES [P01.067.1S16]
Start Date:
3/1/2016
End Date:
3/28/2016
Education Partner:
Educators
Instructor:
Stern Marci
Location: Online
Course Description:
This course will briefly examine the basics of cooperative learning focusing on the philosophy behind this
teaching method, how cooperative learning helps students meet common core state standards, benefit from a
variety of perspectives and viewpoints, all while integrating technology. The benefits are student content
mastery, increased intrinsic motivation through extrinsic motivation, inreased accountabilty and engagement.
An analysis of a variety of cooperative learning methods and practices will be explored. In addition, teachers
will examine overall student participation and engagement in learning teams versus traditional classroom
configurations and determine successful configurations for different content areas and grade levels at meeitng
academic expectations. During each week, there are specific themes to explore and discussion questions to
answer in the postings. Students will address the Discussion Questions (DQs) and reflect their answers to the
course content and their own instructional practice, but also their classmates postings and opinions to examine
many perceptions of how cooperative learning and learning teams can affect classrooms, pedagogies and
student outcomes.
Competencies:
Credits: 3
NYCDOE Fee: $125
199
CREATING A CULTURE FOR LEARNING:

CLASSROOM AND BEHAVIOR MANAGEMENT
PLANS THAT WORK [P19.065.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Casey Barbara
Location: Online
Course Description:
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.
Competencies:
2e : Organizing Physical Space
Credits: 3
NYCDOE Fee: $125
200
CREATING LEARNING CLASSROOMS:

SUPPORTING THE DANIELSON FRAMEWORK (GR
K-12) [P01.142.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
201
DESIGN MAKE PLAY AND CLASSROOM

INSTRUCTION: CREATING DESIGN MAKE PLAY
LESSON AND ASSESSMENT PLANS [P02.080.1S16]
SCIENCE, PEDAGOGY
Start Date:
2/18/2016
End Date:
4/18/2016
Education Partner:
New York Hall of Science
Instructor:
Engel Alison
Location: Online
Course Description:
In this blended learning workshop (a mix of online and in-person work), participants will discover how to
develop instruction that uses the Design-Make-Play concept. Design-Make-Play is an instructional approach to
design-based learning that foregrounds the use of personally meaningful real life problems and engineering
divergent solutions to those problems as a way to motivate learning. For example, one design challenge used at
the New York Hall of Science is for visitors to use available materials (cardboard, tape, LEDs, aluminum foil
and watch batteries) to create something that will add to the happiness of the model city, Happy City. Visitors
can create whatever they think will be important for increasing happiness (e.g., a skate park that is safe to use at
night). In working with the materials available to create a working prototype, visitors explore how simple
circuits work and how to make structures stable.
We will focus on: 1) how to develop open-ended questions and frame real life problems in ways that engage
students in the design process; 2) how to use that design process to ensure conceptual learning; and 3) how to
assess student cognitive engagement and learning.
At the culmination of the course, participants will have created a lesson (or set of lessons) and the associated
assessments that align with Design-Make-Play ideas, a reflection on their implementation of the lesson(s) and
on the student learning evidenced in the implementation, and a presentation on their lesson and assessment
design work for fellow teaching colleagues.
Competencies:
Credits: 1
NYCDOE Fee: $45
202
EFFECTIVE TEACHING AND LEARNING WITH

SCIENTIFIC INQUIRY (3-8) [P24.180.1S16]
SCIENCE, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
203

SCIENCE, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 912) 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
204
ENGAGING STUDENTS IN SCIENTIFIC INQUIRY

THROUGH WATER TESTING [P03.091.1S16]
SCIENCE, PEDAGOGY
Start Date:
2/24/2016
End Date:
3/16/2016
Education Partner:
Instructor:
Purohit Kiran
Location: Academy for Software Engineering, Washington Irving - 40 Irving Place, , New York, NY
Course Description:
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 ecosystem dynamics. We will
explore ecosystem dynamics on the molecular level, by measuring the levels of various compounds in water,
and the populations of living organisms. Participants will 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.).
http://www.corestandards.org/ELA-Literacy/WHST/9-10/
During the first and third meetings of this course, the instructor will lead participants through a learning
experience in which they will learn a lab protocol and collect data in a systematic way. Following this
experience, participants will synthesize the data collected by the class and write a scientific explanation. In the
second and fourth meetings of the course, participants will have time to discuss their analyses of the data,
debrief the experiences, and reflect on how the content, lesson structure aligned to the 5E Instructional Model,
and/or literacy skills could be incorporated into their classes.
Competencies:
Credits: 1
NYCDOE Fee: $45
205

THROUGH WATER TESTING, SECTION 2
[P01.209.2S16]
SCIENCE, PEDAGOGY
Start Date:
2/23/2016
End Date:
3/15/2016
Education Partner:
Instructor:
Purohit Kiran
Course Description:
Competencies:
Credits: 1
NYCDOE Fee: $45
206
ENGLISH LANGUAGE LEARNERS IN YOUR

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Cohen Lenore
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
207
ESSENTIAL CLASSROOM TECHNOLOGY FOR

TEACHERS [P19.183.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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
participants practice in the 21st century classroom.
Competencies:
Credits: 3
NYCDOE Fee: $125
208
ESSENTIAL QUESTIONS ENGAGE LEARNERS

[P19.019.1S16]
PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Crawford Kerri
Location: Online
Course Description:
Teachers will explore a variety of types of questions, consider the applications and intentions of those questions
and identify the specific characteristics of essential questions. Participants will design EQs using various
strategies and tips. Processes for implementing EQs will be provided and teachers will use those frameworks to
design a unit or to string units together where the exploration is spiral-like requiring deeper thinking and
arriving at more insightful understandings.
Using frameworks when working with EQs is not sufficient without the ability to get the most from those EQs.
The second part of the course focuses on getting the most from the discussions, addresses challenges of
implementation and provides suggestions for establishing a culture of inquiry in the classroom.
Competencies:
Credits: 3
NYCDOE Fee: $125
209
ESSENTIAL TEACHING PRACTICES FOR THE 21ST

CENTURY TEACHER [P01.003.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
210
EVERYONE HAS A STORY TO TELL: NARRATIVE IN

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 learn the power, joy, and versatility of narrative
in the classroom. After all, everyone has a story to tell.
Competencies:
Credits: 3
NYCDOE Fee: $125
211
GOOGLE APPS FOR EDUCATORS [P29.093.1S16]

Start Date:
3/21/2016
End Date:
5/16/2016
Education Partner:
DOE Instructor
Instructor:
Caputo Kerri
Location: Online
Course Description:
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 Googles
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.
Competencies:
Credits: 3
NYCDOE Fee: $225
212
HABITAT ECOLOGY FOR EDUCATORS

[P24.110.1S16]
SCIENCE, PEDAGOGY
Start Date:
4/24/2016
End Date:
4/29/2016
Education Partner:
Wildlife Conservation Society
Instructor:
Owen Colleen
Location: Bronx Zoo Education, 2300 Southern Blvd., , Bronx, NY

Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
213
HABITS OF MIND: ELEMENTS OF STUDENT

SUCCESS [P20.044.1S16]
PEDAGOGY
Start Date:
5/1/2016
End Date:
5/28/2016
Education Partner:
Educators
Instructor:
Fiano Valerie
Location: Online
Course Description:
To define student success within the classroom and its characteristics
To explore the 16 Habits of Mind in detail and how they can promote student success
To successfully implement these elements into your everyday classroom practice
To provide students with skills to work through real life situations that equip them to respond using awareness,
thought, and intentional strategy in order to gain a positive outcome
Participants will know how to assess their students utilizing the Habits of Mind through observing, checklists,
assignments, etc. (Midterm project)
Participants will be able to create a lesson plans (final project) within their content area incorporating one or
more of the Habits of Mind.
Competencies:
Credits: 3
NYCDOE Fee: $125
214
HOW TO "READ AND WRITE" IN MATH:

IMPROVING PROBLEM SOLVING AND
COMMUNICATION IN MATHEMATICS
[P17.077.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Ross Cathy
Location: Online
Course Description:
Participants learn how to create effective classroom learning experiences to help students solve word problems
successfully, with skill and confidence, and describe their solution processes clearly so others can understand.
Explore a wide range of instructional strategies for math problem solving and math communication. Learn to
create exciting math lessons that are challenging and achievable for all your students. Burns, McTighe, NCTM,
Polya, Schoenfeld, Wiggins (Grades K-12, 3P credits)
Competencies:
Credits: 3
NYCDOE Fee: $125
215
INTEGRATED CO-TEACHING IN THE INCLUSION

Start Date:
4/1/2016
End Date:
4/28/2016
Education Partner:
Educators
Instructor:
Capriotti Valerie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
216
INTEGRATING COMMON CORE LITERACY

STANDARDS ACROSS SUBJECTS [P10.171.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
217
LEARNING THEORIES AND LEARNING STYLES

[P01.164.1S16]
PEDAGOGY
Start Date:
6/1/2016
End Date:
6/28/2016
Education Partner:
Educators
Instructor:
Stern Marci
Location: Online
Course Description:
The Learning Theories and Learning Styles course will offer the educator an overview of the various learning
theorists and their theories, a review the ideologies behind each learning style and weigh their applicability in
todays classroom. Teachers will also learn the most common ways in which children learn so they can tailor
make their lessons and assessments to the needs to their individual students. Teachers will exit the course with
valid tools used to assess and address individual learning styles and needs.
Explore a variety of information available to teachers regarding theorists, student learning theories/learning
styles.
Analyze the use of learning styles to differentiate content in a variety of disciplines and grade levels.
Discuss the implementation of learning theories and styles in mini-unit and lesson design to increase student
responsibility, motivation, achievement, content knowledge and mastery of Common Core State Standards.
Competencies:
Credits: 3
NYCDOE Fee: $125
218
LET'S MOVE! AUTHENTIC PE INSTRUCTION FOR

THE 21ST CENTURY [P02.139.1S16]
HEALTH/PHYSICAL EDUCATION, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 Americas 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
219
MAPPING 21ST CENTURY PROJECT-BASED

LEARNING [P29.092.1S16]
Start Date:
3/21/2016
End Date:
5/16/2016
Education Partner:
DOE Instructor
Instructor:
Caputo Kerri
Location: Online
Course Description:
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. Teachercreated 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 Danielsons
Components in that teachers will plan and prepare instructional units (Danielsons Teaching Components
Domain 1) that engage students in learning (3C) that is coherent and designed to address standards-based
instruction for all students (1E).
Competencies:
Credits: 3
NYCDOE Fee: $225
220

221
MAXIMIZING ENGAGEMENT FOR ALL LEARNERS

[P19.076.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Dahl Steven
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
222

223
PROBLEM BASED LEARNING [P01.166.1S16]

Start Date:
6/1/2016
End Date:
6/28/2016
Education Partner:
Educators
Instructor:
Bolen Rob
Location: Online
Course Description:
Participants will become familiar with the use of problem based learning as an effective classroom teaching
strategy and be able to demonstrate their ability to develop and use the numerous techniques in utilizing the
strategy through a participant created lesson plan or unit.
Participants will research and implement lessons for Problem-Based Learning in their classrooms.
Participants will differentiate between problem and project-based learning.
Participants will evaluate a variety of problem-based lessons for their authenticity and feasibility within the
context of the classroom.
Participants will develop their own problem-based activities as appropriate to their respective grade levels
and/or subject areas i.e. lesson or unit.
Competencies:
Credits: 3
NYCDOE Fee: $125
224
SHAKESPEARE TEACHES TEACHERS [P03.010.1S16]

ARTS, PEDAGOGY
Start Date:
3/8/2016
End Date:
4/9/2016
Education Partner:
Brooklyn Academy of Music
Instructor:
LoMonico Michael
Location: Brooklyn Academy of Music, 30 Lafayette Avenue, Brooklyn, NY

Course Description:
This course tends to be a lab course in that teachers will use and demonstrate how theyve used the learned
strategies in their teaching and report back the following class. The close-readings of rigorous texts in addition
to Shakespeares are a vital component. They will also seek out and use original non-fiction print and rare
images from the Folger Shakespeare Library collection. A mid-term report will be required to assess what tasks
they have adapted to the teaching of literature.
The main texts will be Shakespeares Henry IV, Part 1 and Shakespeare Set Free: Teaching Hamlet and Henry
IV, Part 1. In addition the class will see a live production of Henry IV, Part 1 presented by the Royal
Shakespeare Company at BAM.
Competencies:
Credits: 2
NYCDOE Fee: $90
225
STEAM EDUCATION [P01.174.1S16]

PEDAGOGY
Start Date:
2/1/2016
End Date:
2/28/2016
Education Partner:
Educators
Instructor:
Catz Liz
Location: Online
Course Description:
Science, Technology, Engineering, Arts, and Mathematical elements all wrapped in one: join us in learning
more about this educational framework created for all disciplines and types of learners. It is an integrated,
multi-disciplinary avenue for teaching the inter-relationships of how subjects relate in real-life. By adding the
arts element educators will learn new ways to: stimulate and develop the imagination, refine cognitive and
creative skills, strengthen problem solving and critical thinking skills, nurture team-building, cultural and
alternative perspective values, and develop a sense of craftsmanship and goal setting skills needed in the
classroom and beyond. This course provides a detailed webpage and discussion board that houses all
documents, worksheets, rubrics and alike for each week and the associated assignments. The instructors
instructional posts and conversations with teachers detail the requirements for weekly assignments as well.
Competencies:
Credits: 3
NYCDOE Fee: $125
226
SUPPORTING THE NEXT GENERATION: EFFECTIVE

MENTORING AND COACHING OF NOVICE
PEDAGOGY
Start Date:
3/12/2016
End Date:
5/14/2016
Education Partner:
Instructor:
Vogel Katrina
Course Description:
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 data-based mentoring strategies, providing
actionable feedback, and the importance of a strong mentor-novice relationship that promotes a novice teachers
instructional practice. 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
on their ability to use assessment to drive instruction. By the end of the course, participants will be able to take
observational data and use it to identify a focus goal for a novice teacher, articulate a plan for coaching next
steps, and conduct a feedback conversation based around that plan.
Competencies:
Credits: 2
NYCDOE Fee: $90
227
SUPPORTING UDL AND THE COMMON CORE

STANDARDS WITH INTERACTIVE WHITEBOARD
SYSTEMS [P19.136.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Herron Carolyn
Location: Online
Course Description:
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. Please Note: Although having access to any brand of
digital whiteboard is not required, it will greatly enhance the learning experience. Most of the software
applications referenced are available as free downloadable trials and are compatible with Windows and Mac
operating systems. Most lessons in this course demonstrate hardware and software features through the use of
core and auxiliary videos. Core videos, which are embedded in the web page, have been created and
professionally produced specifically for this course and feature a digital whiteboard system from SMART
Technologies. Auxiliary videos, which can be accessed via web links, have been produced by others and feature
different digital whiteboard systems.
Competencies:
Credits: 3
NYCDOE Fee: $125
228

229
TEACHING ENGLISH LANGUAGE LEARNERS

(ELL): AN INTRODUCTION [P08.071.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Location: Online
Course Description:
This course focuses on effective strategies for English language instruction. Participants will go beyond a onesize-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.
Competencies:
Credits: 3
NYCDOE Fee: $125
230
TEACHING READING IN SMALL GROUPS

[P01.009.1S16]
ENGLISH LANGUAGE ARTS, TWO CREDIT COURSES, PEDAGOGY
Start Date:
3/4/2016
End Date:
6/1/2016
Education Partner:
Heinemann
Instructor:
Brophy Catherine
Location: Online
Course Description:
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 notetaking systems to help organize and manage their classroom. Teaching Reading in Small Groups is designed to
address many of Danielsons 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.
Competencies:
Credits: 2
NYCDOE Fee: $90
231
TEACHING STUDY SKILLS FOR THE SPECIAL

EDUCATION STUDENT [P19.14.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
Sometimes we take it for granted that students know how to study. Study skills are a skill set that many of our
special education students need to improve. With more and more focus on national standards and testing, how
can we assist these students to meet the more rigorous requirements? 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
232
TEACHING THE SCIENTIFIC PROCESS THROUGH

ANIMAL BEHAVIOR [P24.114.1S16]
SCIENCE, PEDAGOGY
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
Instructor:
DeMauro Christine
Location: Prospect Park Zoo, 450 Flatbush Ave., , Brooklyn, NY

Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
233
THE ART OF FACILITATION: CREATING A

LEARNER-CENTERED ENVIRONMENT
[P19.130.1S16]
PEDAGOGY
Start Date:
2/22/2016
End Date:
6/6/2016
Education Partner:
Instructor:
Carrigan Michael
Course Description:
Our post-modern information-rich culture has generated constantly evolving paradigms of leadership. The
traditional, hierarchical pyramid-shaped organizational chart has been replaced by egalitarian, collaborative
circles of shared leadership. At the heart of these changes is a shift in the relationships that develop between the
members of organizations. Distinctions between leaders and followers are not as clear as in the past. These
relationships 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 speak and to listen to each other in ways that require deep trust and the
avoidance of blame and fault-finding. These changing relationships 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 and his colleagues. 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. To move with comfort in this new environment, many of us
schooled in traditional leadership and pedagogical modes are searching for means to develop new skill sets.
This course, a series of learning experiences in the art of facilitation, is designed to support teachers, teacherleaders, and school leaders as they are reshaping their roles in their organizations and their relationships with
colleagues and with students.
Competencies:
Credits: 3
NYCDOE Fee: $125
234
235
THE COMMON CORE & ACADEMIC

VOCABULARY [P01.175.1S16]
PEDAGOGY
Start Date:
6/1/2016
End Date:
6/28/2016
Education Partner:
Educators
Instructor:
Carella-Dean Cathy
Location: Online
Course Description:
Shift Six of the Common Core focuses on Academic Vocabulary and the need for students to consistently build
upon their vocabulary to access the complex texts they will be charged with mastering in their various courses.
Through an interdisciplinary analysis of content areas, this course will explore vocabulary as it relates to all
content areas as well as student success with Shift Six, movements from esoteric literary terms to pivotal terms
found in complex texts, and assessments and how to infuse such into instruction and content.
Competencies:
Credits: 3
NYCDOE Fee: $125
236

PRACTICE IN THE 6-12 CLASSROOM
[P10.175.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 Cores content and
philosophy, including the three major shifts toward using informational texts, complex texts, and evidencebased 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
237

PRACTICE IN THE K-5 CLASSROOM
[P10.174.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 Cores 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 participants teaching practice and support student achievement.
Competencies:
Credits: 3
NYCDOE Fee: $125
238

(6-8) [P18.177.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 nonCCSSM 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
239

(K-5) [P18.176.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
240

MATH: CONNECTING CONTENT TO PRACTICE
(9-12) [P19.071.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
241
THE FLIPPED CLASSROOM [P19-058.1S16]

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
One of the hottest buzz phrases in education today is the flipped classroom. The premise behind the flipped
classroom is to create an environment where the lecture and homework aspects of a course are reversed.
Todays student, who is more tech savvy than ever before, is equipped to access content at home, replacing the
traditional in-class lecture. This then allows for class time to be spent applying concepts and completing guided
practice activity with an increased opportunity for student questioning. Flipped lessons provide for more active
learning opportunities with students taking more responsibility reaching learning objectives. This course will
analyze the theories and research supporting flipped lessons, as well as introduce educators to online tools and
resources to create a successful and meaningful flipped experience. Participants will explore and utilize many
free resources including TED TALKS, Khan Academy and the NY Times.
Competencies:
Credits: 3
NYCDOE Fee: $125
242
THE HUMANISTIC APPROACH TO EDUCATION

[P14-083.1S16]
PEDAGOGY
Start Date:
5/1/2016
End Date:
5/28/2016
Education Partner:
Educators
Instructor:
Ellison Kysten
Location: Online
Course Description:
Humanistic education or person-centered education is an approach to education based on humanistic
psychologists. These approaches to education seek to engage the "whole person that includes the intellect,
social capacities, and artistic and practical skills that are important for growth and development. Important
objectives include developing children's self-esteem, their ability to set and achieve appropriate goals, and their
development toward autonomy. The humanistic approach places an emphasis on a students choice and control
over the course of their education. Some topics in this course include early humanism, choice and control, felt
concern, the whole person, self-evaluation, the teacher as the facilitator, and field studies in humanistic
education. Teachers will define humanism in education. -Teachers will explore the humanistic psychologists.
-Teachers will examine the humanistic principles and objectives. -Teachers will examine the humanistic
perspectives. -Teachers will explore humanistic learning theories. -Teachers will explore humanism for
schools. -Teachers will explore the concepts of choice and control, felt concern, the whole person, and selfevaluation. -Teachers will explore field studies in humanistic education. -Teachers will explore the
classroom environment in humanistic education. -Teachers will understand the role of the facilitator in
humanistic education.
Competencies:
Credits: 3
NYCDOE Fee: $125
243
THE POWER OF TEACHER LANGUAGE

[P19.040.1S16]
PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Crawford Kerri
Location: Online
Course Description:
This course is designed to show teachers how to use their most powerful teaching tool - their words to bring
out the best in children. Teacher language helps children develop self-control, build their sense of community
and gain academic skills and knowledge. The course will explore three major types of teacher language:
reinforcing language, reminding language and redirecting language. Effective teacher language is a skill that
consists of small steps. This course is designed to encourage teachers to take the steps that will allow them to
make a change, catch themselves when using unproductive language and begin to think in new language
patterns.
Competencies:
Credits: 3
NYCDOE Fee: $125
244
TODAYS CLASSROOM: FOUNDATIONS OF AND

CURRENT TRENDS IN EDUCATION [P19.075.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Ikeda Koh
Location: Online
Course Description:
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
Competencies:
Credits: 3
NYCDOE Fee: $125
245
USING GAMES AND THE DESIGN PROCESS TO

SUPPORT THE COMMON CORE [P01.225.1S16]
SCIENCE, PEDAGOGY
Start Date:
2/24/2016
End Date:
6/22/2016
Education Partner:
Institute of Play
Instructor:
O'Keefe Daniel
Location: Online
Course Description:
The program will allow teachers to step into the role of their students, reflecting from both the teacher and the
learner perspective with a focus on the design and use of games for learning within flexible content area
contexts (STEM, social studies, ELA, etc). The program will allow teachers to experience firsthand practices
that are encouraged by Common Standards as well as 21st Century skills. Teachers in this program will create
learning games focused on self-selected Common Core skills, practices, and concepts, along with supporting
tasks and reflective spaces. Thus, teachers will produce not just discrete games, but a set of experiences
generated by those games, allowing for practical, effective classroom integration. Throughout this process
teachers will be required to: ask deep questions about domain content and practice; observe and analyze student
reactions and level of engagement; and reflect on their own teaching practice. Through the program, educators
will be empowered via a game-like learning framework to integrate, and to learn to collaboratively design,
games.
Competencies:
Credits: 3
NYCDOE Fee: $125
246

TO CHILDREN IN GRADES 3 5 [P01.016.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Merlo Linda
Location: Online
Course Description:
grades 3 5.
Competencies:
Credits: 3
NYCDOE Fee: $125
247

248

TO CHILDREN IN GRADES K-2 [P01.032.1S16]
Start Date:
2/15/2016
End Date:
5/15/2016
Education Partner:
Instructor:
Merlo Linda
Location: Online
Course Description:
Competencies:
Credits: 3
NYCDOE Fee: $125
249

TO PRESCHOOL-AGED CHILDREN [P01.228.1S16]
Start Date:
2/15/2016
End Date:
5/15/2016
Education Partner:
Instructor:
Merlo Linda
Location: Online
Course Description:
Competencies:
Credits: 3
NYCDOE Fee: $125
250

Start Date:
2/15/2016
End Date:
5/15/2016
Education Partner:
Instructor:
Merlo Linda
Location: Online
Course Description:
grades 6 8. Throughout this course, participants will read related texts, view presentations, take part in
discussions, view videos exemplifying Berlitz activities and instructional practices, take part in interactive,
online activities, complete a reflection journal, complete brief self-checks at the end of each session, complete a
midterm assessment, and wrap up the course with final assessment that includes developing a comprehensive
foreign language lesson plan. Several standards are met in this course, including the Danielson Framework for
Competencies:
Credits: 3
NYCDOE Fee: $125
251
252

Start Date:
2/15/2016
End Date:
5/15/2016
Education Partner:
Instructor:
Merlo Linda
Location: Online
Course Description:
grades 9 12.
Competencies:
Credits: 3
NYCDOE Fee: $125
253

254
WHO BUILT AMERICA: BADGES FOR HISTORY

EDUCATION LESSON BUILDER [P01.014.1S16]
SOCIAL STUDIES, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
American Social History Project
Instructor:
Mabli Peter
Location: Online
Course Description:
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
ASHPs 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. The program is designed to take 12
hours to complete; not including time spent teaching the lessons in the classroom.
Competencies:
4b : Maintaining Accurate Records
Credits: 1
NYCDOE Fee: $45
255

EDUCATION UNIT BUILDER [P01.235.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Mabli Peter
Location: Online
Course Description:
This online professional development course enables middle and high school social studies teachers to work
with History Educators from the American Social History Project. The program is designed to help grades 6-12
U.S. History and Social Studies teachers develop and hone their skills in lesson design and modification,
disciplinary literacy in history, content expertise, and Common Core proficiency, all grounded in specific
curricular examples
Competencies:
Credits: 2
NYCDOE Fee: $90
256
WHY ARGUE: TEACHING THE ART OF ORAL AND

WRITTEN ARGUMENT [P10.165.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
How many times have you heard a student say Just because, or use faulty reasoning when asked to support a
position theyve 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 ones 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 students 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 learners teaching practice
and support student achievement.
Competencies:
Credits: 3
NYCDOE Fee: $125
257
RACE AND
GENDER ISSUES
258
AMERICAN WOMEN IN U.S. HISTORY

[P10.044.1S16]
SOCIAL STUDIES, RACE AND GENDER ISSUES
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Moran Melinda
Location: Online
Course Description:
From Early Colonization to present day, famous and not so famous women of influence will be discussed.
Emphasis on the 19th Amendment, The Convention at Seneca Falls, the employment issues of women, and the
issue of slavery will be evident. Movies, games and alternative methods of teaching these topics will be part of
the curriculum. These topics and more will be explored in this on-line course through activities and resources on
the World Wide Web.
Competencies:
Credits: 3
NYCDOE Fee: $125
259
ANTI BULLYING: GUIDING GIRLS THROUGH

RELATIONAL AGGRESSION (GR K-12)
[P13.148.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Balvanz Jane
Location: Online
Course Description:
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 dont realize their ways of relating
might actually be bullying. Some girls know exactly what theyre 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
260
261
BECOMING A CULTURALLY RESPONSIVE

TEACHER [P13.092.1S16]
RACE AND GENDER ISSUES
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
262
PROMOTING ACADEMIC ACHIEVEMENT

AMONG AFRICAN AMERICAN AND LATINO
AMERICAN BOYS AND GIRLS THROUGH
RESEARCH BASED STRATEGIES (PREK-12)
[P01.226.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Wise Donny
Location: Online
Course Description:
Based on the work of researchers such as Claude Steele, Tyrone Howard, Pedro Noguera, Gloria LadsonBillings, 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. As the
number of students of color grows in school districts across the nation, teachers are looking for methods that
move the needle for advancing the academic performance of African American and Latino students. Teachers
will learn how to foster respect and rapport in the classroom through building counter narratives to inferiority
complexes that students 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. Each lesson gives clarification on how to apply certain principles to teaching students of color.
Educators will learn key concepts such as: a) You dont have to be Black or Latino to effectively teach Black
and Latino students; b) Holding students to high standards (while giving individualized support) is one of the
best ways to break down stereotypes and improve academic performance and c) Innovative ways to handle
disciplinary problems include strategic approaches based on social interaction, moral authority, and veteran
teacher collaboration. This class avoids giving a one size fits all approach (or strategy) for dealing with
students of different cultures. Rather this course strengthens educators appreciation for their own personal
cultures while equipping educators with frameworks and practical strategies that enable them to raise the
academic performance of all students, regardless of their culture, background and learning styles.
Competencies:
263
Credits: 3
NYCDOE Fee: $125
264
READ BETWEEN THE LINES: DEVELOPING A

CRITICAL HISTORICAL PERSPECTIVE
[P10.163.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 dont 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
265
SEXUAL BULLYING, GENDER IDENTITY, AND

SEXUAL VARIANCE [P01.172.1S16]
Start Date:
6/1/2016
End Date:
6/28/2016
Education Partner:
Educators
Instructor:
Ellison Kysten
Location: Online
Course Description:
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.
Overall Course Objective and Expectation(s):
Teachers will understand the differences between homosexuality, bisexuality, transgender, and inter-sexuality.
Teachers will develop insights identifying LGBT students and accordingly create a safe school environment
for these students.
Teachers will gain the capacity to teach tolerance of LGBT students through literacy instruction.
Teachers will understand the fundamentals of the problem of sexual bullying in adolescents and how it affects
the student population.
Competencies:
Credits: 3
NYCDOE Fee: $125
266
TAKING A STAND: NEW YORK CITY ACTIVISM IN

THE 20TH CENTURY [P26.209.1S16]
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
Museum of the City of New York
Instructor:
Zipris Ey
Location: Museum of the City of New York, 1220 Fifth Avenue, between 103 and 104 Street, New York,
NY
Course Description:
New York City has never been known as a place where people keep their views to themselves. Not only do
New Yorkers speak their minds, they also have a long history of mobilizing around issues they believe in. The
citys abundant energy for social change emerges in part from its history as a place where people from all over
the nation and the world converge. Taking a Stand features historian presentations, discussions with activists,
exhibition gallery tours, and hands-on workshops all focusing on bringing the history of social activism into the
present. Each day of the course will feature a morning presentation by a historian highlighting issues such as
civil rights, immigration, urban development, and gay rights. Over the course of the week participants will also
engage in hands-on activities focused on using primary sources, hear from contemporary activists, and
participate in gallery tours led by museum curators and educators. Participants will have time during the day to
create lesson plans and will present their lesson plans during the midterm and finals. By participating in the
course, educators will learn how to teach the study of social activism from multiple viewpoints, examining
opposing sides of complex debates and charting the diverse perspectives that existed within activist movements.
The course meets daily from Monday, February 15 through Saturday, February 20, from 9:00 am 4:00 pm.
Competencies:
Credits: 3
NYCDOE Fee: $125
267
THE GENDER GAP [P01.210.1S16]

RACE AND GENDER ISSUES, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Moran Melinda
Location: Online
Course Description:
In the haze of educational regulations aimed at equalizing education among economic groups, ethnic groups and
special education groups, a closer look should be at how the difference in gender affects learning. Is there a
valid claim to educating boys and girls apart? You be the judge as we explore this topic, constantly rising on the
minds of educators and examine the validity to the age-old question: Do Boys and Girls Learn Differently?
Competencies:
Credits: 3
NYCDOE Fee: $125
268
UNDERSTANDING CULTURE AND RACE

[P19.126.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
Interactions in classrooms and schools that recognize and respond to the cultures that shape the student and
teacher are crucial to student learning and teaching success. In Understanding Culture and Race, participants
study the building blocks of culture and why cultural differences can obstruct effective interactions between
students and teachers. They learn how acknowledging cultural behavior and expectations should inform
curriculum development, instructional and assessment strategies, and classroom management. Participants learn
how culture shapes both the student and the educator. They learn to interpret, understand, and incorporate
culture into the education setting and study how culture shock can affect a teachers interpretations of behavior,
discipline decisions, and assessment of a students ability to learn. The course provides a framework that
participants can use to pursue their learning about culture, behaviors, and expectations in their classrooms and
school environments. Participants will also increase their capacity to develop their students awareness of these
issues and their skills at negotiating them. 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. This
Competencies:
Credits: 3
NYCDOE Fee: $125
269
270
SCIENCE
271
BOTANY IN THE GARDEN [P90.155.1S16]

SCIENCE
Start Date:
4/25/2016
End Date:
4/30/2016
Education Partner:
New York Botanical Garden
Instructor:
Hutton Judith
Location: The New York Botanical Garden, 2900 Southern Blvd, , Bronx, NY
Course Description:
Join us to learn the science behind the beautiful collections and exhibits of plants at the New York Botanical
Garden. What is a plant? What different kinds of plants are there? What do plants need to live, and how do they
get what they need without being able to move around? How do plants and animals interact in their
environments? How can plants survive in various environments? How do humans interact with plants and their
environments? We will use inquiry methods, including observation, experimentation, research and the resources
of the Garden to construct understandings about different kinds of plants, how plants grow and reproduce, and
the role plants play in ecology.
Teachers will connect science learning to literacy throughout the course, with attention to disciplinary literacy
in approaching science texts, and using argument and evidence in writing and speaking about science, and
aligning with a number of Common Core Learning Standards. This course will focus mainly on Domain 1a:
Content and Pedagogy, of Danielsons Framework.
Competencies:
Credits: 3
NYCDOE Fee: $125
272
DESIGN MAKE PLAY AND CLASSROOM

INSTRUCTION: CREATING DESIGN MAKE PLAY
LESSON AND ASSESSMENT PLANS [P02.080.1S16]
SCIENCE, PEDAGOGY
Start Date:
2/18/2016
End Date:
4/18/2016
Education Partner:
New York Hall of Science
Instructor:
Engel Alison
Location: Online
Course Description:
In this blended learning workshop (a mix of online and in-person work), participants will discover how to
develop instruction that uses the Design-Make-Play concept. Design-Make-Play is an instructional approach to
design-based learning that foregrounds the use of personally meaningful real life problems and engineering
divergent solutions to those problems as a way to motivate learning. For example, one design challenge used at
the New York Hall of Science is for visitors to use available materials (cardboard, tape, LEDs, aluminum foil
and watch batteries) to create something that will add to the happiness of the model city, Happy City. Visitors
can create whatever they think will be important for increasing happiness (e.g., a skate park that is safe to use at
night). In working with the materials available to create a working prototype, visitors explore how simple
circuits work and how to make structures stable.
We will focus on: 1) how to develop open-ended questions and frame real life problems in ways that engage
students in the design process; 2) how to use that design process to ensure conceptual learning; and 3) how to
assess student cognitive engagement and learning.
At the culmination of the course, participants will have created a lesson (or set of lessons) and the associated
assessments that align with Design-Make-Play ideas, a reflection on their implementation of the lesson(s) and
on the student learning evidenced in the implementation, and a presentation on their lesson and assessment
design work for fellow teaching colleagues.
Competencies:
Credits: 1
NYCDOE Fee: $45
273
DESIGNING AND IMPLEMENTING QUALITY STEM

INSTRUCTION, GRADES K-8 [P19.164.1S16]
MATHEMATICS, SCIENCE
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
274

SCIENCE, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
275

SCIENCE, PEDAGOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 912) 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
276

THROUGH WATER TESTING [P03.091.1S16]
SCIENCE, PEDAGOGY
Start Date:
2/24/2016
End Date:
3/16/2016
Education Partner:
Instructor:
Purohit Kiran
Location: Academy for Software Engineering, Washington Irving - 40 Irving Place, , New York, NY
Course Description:
Competencies:
Credits: 1
NYCDOE Fee: $45
277

THROUGH WATER TESTING, SECTION 2
[P01.209.2S16]
SCIENCE, PEDAGOGY
Start Date:
2/23/2016
End Date:
3/15/2016
Education Partner:
Instructor:
Purohit Kiran
Course Description:
Competencies:
Credits: 1
NYCDOE Fee: $45
278
GARDENING 101 [P24.149.1S16]

SCIENCE
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
New York Botanical Garden
Instructor:
Hutton Judith
Location: The New York Botanical Garden, 2900 Southern Blvd, , Bronx, NY
Course Description:
Strengthen student engagement using your school garden! Participants will be challenged to use problem
solving and critical thinking to address issues associated with garden design and financial and community
support while integrating local resources into their teaching practice. This course is most useful for those
starting or reviving a garden program at their school. Pedagogical support will be modeled through hands-on
activities throughout the course and guided curriculum review. Content will be focused on life and earth
science, while exploring how to translate this learning into practical applications in their individual school
settings.
Competencies:
Credits: 3
NYCDOE Fee: $125
279
HABITAT ECOLOGY FOR EDUCATORS

[P24.110.1S16]
SCIENCE, PEDAGOGY
Start Date:
4/24/2016
End Date:
4/29/2016
Education Partner:
Instructor:
Owen Colleen
Location: Bronx Zoo Education, 2300 Southern Blvd., , Bronx, NY

Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
280
INCREASING STUDENT ENGAGEMENT:

PLANNING OUTSIDE THE BOX (GR K-12)
[P01.149.1S16]
SCIENCE, ACADEMIC INTERVENTION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
McGregor Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
281
NATURAL INQUIRER: USING NATURE TO

PROMOTE INQUIRY [P24.111.1S16]
SCIENCE
Start Date:
4/25/2016
End Date:
4/30/2016
Education Partner:
Instructor:
Wilkins Jenny
Location: NY Aquarium, Surf Avenue & West 8th Street, , Brooklyn, NY

Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
282
PROJECT-BASED LEARNING: CONNECTING

CLASSROOMS TO THE REAL WORLD!
[P03.168.1S16]
SCIENCE, SOCIAL STUDIES
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Chang Randy
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
283
PROMOTING SUCCESS IN SCIENCE AND

LITERACY THROUGH HUMANE EDUCATION
[P27.018.1S16]
ENGLISH LANGUAGE ARTS, SCIENCE
Start Date:
3/5/2016
End Date:
5/21/2016
Education Partner:
H.E.A.R.T (Humane Education
Advocates Reaching Teachers)
Instructor:
Parrucci Chris
Location: Online
Course Description:
In this course participants will understand how humane education can be used as a tool for meeting CCSS and
engaging students in learning by teaching students about core character traits such as empathy and compassion,
and developing important skills such as critical thinking, and making real world connections through problem
solving and service learning. By the end of the course participants will be able to effectively create and teach
humane education lessons that will enhance their students success in science and literacy by analyzing humane
education lesson plans and resources and then developing their own lessons.
Additionally, the participants will learn about incorporating best pedagogical practices into their classroom by
practicing and reviewing effective questioning and discussion techniques. Participants will learn ways to
effectively engage students in learning. Participants will practice these concepts and techniques throughout the
course as well as in their mid-term and then reflect upon it in their final report. In this course we practice best
pedagogical practices by offering diverse resources and giving a wide-variety of assignments to model the
educational approach of catering to different learning styles. We also practice mastery learning so that the focus
is really on the participants understanding the objectives of each assignment.
Competencies:
Credits: 3
NYCDOE Fee: $125
284
TEACHING THE SCIENTIFIC PROCESS THROUGH

ANIMAL BEHAVIOR [P24.114.1S16]
SCIENCE, PEDAGOGY
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
Instructor:
DeMauro Christine
Location: Prospect Park Zoo, 450 Flatbush Ave., , Brooklyn, NY

Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
285
URBAN ECOLOGY IN NYC [P24-155.1S16]

SCIENCE
Start Date:
4/2/2016
End Date:
5/14/2016
Education Partner:
Instructor:
Krakower Paloma
Location: Wildlife Conservation Society, Multiple Boroughs, , New York, NY

Course Description:
In this course teachers will explore New York City as an ecosystem and as a resource for teaching through
analyzing urban population growth patterns, touring Lower Manhattan, analyzing street tree health and creating
visions for a greener Manhattan. Using inquiry-based and constructivist techniques teachers will learn how
humans have altered the natural ecosystems around us to create new urban ecosystems through hands-on
explorations as well as web-based technology.
Course Goals and Objectives (Teachers will be able to): 1)Identify the ways in which humans have altered
natural ecosystems within urban settings; 2) Describe standards-based pedagogical plans that utilize NYC as a
resource for teaching about urban ecology; 3) Use web-based technology to create visions for a greener NYC
and describe how their visions will affect the urban ecology; 4) Describe practical applications of inquiry-based
pedagogy in their teaching; 5) Concretely link inquiry-based pedagogy to various forms of constructivist
theories of learning
Competencies:
Credits: 3
NYCDOE Fee: $125
286
USING GAMES AND THE DESIGN PROCESS TO

SUPPORT THE COMMON CORE [P01.225.1S16]
SCIENCE, PEDAGOGY
Start Date:
2/24/2016
End Date:
6/22/2016
Education Partner:
Institute of Play
Instructor:
O'Keefe Daniel
Location: Online
Course Description:
The program will allow teachers to step into the role of their students, reflecting from both the teacher and the
learner perspective with a focus on the design and use of games for learning within flexible content area
contexts (STEM, social studies, ELA, etc). The program will allow teachers to experience firsthand practices
that are encouraged by Common Standards as well as 21st Century skills. Teachers in this program will create
learning games focused on self-selected Common Core skills, practices, and concepts, along with supporting
tasks and reflective spaces. Thus, teachers will produce not just discrete games, but a set of experiences
generated by those games, allowing for practical, effective classroom integration. Throughout this process
teachers will be required to: ask deep questions about domain content and practice; observe and analyze student
reactions and level of engagement; and reflect on their own teaching practice. Through the program, educators
will be empowered via a game-like learning framework to integrate, and to learn to collaboratively design,
games.
Competencies:
Credits: 3
NYCDOE Fee: $125
287
WATER, ENERGY AND WASTE: INTEGRATING

THEMES OF SUSTAINABILITY INTO YOUR
SCIENCE
Start Date:
3/5/2016
End Date:
4/16/2016
Education Partner:
New York Sun Works
Instructor:
Provasoli Shakira
Location: Manhattan School for Children Greenhouse, 154 West 93rd Street, , New York, NY
Course Description:
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. 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 learning special needs and students who are learning English as a
second language. Teachers will a lesson plan and a rubric to make students accountable for their work. After
keeping track of their own progress through the reflection of learning goals, journal entries, and a science
notebook, teachers will synthesize this information as they have students design goals. Teachers will implement
a project into their own classrooms and record assessments.
Competencies:
Credits: 3
NYCDOE Fee: $125
288
WHAT DID A PLANT EVER DO FOR YOU? THE

VALUE OF PLANTS IN NATURAL AND HUMAN
HISTORY [P17.891.1S16]
SCIENCE
Start Date:
3/8/2016
End Date:
5/31/2016
Education Partner:
Brooklyn Botanic Garden
Instructor:
Kurland Barbara
Location: Brooklyn Botanic Garden, 1000 Washington Avenue, , Brooklyn, NY

Course Description:
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 conceptsa practice that
supports the Common Core Reading and Writing Standards as well as the New York State Science Core
Curriculum Standards.
Competencies:
Credits: 3
NYCDOE Fee: $125
289
SECRETARIES
290
GOOGLE APPS FOR ASPIRING

ADMINISTRATORS SECTION 001 [P02.192.1S16]
SECRETARIES, TECHNOLOGY
Start Date:
2/22/2016
End Date:
3/28/2016
Education Partner:
Instructor:
Clausen Maria
Course Description:
A system is an explicit set of relationships, roles and responsibilities, and expectations that exist around
accomplishing a goal. Google Apps for Education (GAFE) is a popular cloud productivity platform used in
many schools, universities, and modern work places. Free, school-managed GAFE 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 communication and collaboration take place in a school. This course will focus on
using GAFE to create and maintain strong systems that support the fundamental operations and the instructional
mission of schools.
Led by currently-practicing teacher leaders who run their teams, grade levels, and schools using GAFE, course
participants will be assessed based on their successful setup of core systems and infrastructure:
A staff website that houses key institutional documents, calendars, forms, and announcements
A folder structure that improves institutional memory and knowledge management practice
The creation, management of a form-based system, such as an agenda creation tool, staff attendance form, or
peer-observation form
Competencies:
Credits: 1
NYCDOE Fee: $45
291

Start Date:
4/11/2016
End Date:
5/23/2016
Education Partner:
Instructor:
Feeley Kendra
Course Description:
mission of schools.
Competencies:
Credits: 1
NYCDOE Fee: $45
292
SOCIAL STUDIES
293
AMERICAN WOMEN IN U.S. HISTORY

[P10.044.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Moran Melinda
Location: Online
Course Description:
From Early Colonization to present day, famous and not so famous women of influence will be discussed.
Emphasis on the 19th Amendment, The Convention at Seneca Falls, the employment issues of women, and the
issue of slavery will be evident. Movies, games and alternative methods of teaching these topics will be part of
the curriculum. These topics and more will be explored in this on-line course through activities and resources on
the World Wide Web.
Competencies:
Credits: 3
NYCDOE Fee: $125
294
BIOGRAPHIES OF EARLY NEW YORK

[P01.027.1S16]
ONE CREDIT COURSES, SOCIAL STUDIES
Start Date:
3/19/2016
End Date:
3/20/2016
Education Partner:
Instructor:
Zipris Ey
NY
Course Description:
Engage in two full-day sessions focusing on biographies of early New Yorkers via historian lectures and a
walking tour, and work with Museum educators and peers to create classroom activities. Teachers will be able
to put a face to the history they cover in their classrooms. Traversing three centuries and dozens of figures
both obscure and well known participants will gain access to current research and a treasure trove of
documents and images for their immediate use in the classroom. Educators will discover the history of New
York through the eyes of women, from landowner Annetje Jans of New Amsterdam to reformer Emma
Goldman of 18th century New York. The workshop will also focus on immigrants such as Jan Rodriguez, the
first recorded individual of non-Native American ancestry to reside in New York, and German Jewish
immigrant and member of the criminal underworld, Marm Mandelbaum. Finally, explore the citys history
through the animals that lived here such as oysters, beavers, pigs, and horses to understand the evolution of the
natural landscape, how innovation in transportation changed the face of the city, and New Yorks
transformation from a rural to urban environment. Taking place in the City Museums state of the art
classrooms and exhibition spaces, each of the engaging sessions will increase educators content knowledge on
topics covered in the classroom.
Competencies:
Credits: 1
NYCDOE Fee: $45
295
DIGI-TALES: EMPOWERING STUDENTS WITH

DIGITAL STORYTELLING [P29.091.1S16]
SOCIAL STUDIES, TECHNOLOGY
Start Date:
3/1/2016
End Date:
6/1/2016
Education Partner:
DOE Instructor
Instructor:
Lambrides Vasilia
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $225
296
MAKING THE PERSONAL HISTORICAL; ORAL

HISTORIES IN THE CLASSROOM [P01.074.1S16]
Start Date:
3/5/2016
End Date:
4/2/2016
Education Partner:
Intrepid Sea, Air and Space Museum
Instructor:
Hall Gerrie
Location: Intrepid Sea, Air and Space Museum, 12th Avenue & 46th Street, , New York, NY
Course Description:
Learning about the personal experience of those who lived through pivotal times in history, or everyday life of
times gone past can help audiences of all ages understand history in greater depth with increased empathy.
Combining the exhibits at the Intrepid Museum, a National Historic Landmark, with the stories of our living
artifacts is a rare opportunity for teachers. By the end of the course teachers will have the skills to conduct
complete oral history projects in their own classrooms. The base of the workshop is the exhibit content at the
Intrepid Museum, but the skills are universal and can be applied in varied classrooms.
Competencies:
Credits: 1
NYCDOE Fee: $45
297
NATIVE NEW YORK: AMERICAN INDIANS AND

EARLY NEW AMSTERDAM - AN IN-DEPTH
LEARNING OPPORTUNITY [P02.014.1S16]
Start Date:
4/9/2016
End Date:
4/10/2016
Education Partner:
Instructor:
Zipris Ey
NY
Course Description:
Native New York: American Indians and Early New Amsterdam An In-Depth Learning Opportunity
Educators are invited to participate in a two-day program designed to engage participants in the study of the art
and culture of Native Americans, to avail them of resources in two cultural institutions, and to increase both
content knowledge and skills for classroom application. The first day, Saturday April 9, 2016, will take place at
the National Museum of the American Indian, and the second day, Sunday April 10, 2016 will take place at the
Museum of the City of New York. The course is available for 1 P Credit. Registration is limited to 35
participants and is first-come, first-served. Cost for the two-day workshop: $120.00 per educator. Saturday,
April 9 9:00 am 4:00 pm National Museum of the American Indian, Lower Manhattan Join educators at the
National Museum of the American Indian, New York City, to learn about the multitude of ways in which Native
American identities are tied to culture and the forces that have influenced and changed culture over time.
Teachers will visit the museums permanent exhibit, Infinity of Nations: Art and History in the Collections of
the National Museum of the American Indian and then engage in a classroom-based lesson. The National
Museum of the American Indian (NMAI) houses one of the worlds great cultural resources, with collections
representing the Native peoples of the Americas from their earliest history to the present day. Infinity of Nations
presents more than two hundred of these works chosen from nearly seven hundred objects of cultural, historical,
and aesthetic importance on view at the museums George Gustav Heye Center in New York. Throughout, the
exhibition illustrates how objects in the museums collections can serve as points of entry to understanding
other cultures and times. In addition to a tour of the exhibition and educator-led workshop, participants will be
led on a walking tour of lower Manhattan and will conclude the day with group-work to make connections
between the content and pedagogy of the day and their own classroom work. Museum educators and staff will
be on hand to provide support and resources to aid in the development of lesson plans. Sunday, April 10 9:00
am 4:00 pm Museum of the City of New York During the second of two full-day workshops, educators will
learn about the Lenape Native Americans who called their island Mannahatta. Drawing on the Wildlife
Conservation Societys Mannahatta Project, which meticulously reconstructed the natural landscape of
Manhattan in 1609, participants will use maps, images, and Native American objects to explore the relationship
between the Lenape people and their surrounding habitat. Following this hands-on workshop, educators will
continue to explore the early history of the Island during the times of the Dutch. Using a 3D scale model,
educators will visit New Amsterdam, the Dutch colony that was established as a trading post in the early 17th
298
century. Using objects, maps, and images, participants will learn the history behind Lower Manhattan street
names and about the daily lives of the settlers who lived and worked on those streets. Participants will also
explore primary source texts to uncover the known relationship between the Lenape inhabitants and the settlers
of the Dutch West India Company town. During the afternoon portion of the workshop, educators will
participate in a walking tour led by Dr. Eric Sanderson of the Mannahatta and Welikia Project. Educators will
explore the flora and fauna of the citys urban environment and will use clues we see in todays landscape to
discover traces of the citys past. Museum educators and staff will be on hand to provide support and resources
to aid in the development of lesson plans. In addition, educators will receive up-to-date information about
programs for educators and students in each institution.
Competencies:
Credits: 1
NYCDOE Fee: $45
299
NEW YORK DIVIDED [P01.006.1S16]

SOCIAL STUDIES
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
New York Historical Society
Instructor:
Hayes Leslie
Location: The New York HIstorical Society, 170 Central Park West, , New York, NY
Course Description:
This course will take an in-depth look at New Yorks relationship with Southern slavery, free black
communities, and race politics in the years before and during the Civil War through the examination of original
primary sources from the New-York Historical Societys collections and explore specific strategies for how this
content can be brought into the classroom through museum education best practices that highlight the use of
historical inquiry.
Competencies:
Credits: 3
NYCDOE Fee: $125
300
PROJECT-BASED LEARNING: CONNECTING

CLASSROOMS TO THE REAL WORLD!
[P03.168.1S16]
SCIENCE, SOCIAL STUDIES
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Chang Randy
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
301
READ BETWEEN THE LINES: DEVELOPING A

CRITICAL HISTORICAL PERSPECTIVE
[P10.163.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 dont 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
302
TAKING A STAND: NEW YORK CITY ACTIVISM IN

THE 20TH CENTURY [P26.209.1S16]
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
Instructor:
Zipris Ey
NY
Course Description:
New York City has never been known as a place where people keep their views to themselves. Not only do
New Yorkers speak their minds, they also have a long history of mobilizing around issues they believe in. The
citys abundant energy for social change emerges in part from its history as a place where people from all over
the nation and the world converge. Taking a Stand features historian presentations, discussions with activists,
exhibition gallery tours, and hands-on workshops all focusing on bringing the history of social activism into the
present. Each day of the course will feature a morning presentation by a historian highlighting issues such as
civil rights, immigration, urban development, and gay rights. Over the course of the week participants will also
engage in hands-on activities focused on using primary sources, hear from contemporary activists, and
participate in gallery tours led by museum curators and educators. Participants will have time during the day to
create lesson plans and will present their lesson plans during the midterm and finals. By participating in the
course, educators will learn how to teach the study of social activism from multiple viewpoints, examining
opposing sides of complex debates and charting the diverse perspectives that existed within activist movements.
The course meets daily from Monday, February 15 through Saturday, February 20, from 9:00 am 4:00 pm.
Competencies:
Credits: 3
NYCDOE Fee: $125
303

EDUCATION LESSON BUILDER [P01.014.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Mabli Peter
Location: Online
Course Description:
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
ASHPs 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. The program is designed to take 12
hours to complete; not including time spent teaching the lessons in the classroom.
Competencies:
Credits: 1
NYCDOE Fee: $45
304

EDUCATION UNIT BUILDER [P01.235.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Mabli Peter
Location: Online
Course Description:
This online professional development course enables middle and high school social studies teachers to work
with History Educators from the American Social History Project. The program is designed to help grades 6-12
U.S. History and Social Studies teachers develop and hone their skills in lesson design and modification,
disciplinary literacy in history, content expertise, and Common Core proficiency, all grounded in specific
curricular examples
Competencies:
Credits: 2
NYCDOE Fee: $90
305
SOCIOEMOTIONAL
LEARNING
306
ANGER MANAGEMENT AND EFFECTIVE

DISCIPLINE TO PREVENT VIOLENCE
[P01.090.1S16]
SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
In this course, Diane Wagenhals will help educators understand the relationships among anger, the brain,
violence prevention, and effective discipline. Educators will become empowered with knowledge, skills, and
principles that help them be more aware and confident in managing and responding to anger and better
equipped to teach students, colleagues and parents effective ways to be in charge of their own anger. Educators
will relate core principles of anger to the principles and best practices of effective discipline. This course will
also prepare educators to assist those student populations that get marginalized and disenfranchisedincluding
English language learners, students from poverty, students with learning disabilities, and students from minority
culturessituations that can breed anger and discontent. By assisting these students in their anger management,
and helping them express their anger in productive ways, educators will enable these students to rejoin the
classroom community and learn with their peers, thereby helping to close the achievement gap. The panel
discussion format of this course showcases teacher experiences, examples, modeling, and anecdotal evidence
using the methodologies presented for managing anger and employing effective discipline strategies in the
classroom. By the end of the course, educators will acquire the skills needed to incorporate the methods for
anger management and effective discipline into their teaching practice. 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
Competencies:
Credits: 3
307
NYCDOE Fee: $125

308
BULLYING AND BEYOND: TOOLS FOR

UNDERSTANDING AND ENGAGING 21ST
CENTURY STUDENTS AS DUAL CITIZENS
[P15.063.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Dahl Steven
Location: Online
Course Description:
This course covers a lot of ground but it is ultimately about designing and maintaining safe and supportive
learning conditions for 21st Century learners. As a result, it is important to understand the needs of these
learners and where any barriers to learning occur. When learning stops for any reason - significant negative
outcomes can be predicted. The reality is that a great deal has changed for educators to "catch up" on to
effectively serve the needs of "millennial learners." This course is about understanding why it will take a more
thoughtful and comprehensive approach and what educators can do today to help prevent any number of
undesirable outcomes for their students. It is also about providing a reflective learning process designed for you
to self-assess your own approach, self-determine areas where you want to make instructional shifts, and the
tools to do so. The title of the course is intentional if we seek to end bullying we might miss out on so much
of what our students need to be prepared for the 21st century learning opportunities they have. By focusing on
how to design learning conditions that prepare students for those opportunities, we will also have made
significant strides in putting an end to bullying in all its forms.
Competencies:
Credits: 3
NYCDOE Fee: $125
309
COLLABORATIVE NEGOTIATION AND DEESCALATION SKILLS [P13.216.1S16]

Start Date:
3/12/2016
End Date:
5/7/2016
Education Partner:
DOE Office of School and Youth
Development
Instructor:
Nagi Jolan
Location: Lower Manhattan Arts Academy, 350 Grand Street, , New York, NY
Course Description:
This course provides participants with the knowledge, strategies and skills needed to conduct mediations and
prepares them to: recruit a diverse cohort of students representative of a schools student body to serve as peer
mediators; create student centered lessons to train students to be peer mediators; establish a school based peer
mediation program; and supervise students as they conduct peer mediations. 2a: Classroom Environment
Creating an environment of respect and rapport Participants will learn strategies and skills to teach students
skills that enable children to be active participants in creating and sustaining safe and supportive learning
environments in the classroom and in the school as a whole; the interactive learning used in the course draws
upon students prior knowledge and life experience, promotes self-direction and effective problem-solving and
decision making. 2d: Classroom EnvironmentManaging Student Behaviors All students who will be trained
as peer mediators will gain a knowledge base and a skill set that they can use in various kinds of interactions
with peers and adult outside the mediation center as well as when they are serving as peer mediators.
Competencies:
Credits: 3
NYCDOE Fee: $125
310
COMPLICATED GRIEF - IDENTIFYING

DEPRESSION, ANXIETY AND OTHER RISKS IN THE
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Rosenoff Michelle
Location: Online
Course Description:
This course is designed to offer educators insight into identifying those students as young as elementary age
who suffer from depression, anxiety, suicidal thoughts and tendencies. The class will discuss the differences
between having a bad day and depression, the difference between being anxious and having anxiety disorder
and why so many kids are suffering with these disorders. Unfortunately, untreated or undiagnosed depression
and anxiety can often lead to suicidal thoughts and tendencies. This course will take a look at why people
commit suicide, the warning signs of suicide and how we can help loved ones, friends, students when they are
in fact depressed and suicidal.
Competencies:
Credits: 3
NYCDOE Fee: $125
311
CREATING A CULTURE FOR LEARNING:

CLASSROOM AND BEHAVIOR MANAGEMENT
PLANS THAT WORK [P19.065.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Casey Barbara
Location: Online
Course Description:
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.
Competencies:
2e : Organizing Physical Space
Credits: 3
NYCDOE Fee: $125
312
DISCIPLINING TODAYS STUDENT: HOW TO

MAINTAIN DISCIPLINE AND DIGNITY [P29027.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
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 examine several models of student discipline while
evaluating some of their own classroom management and discipline policies. This class is appropriate for all K12 educators.
Competencies:
Credits: 3
NYCDOE Fee: $125
313
EMPOWERING THE SILENT WITNESS [P14.020.1S16]

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Faber Richard
Location: Online
Course Description:
Adults often dont see bullying or dismiss it as a rite of passage. But bullying affects students studies and has
long-term effects including how victims and bullies relate to children as adults.
This course will provide a sound educational framework allowing students to effectively exchange ideas, learn
new concepts, discuss debate and grow.
This course will examine the root causes of bullying, the identifications of those who bully, the identification of
those who are bullied, those who watch bullying occur, prevention techniques, and district and school wide
plans to reduce bullying.
Competencies:
Credits: 3
NYCDOE Fee: $125
314
ENGAGING THE DIS-ENGAGED STUDENT

[P19.006.1S16]
SPECIAL EDUCATION, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Faber Richard
Location: Online
Course Description:
Learning is a lot like bike riding. Once you have the knack, you never really forget the skill. Nor do you forget
the thrill of learning a new ability or understanding a complex idea. You are a lifelong learner and you love it.
Why have so many students never discovered this thrill? Why are they coasting when they could be racing
along in the educational Tour de France with their peers? What can teachers do to engage the disengaged
student?
Competencies:
Credits: 3
NYCDOE Fee: $125
315
EQUIPPING STUDENTS WITH THE MINDSET OF AN

ACHIEVER BY HELPING STUDENTS REPLACE
NEGATIVE SELF-PERCEPTIONS WITH POSITIVE
ACTION PLANS THAT RESULT IN LEARNING AND
ACADEMIC ACHIEVEMENT (PREK-12)
[P08.073.1S16]
ACADEMIC INTERVENTION, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Liang Tracy
Location: Online
Course Description:
This course is based on the work of Dr. Martin Seligman (UPenn) and Dr. Carol Dweck (Stanford), who have
researched how a students 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, combatted by Cognitive Behavior Therapy tailored for PreK 12, can deliver students from
pessimistic thinking and help them identify the root cause 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, multicultural students), that they are dumb and will never improve. Combining the work of both of these
researchers, this class gives participants the methods needed to help students make marked improvements in
their academic performance.
Competencies:
Credits: 2
NYCDOE Fee: $90
316
INTEGRATING MUSIC IN CLASSROOM

MANAGEMENT AND INSTRUCTION
[P02.132.1S16]
ARTS, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Lim Justin
Location: Online
Course Description:
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 21stcentury 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. Finally, they will become familiar with the
current technology to access, produce, and showcase music. Deliverables will 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
317
ISSUES FACING TODAYS TEENS: HOW TO

UNDERSTAND AND EMPOWER TEENAGERS
[P01.136.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
The adolescent brain, like the rest of their body, is still growing and changing. Many teens deal with issues such
as impulse control, erratic behavior, changing bodies, increased emotions and coping skills. Teachers need to be
able to understand these issues and be equipped with strategies for assisting students through them.
Teachers in this course will research the issues facing todays teenager and how these issues impact the
classroom. Teachers will develop lessons and instructional strategies for helping students learn to control
impulses, level out erratic behavior and deal with their changing bodies. This course is appropriate for grade 612 educators.
Competencies:
Credits: 3
NYCDOE Fee: $125
318
LIFE SPACE CRISIS INTERVENTION [P13.191.2S16]

GUIDANCE, SOCIOEMOTIONAL LEARNING
Start Date:
3/12/2016
End Date:
5/7/2016
Education Partner:
Development
Instructor:
Lopez Robert
Course Description:
Course Description 1. Participants will be evaluated based upon a midterm paper based upon course lessons and
required texts, a midterm exam and a final practicum in which they demonstrate the capacity to successfully use
LSCI strategies and skills to de-escalate a student in crisis. Midterm paper must reference how course content
and required texts relate to Danielsons Framework. 2. The course is taught using interactive small and large
group activities, questionnaire, small group webbing, explicit instruction, video vignette, modeled role play,
open ended and guided discussion, dyad and triad role plays, modeling; fish bowl; think, pair, share; active
listening carousel; small group interactive exercises, reflective discussion. Each class session will model
multiple interactive and participatory instructional strategies and techniques.
Competencies:
Credits: 3
NYCDOE Fee: $125
319
MOTIVATING AND ENGAGING STUDENTS

[P15.117.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
If students are not engaged, there is little if any chance for meaningful achievement. But student engagement is
not chance, especially for students disinclined to be engaged; it requires a teachers careful planning and
execution of specific, research-based strategies. In this course, educators will learn to create classroom
environments in which engagement is the norm. Interviews with teachers and students, classroom footage,
workshop activities, lecture, and the accompanying eBook bring to life this critical subject for the educator who
aspires to engage all of his or her students in all of their learning. Implicitlyand sometimes explicitly
students ask themselves four questions that determine how engaged they are in the classroom: A) How do I
feel? B) Am I interested? C) Is this important? D) Can I do this? Educators will learn to facilitate such emotions
for students as enthusiasm, interest, enjoyment, satisfaction, and pride, so that those students can answer, how
do I feel? in the affirmative. They will learn to raise their students energy levels, demonstrate a positive
demeanor, express their own enthusiasm, and use humor to create a classroom culture in which all students are
accepted and challenged. To promote their students authentic interest, educators will learn to use games,
inconsequential competitions, friendly controversy, unusual information, and effective questioning strategies.
To help their students embrace what theyre learning as important, educators will study how to engage their
students in setting goals, one of the primary motivators for academic achievement. Theyll learn to incorporate
cognitively demanding, real world tasks into instruction that clarify the relevance of what students are learning.
Educators will also be prepared to help their students develop strong feelings of self-efficacy, not through
superfluous praise, but through making students aware of their potential futures, which they can affect through
their own efforts. Motivating and engaging all students means finding ways to do so for African-American,
Latino, and low-income students as well as those students who may have had more benefits at home and are
already more intrinsically motivated. These strategies will empower teachers to find ways of nurturing all their
students and help them assist in closing the achievement gap. Teachers trained in motivating and engaging
students will be contributing to a culture of achievement for all 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
320
Teachers initial exposure to a concept should not be passive, but should engage teachers through varied
Competencies:
Credits: 3
NYCDOE Fee: $125
321
PEER MEDIATION [P13.190.1S16]

Start Date:
3/12/2016
End Date:
5/7/2016
Education Partner:
Development
Instructor:
Nagi Jolan
Course Description:
This course provides participants with the knowledge, strategies and skills needed to conduct mediations and
prepares them to: recruit a diverse cohort of students representative of a schools student body to serve as peer
mediators; create student centered lessons to train students to be peer mediators; establish a school based peer
mediation program; and supervise students as they conduct peer mediations. 2a: Classroom Environment
Creating an environment of respect and rapport Participants will learn strategies and skills to teach students
skills that enable children to be active participants in creating and sustaining safe and supportive learning
environments in the classroom and in the school as a whole; the interactive learning used in the course draws
upon students prior knowledge and life experience, promotes self-direction and effective problem-solving and
decision making. 2d: Classroom EnvironmentManaging Student Behaviors All students who will be trained
as peer mediators will gain a knowledge base and a skill set that they can use in various kinds of interactions
with peers and adult outside the mediation center as well as when they are serving as peer mediators.
Competencies:
Credits: 3
NYCDOE Fee: $125
322
TEACHING RESPONSIBLE NUTRITION ARE YOU

REALLY HUNGRY? [P01.197.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Rosenoff Michelle
Location: Online
Course Description:
This course is designed to offer educators insight into why we eat. What triggers you to eat food? How does the
media, TV, internet play a role in our food choices? The student will examine how advertisers and food
manufacturers manipulate and suggest certain foods. In depth analysis of the connection between looking
beautiful and buying certain food products and how the industry manipulates images. How do your food choices
and behaviors connect with your body image and self-esteem? Discussions about food addiction and if this is
really a diagnosable disease. Teachers K-12 will be able to make conscious, healthier choices for their students
and their classrooms.
Competencies:
Credits: 3
NYCDOE Fee: $126
323
TEACHING SEX EDUCATION IN OUR SCHOOLS

[P01.198.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Rosenoff Michelle
Location: Online
Course Description:
In this day and age the classroom teacher has to not only teach content area but character and health education,
including sex education. This course will examine comprehensive sex education vs. abstinence only sex
education programs as well as reviewing National statistics and data. This course is designed for the regular
k-12 classroom teacher seeking guidance and instruction regarding various age-appropriate lessons and
activities. Participants will discuss what is appropriate at different age levels and learn different strategies to
direct students to either their parents or the health teacher in their building for guidance and instruction.
Competencies:
Credits: 3
NYCDOE Fee: $125
324
THE GENDER GAP [P01.210.1S16]

RACE AND GENDER ISSUES, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Moran Melinda
Location: Online
Course Description:
In the haze of educational regulations aimed at equalizing education among economic groups, ethnic groups and
special education groups, a closer look should be at how the difference in gender affects learning. Is there a
valid claim to educating boys and girls apart? You be the judge as we explore this topic, constantly rising on the
minds of educators and examine the validity to the age-old question: Do Boys and Girls Learn Differently?
Competencies:
Credits: 3
NYCDOE Fee: $125
325
THE IMPACT OF LABELING AND STEREOTYPES

ON EDUCATION [P14.054.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Faber Richard
Location: Online
Course Description:
Preppy. Techie. Geek. Freak. Loser. Jock. Special Ed. These are just a few of the labels that students live with
every day. And some labels are a lot meaner. Who hands out these labels? What role do labels play? Do they
help or hurt? Do people sometimes like their labels, or do they always hate them? This course will examine the
truth behind these labels and the impact that they have on student behavior and learning. It will help teachers
deal with the ever changing landscape of gender in-equality, sexual identities, and tolerance. It will explore
where our biases come from and how it affects how we teach and learn. This course will also examine the
changing landscape of special education and how labeling effects classified students.
Competencies:
Credits: 3
NYCDOE Fee: $125
326
YOUTH VOICE AND VIDEO: LEARNER CENTERED

APPROACHES TO CRITICAL PROBLEMS IN
STUDENTS' LIVES [P01.072.1S16]
GUIDANCE COUNSELORS, SOCIOEMOTIONAL LEARNING
Start Date:
2/25/2016
End Date:
5/5/2016
Education Partner:
Education Video Center
Instructor:
Proulx Jennifer
Location: NYU Dept of Teaching and Learning, 239 Greene Street, , New York, NY
Course Description:
This innovative course provides participants with tools and techniques to employ culturally responsive teaching
practices that meet the diverse needs of their students through learner-centered approaches that value student
voices and experiences as expressed through student-produced documentaries that examine the critical social
and emotional problems they face.
Competencies:
Credits: 3
NYCDOE Fee: $125
327
SPECIAL
EDUCATION
328
ADHD AND LEARNING DISABILITIES:

CLASSROOM INTERVENTIONS AND
INSTRUCTIONAL STRATEGIES [P27.004.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
There is no teacher that hasnt come across a student in their class with ADHD or a Learning Disability. This
course will allow teachers to examine current research geared at helping all teachers work effectively with
students with ADHD and learning disabilities. Teachers will understand the impact of ADHD on a students
performance, the difference between male and female students with ADHD and be made aware of basic
instructional strategies to implement in their classrooms.
Competencies:
Credits: 3
NYCDOE Fee: $125
329
AIDING STUDENTS WITH LEARNING DISABILITIES

[P01.089.1S16]
SPECIAL EDUCATION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
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 practitioners 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 brains 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 courses goal is to ensure that all students receive a high quality education
and become independent and empowered in their learning. 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.
Competencies:
Credits: 3
330

NYCDOE Fee: $125
331
COLLABORATIVE PRACTICES FOR INCLUSIVE

CLASSROOMS [P15.042.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Karten Toby
Location: Online
Course Description:
This online learning environment explores how collaborative inclusion interventions honor the diverse levels of
students with varying learning, social, behavioral, emotional, communicative, physical, perceptual, sensory, and
cultural levels, backgrounds, and challenges. The activities allow learners multiple opportunities to explore how
to infuse instructional plans, strategies, and supports that match individual and class needs. Organization,
documentation, planning, and communication protocols are investigated. This includes strategies to collaborate
with administration, coaches, and general and special education related staff. Research-based strategies include
establishing prior knowledge, differentiated instruction, universal design for learning, multiple intelligences,
multisensory approaches, peer mentoring, self-determination, and cooperative learning. Evidence-based
practices from experts and specific organizations; e.g., Tomlinson, Kagan, Center for Applied and Special
Technology ARC, NCLD are researched. Texts include Inclusion Coaching for Collaborative Schools (2014)Corwin Press, and IEPs & CCSS: Specially Designed Instruction (National Professional Resources). A step-bystep approach to connect the CCSS to inclusive lessons for students with and without IEPs across the
curriculum is explored as participants design collaborative lessons and/or coaching plans. Danielsons
frameworks are infused throughout the course for inclusion planning, classroom/school environments,
instruction, and professional practices.
Competencies:
Credits: 3
NYCDOE Fee: $125
332
COOPERATIVE LEARNING AND LEARNING TEAM

STRUCTURES [P01.067.1S16]
Start Date:
3/1/2016
End Date:
3/28/2016
Education Partner:
Educators
Instructor:
Stern Marci
Location: Online
Course Description:
This course will briefly examine the basics of cooperative learning focusing on the philosophy behind this
teaching method, how cooperative learning helps students meet common core state standards, benefit from a
variety of perspectives and viewpoints, all while integrating technology. The benefits are student content
mastery, increased intrinsic motivation through extrinsic motivation, inreased accountabilty and engagement.
An analysis of a variety of cooperative learning methods and practices will be explored. In addition, teachers
will examine overall student participation and engagement in learning teams versus traditional classroom
configurations and determine successful configurations for different content areas and grade levels at meeitng
academic expectations. During each week, there are specific themes to explore and discussion questions to
answer in the postings. Students will address the Discussion Questions (DQs) and reflect their answers to the
course content and their own instructional practice, but also their classmates postings and opinions to examine
many perceptions of how cooperative learning and learning teams can affect classrooms, pedagogies and
student outcomes.
Competencies:
Credits: 3
NYCDOE Fee: $125
333
DIGITAL TOOLS TO DIFFERENTIATE TEACHING

[P01.080.1S16]
SPECIAL EDUCATION, TECHNOLOGY
Start Date:
3/21/2016
End Date:
5/16/2016
Education Partner:
DOE Instructor
Instructor:
Caputo Kerri
Location: Online
Course Description:
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 Danielsons 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
Competencies:
Credits: 3
NYCDOE Fee: $225
334
DYNAMIC WAYS TO INTEGRATE DIFFERENTIATED

COMMON CORE READING INSTRUCTION INTO
SCIENCE, SOCIAL STUDIES, AND WRITING FOR
STUDENTS WITH LEARNING DISABILITIES
[P01.083.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Crispo Jennifer
Location: Online
Course Description:
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. If you
want to take a class that immediately engages you, than this is the class for you! This class provides dynamic
activities and strategies that will enhance your classroom by providing creative ways to differentiate and
integrate the Common Core reading curriculum across all content areas: science, social studies, literature, and
writing. You will learn how to take the Common Core reading protocols and curriculum and make it work in a
classroom of diverse learners. Upon completion of this class you will have created and researched ready to use
lessons, anchor charts, strategies, websites, and technology tools that will help students of all abilities succeed
with the new rigorous Common Core curriculum. This class addresses grades K-12, and students in the general
and special education setting. It specifically targets all elementary grades, middle and high school literature,
writing, science, and social studies classrooms.
Competencies:
Credits: 3
NYCDOE Fee: $125
335
DYSLEXIA: WHAT IT IS AND WHAT TO DO ABOUT

IT [P01.047.1S16]
Start Date:
2/15/2016
End Date:
2/20/2016
Education Partner:
Everyone Reading
Instructor:
Mancuso Lavinia
Location: Everyone Reading, 30 Broad Street, Fourth Floor, New York, NY

Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
336
ENGAGING THE DIS-ENGAGED STUDENT

[P19.006.1S16]
SPECIAL EDUCATION, SOCIOEMOTIONAL LEARNING
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Faber Richard
Location: Online
Course Description:
Learning is a lot like bike riding. Once you have the knack, you never really forget the skill. Nor do you forget
the thrill of learning a new ability or understanding a complex idea. You are a lifelong learner and you love it.
Why have so many students never discovered this thrill? Why are they coasting when they could be racing
along in the educational Tour de France with their peers? What can teachers do to engage the disengaged
student?
Competencies:
Credits: 3
NYCDOE Fee: $125
337
EVERY EDUCATOR AN ADVOCATE [P01.107.1S16]

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Dahl Steven
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
338
FOSTERING READING AND WRITING SUCCESS

FOR STUDENTS WITH LEARNING DISABILITIES
[P01.112.1S16]
Start Date:
2/15/2016
End Date:
3/15/2016
Education Partner:
Instructor:
Crispo Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
339
ICT FOR GENERAL EDUCATION TEACHERS

[P01.180.1S16]
SPECIAL EDUCATION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Moran Ashley
Location: Online
Course Description:
Students with disabilities are being integrated more and more into general education settings if it is deemed
appropriate. How is a general education teacher expected to teach a group of students they have little experience
with or knowledge of? This course is designed to help general education teachers instruct, monitor and assess
the wide range of special education students they could encounter in their classrooms.
Students will develop a working understanding of the history of special education, the current laws that govern
it (IDEA, Section 504, and ADA), and how curriculum standards affect students in special education.
Additionally they will develop or modify lesson plans based on students learning goals, and choosing
appropriate strategies, accommodations, resources, and materials to differentiate instruction for both individual
and groups of learners based upon Universal Design for Learning (UDL). Lastly, they will use positive
communication techniques with parents of students with special needs, fellow teachers, administrators, and
specialists.
Competencies:
Credits: 3
NYCDOE Fee: $125
340
INTEGRATED CO-TEACHING IN THE INCLUSION

Start Date:
4/1/2016
End Date:
4/28/2016
Education Partner:
Educators
Instructor:
Capriotti Valerie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
341
INTERVENTIONS FOR STUDENTS WITH DYSLEXIA

AND OTHER READING DIFFERENCES
[P01.017.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
Karten Toby
Location: Online
Course Description:
This course provides strategies for staff that instructs or develops instructional programs for students with
dyslexia and other reading differences. Objectives include an investigation of the characteristics of dyslexia and
other reading differences. Learners evaluate the reading research and apply the evidence-based strategies to
strengthen skills with sound-symbol association, fluency, spelling, comprehension, and vocabulary. Learners
apply multisensory approaches and technology applications that value the reading knowledge and levels of their
students. Objectives include dyslexia action plans that honor collaboration with staff and students, and
culturally responsive practices. Activities include the alignment of appropriate interventions to strengthen
literacy skills across the curriculum. Activities in each module help staff assist learners to develop
compensatory strategies with fluency, sound-symbol association, reading comprehension, vocabulary, written
expression, and auditory processing skills to become better readers. Specific emphasis will include how to
infuse technology with the appropriate digital tools to increase the reading skills and level of students.
Learners explore The International Dyslexia Knowledge and Practice Standards professional development
requirements. Learners review research from What Works Clearinghouse to examine the effectiveness of
programs intended to increase the literacy skills of beginning readers in K-3 and upper elementary students and
adolescents in grades 4-12. Topics include alphabetics, early reading/writing skills, general literacy
achievement, print knowledge, reading fluency, reading comprehension, and written expression. Students
develop dyslexia action plans that include competencies from Danielsons Framework for planning and
preparation, instruction, and professional reading responsibilities. Common Core ELA standards are included in
each of the modules.
Competencies:
Credits: 3
NYCDOE Fee: $125
342

343
MATH MADE SIMPLE FOR STUDENTS WITH

LEARNING DISABILITIES [P02.150.1S16]
MATHEMATICS, SPECIAL EDUCATION
Start Date:
5/1/2016
End Date:
5/30/2016
Education Partner:
Instructor:
Crispo Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
344
SPECIAL NEEDS AND EDUCATION [P03.172.1S16]

SPECIAL EDUCATION, FAMILY ENGAGEMENT
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Advancement Courses, 352 Seventh Avenue, Floor 12A, New York, NY
Course Description:
There are approximately 170,000 students enrolled in New York City public schools that receive special
education services, and this number continues to grow. The size of the special needs population means that
teachers in inclusion classrooms, special needs classrooms, or mainstream classrooms all need the skills and
knowledge to teach and support special needs students. This course includes relevant topics, strategies, and
helpful practices designed to give today's educational practitioner the edge to best serve students with special
needs. In this course, participants will learn about the thirteen major types of disabilities, the laws governing
special education, the Individualized Education Program (IEP) process, and best practices for working with
special needs students and families. The course also provides key resources and targeted strategies for
supporting all special needs students. After finishing the course, participants will be equipped with actionable
strategies to support the instruction, social/emotional development, and assessment of special needs students.
Competencies:
Credits: 3
NYCDOE Fee: $125
345
STRATEGIES FOR IMPLEMENTING THE COMMON

CORE WITH SPECIAL EDUCATION STUDENTS
[P19.007.1S16]
SPECIAL EDUCATION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
The Common Core has brought wide reaching shifts in K-12 education. While much of the emphasis has been
placed on particular content areas there is still much to examine when discussing best practices for
implementing Common Core standards in special education classrooms. Participants will examine how to
increase reading and writing skills to meet the diverse needs of learners in todays schools. This course will
examine the curriculum changes that have resulted from Common Core and how to differentiate instruction to
meet the needs of special education students. Participants will develop strategies for teaching note taking skills,
reading comprehension skills, and writing skills. This course is appropriate for all K-12 educators
Competencies:
Credits: 3
NYCDOE Fee: $125
346
STRATEGIES FOR MEETING THE NEEDS OF

STUDENTS WITH EMOTIONAL DISABILITIES
[P19.057.1S15]
SPECIAL EDUCATION
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
Students with emotional disabilities are being educated in the mainstream setting at an increasing rate. This
course will provide strategies and techniques for meeting the needs of the emotionally disabled student in the
mainstream classroom. Participants will research, analyze and develop strategies on building positive personal
relationships with students and behavior modification. This course will offer recent research on behavior
modification programs and their implementation in the classroom. Through internet articles, websites and case
studies, participants will focus on how to provide the essential structure that students with E.D. require, even
during unstructured activities and transitions. This course is beneficial for both regular and special education
teachers.
Competencies:
Credits: 3
NYCDOE Fee: $125
347
TEACHING CHILDREN WITH LEARNING

DISABILITIES IN NEW AND CREATIVE WAYS
[P01.192.1S16]
Start Date:
3/1/2016
End Date:
3/30/2016
Education Partner:
Instructor:
Crispo Jennifer
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
348
TEACHING STUDY SKILLS FOR THE SPECIAL

EDUCATION STUDENT [P19.14.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
Sometimes we take it for granted that students know how to study. Study skills are a skill set that many of our
special education students need to improve. With more and more focus on national standards and testing, how
can we assist these students to meet the more rigorous requirements? 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
349
TECHNOLOGY
350
21ST CENTURY CLASSROOM TECHNOLOGIES

[P29-063.1S16]
TECHNOLOGY
Start Date:
4/1/2016
End Date:
4/28/2016
Education Partner:
Educators
Instructor:
Catz Liz
Location: Online
Course Description:
21st Century Technology Instruction will explore the changing dynamics of new technologies and next
generation education (Learning 2.0). The Common Core Curriculum and the increase of "user generated
content" require students to hone their critical thinking skills of collaboration, creativity, research and
technological skills. Instructional strategies will include (but are not limited to) topics such as the impact and
use of social media, podcasts, blogging, electronic white boards, smart phones, video-on-demand, internet use
and websites as well as other aspects of the digital media.
Competencies:
Credits: 3
NYCDOE Fee: $125
351
BASIC EDUCATIONAL TECHNOLOGY

INTEGRATION TRAINING (BETT) [P01.023.1S16]
TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Educational Technology Integration
Training
Instructor:
Rolle James
Location: Online
Course Description:
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. Note that it is not enough to simply know how to use a given tool if you do not
understand how and why to use it to enhance the teaching and learning processes. 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 Developers 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
352
BLENDED LEARNING: FOSTERING COLLEGE AND

CAREER READINESS (GR K-12) [P01.134.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Wilks Marva
Location: Online
Course Description:
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. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
353
BLENDED LEARNING: TEACHING IN THE DIGITAL

AGE [P01.005.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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 learninginstruction 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 goaland objective-aligned assessments and activities that address students unique characteristics as digital natives
and enhance participants teaching practice in the 21st century classroom.
Competencies:
Credits: 3
NYCDOE Fee: $125
354
DIGITAL TOOLS TO DIFFERENTIATE TEACHING

[P01.080.1S16]
SPECIAL EDUCATION, TECHNOLOGY
Start Date:
3/21/2016
End Date:
5/16/2016
Education Partner:
DOE Instructor
Instructor:
Caputo Kerri
Location: Online
Course Description:
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 Danielsons 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
Competencies:
Credits: 3
NYCDOE Fee: $225
355
DIGI-TALES: EMPOWERING STUDENTS WITH

DIGITAL STORYTELLING [P29.091.1S16]
SOCIAL STUDIES, TECHNOLOGY
Start Date:
3/1/2016
End Date:
6/1/2016
Education Partner:
DOE Instructor
Instructor:
Lambrides Vasilia
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $225
356
EFFECTIVE USE OF IPADS IN THE CLASSROOM

TO ENHANCE STUDENT COGNITIVE THINKING
SKILLS [P08.157.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Liang Tracy
Location: Online
Course Description:
Effective Use of iPads in the Classroom has five objectives:
1. Introduce teachers to the capabilities and potential of iPads for enhanced instruction
2. Equip teachers to guide their students in effective use of iPad features
3. Introduce the possibilities of differentiated instruction for English language learners and other subgroups with
special needs, including those below grade level to those above grade level with the iPads accessibility
features, applications, and tools.
This class uses multiple pedagogical approaches, including direct and guided instruction, inquiry-based
learning, as well as the constructivist learning approach based on the premise that learning should a) build upon
the knowledge a person has already obtained and then advance upon that knowledge and b) help the learner take
an active role in the learning process and help them acquire skills based on real-world projects.
Competencies:
Credits: 3
NYCDOE Fee: $125
357
ESSENTIAL CLASSROOM TECHNOLOGY FOR

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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
participants practice in the 21st century classroom.
Competencies:
Credits: 3
NYCDOE Fee: $125
358
ESSENTIAL TEACHING PRACTICES FOR THE 21ST

CENTURY TEACHER [P01.003.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Advancement Courses
Instructor:
Monegro Marcie
Location: Online
Course Description:
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.
Competencies:
Credits: 3
NYCDOE Fee: $125
359

Start Date:
2/22/2016
End Date:
3/28/2016
Education Partner:
Instructor:
Clausen Maria
Course Description:
mission of schools.
Competencies:
Credits: 1
NYCDOE Fee: $45
360

Start Date:
4/11/2016
End Date:
5/23/2016
Education Partner:
Instructor:
Feeley Kendra
Course Description:
mission of schools.
Competencies:
Credits: 1
NYCDOE Fee: $45
361
GOOGLE APPS FOR EDUCATORS [P29.093.1S16]

Start Date:
3/21/2016
End Date:
5/16/2016
Education Partner:
DOE Instructor
Instructor:
Caputo Kerri
Location: Online
Course Description:
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 Googles
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.
Competencies:
Credits: 3
NYCDOE Fee: $225
362
IMPROVING ENGLISH LANGUAGE LEARNER

INSTRUCTION THROUGH THE USE OF
TECHNOLOGY FOR ASPDP [P08.072.1S16]
LANGUAGES OTHER THAN ENGLISH, TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Location: Online
Course Description:
Aligned with Danielson Framework for Teaching Domains 1, and 3. Finding a way to infuse technology into
instruction not only helps English language learners acquire a second language, but also enhances motivation
and confidence (Lucina, 2004; Lin, 2009). As an educator, you are in a unique position to embrace new
technologies and use them to enhance curriculum while better engaging each of your students. This course
explores technologies that support language development as well as academic achievement for K-12 English
language learners. Emphasis is on technologies that support English language development and communication
skills, such as dedicated software programs, websites, and other technology resources. In addition, participants
will learn how technologies that were developed for other purposes, such as word processing, can be used in
targeted ways to promote English language development. Participants will benefit from numerous resource links
for improving English Language Instruction through the use of technology.
Competencies:
Credits: 3
NYCDOE Fee: $125
363
INCREASING STUDENT COLLABORATION BY

GOING PAPERLESS [P01.128.1S16]
TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
Can my classroom function the same way going paperless? Is it possible? How much work is it? This course
will examine the ins and outs of utilizing Google Drive and Documents to foster student collaboration and rich
learning opportunities. Participants will familiarize themselves with Google Drive, Docs, Sheet, Forms and
Slides.
Each participant will create worksheets, presentations, quizzes and activities that exist sans paper and allow
their students to work collaboratively around essential 21st Century tools that they will need to master for
success in the workplace.
This course is appropriate for all K-12 educators.
Competencies:
Credits: 3
NYCDOE Fee: $125
364
INTEGRATING TECHNOLOGY INTO YOUR

TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
This course will allow educators to build a repertoire of tools for integrating technology into the classroom.
Utilizing technology in your content area is more than letting students use computers or going to a computer
lab. This course will allow educators to explore online tools and other strategies for integrating technology into
their daily lesson plans. Course participants will research and develop classroom strategies for surrounding
blended learning, flipped classroom, QR Codes, instructional games, TED Talks and lesson plans, Khan
Academy, instructional videos, and utilizing mobile devices in the classroom. Teachers will also explore
technology options for communicating with parents.
Competencies:
Credits: 3
NYCDOE Fee: $125
365

FOR EDU - SECTION 1 [P02.191.1S16]
Start Date:
2/24/2016
End Date:
4/6/2016
Education Partner:
Instructor:
Schulman Joshua
Course Description:
Competencies:
Credits: 1
NYCDOE Fee: $45
366

FOR EDU SECTION 002 [P02.191.2S16]
Start Date:
4/11/2016
End Date:
5/23/2016
Education Partner:
Instructor:
Test Test
Course Description:
Competencies:
Credits: 1
NYCDOE Fee: $45
367
MAPPING 21ST CENTURY PROJECT-BASED

LEARNING [P29.092.1S16]
Start Date:
3/21/2016
End Date:
5/16/2016
Education Partner:
DOE Instructor
Instructor:
Caputo Kerri
Location: Online
Course Description:
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. Teachercreated 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 Danielsons
Components in that teachers will plan and prepare instructional units (Danielsons Teaching Components
Domain 1) that engage students in learning (3C) that is coherent and designed to address standards-based
Competencies:
Credits: 3
NYCDOE Fee: $225
368

369
MICROSOFT POWERPOINT: INTEGRATING

TECHNOLOGY AND PRESENTATION SKILLS INTO
THE CLASSROOM TO ENHANCE STUDENT
CRITICAL THINKING AND CREATIVITY SKILLS
(GRADES PREK-12) [P08.156.1S16]
ENGLISH LANGUAGE ARTS, TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Quikitech
Instructor:
Liang Tracy
Location: Online
Course Description:
Microsoft PowerPoint: Integrating Technology and Presentation Skills into the Classroom (Grades PreK-12)
is part of a series of courses that help teachers integrate specific technologies into the classroom to heighten
cognitive engagement and to equip students with vital, strategic technology skills for Common Core Standards
mastery. In this course, teachers will master the skills of effective presentation building for instructional,
communicative, and collaborative purposes. They also will be trained to guide their students into mastery of
PowerPoint Presentation creation. As students engage in rigorous tasks, such as creating their own authentic
presentations of rich research in various content areas, their ownership of their learning and hence motivation
and content mastery increase. Students learn to embed hyperlinks to connect their presentation with multiple
sources of visual, written, audio, and animated text for further clarification and elaboration of key concepts in
their product. The course walks the participant from the basics of using PowerPoints features all the way to an
understanding of how to teach PowerPoint to students to convey their ideas effectively in presentation form.
Competencies:
Credits: 3
NYCDOE Fee: $125
370
SUPPORTING UDL AND THE COMMON CORE

STANDARDS WITH INTERACTIVE WHITEBOARD
SYSTEMS [P19.136.1S16]
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Herron Carolyn
Location: Online
Course Description:
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. Please Note: Although having access to any brand of
digital whiteboard is not required, it will greatly enhance the learning experience. Most of the software
applications referenced are available as free downloadable trials and are compatible with Windows and Mac
operating systems. Most lessons in this course demonstrate hardware and software features through the use of
core and auxiliary videos. Core videos, which are embedded in the web page, have been created and
professionally produced specifically for this course and feature a digital whiteboard system from SMART
Technologies. Auxiliary videos, which can be accessed via web links, have been produced by others and feature
different digital whiteboard systems.
Competencies:
Credits: 3
NYCDOE Fee: $125
371

372
TECHNOLOGY APPLICATIONS FOR TEACHING

AND SUPPORTING THE STRUGGLING READER
[P02.184.1S16]
TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
This course will provide educators with the tools they need to strengthen their students essential literacy skills
(which directly affects their achievement in English language arts), the absence of which contribute explicitly to
the achievement gap. Informed use of technology will empower teachers by providing them tools that not only
increase their accountability, but can be differentiated for the needs of all students, including AfricanAmericans, Latino, and low-income students. Participants will have increased capacity to meet the needs of
struggling students in their own classrooms. 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. This
Competencies:
Credits: 3
NYCDOE Fee: $125
373
THE FLIPPED CLASSROOM [P19-058.1S16]

Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
NaMaYaPD
Instructor:
DeMario Michael
Location: Online
Course Description:
One of the hottest buzz phrases in education today is the flipped classroom. The premise behind the flipped
classroom is to create an environment where the lecture and homework aspects of a course are reversed.
Todays student, who is more tech savvy than ever before, is equipped to access content at home, replacing the
traditional in-class lecture. This then allows for class time to be spent applying concepts and completing guided
practice activity with an increased opportunity for student questioning. Flipped lessons provide for more active
learning opportunities with students taking more responsibility reaching learning objectives. This course will
analyze the theories and research supporting flipped lessons, as well as introduce educators to online tools and
resources to create a successful and meaningful flipped experience. Participants will explore and utilize many
free resources including TED TALKS, Khan Academy and the NY Times.
Competencies:
Credits: 3
NYCDOE Fee: $125
374
USING DIGITAL MEDIA TO ENHANCE LEARNING

[P05.187.1S16]
TECHNOLOGY
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Instructor:
Thwaites Sophia
Location: Online
Course Description:
Digital media can provide highly engaging access to knowledgeparticularly 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 Hurleys 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. 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.
Competencies:
Credits: 3
NYCDOE Fee: $125
375
ONE CREDIT
COURSES
376
BIOGRAPHIES OF EARLY NEW YORK

[P01.027.1S16]
Start Date:
3/19/2016
End Date:
3/20/2016
Education Partner:
Instructor:
Zipris Ey
NY
Course Description:
Engage in two full-day sessions focusing on biographies of early New Yorkers via historian lectures and a
walking tour, and work with Museum educators and peers to create classroom activities. Teachers will be able
to put a face to the history they cover in their classrooms. Traversing three centuries and dozens of figures
both obscure and well known participants will gain access to current research and a treasure trove of
documents and images for their immediate use in the classroom. Educators will discover the history of New
York through the eyes of women, from landowner Annetje Jans of New Amsterdam to reformer Emma
Goldman of 18th century New York. The workshop will also focus on immigrants such as Jan Rodriguez, the
first recorded individual of non-Native American ancestry to reside in New York, and German Jewish
immigrant and member of the criminal underworld, Marm Mandelbaum. Finally, explore the citys history
through the animals that lived here such as oysters, beavers, pigs, and horses to understand the evolution of the
natural landscape, how innovation in transportation changed the face of the city, and New Yorks
transformation from a rural to urban environment. Taking place in the City Museums state of the art
classrooms and exhibition spaces, each of the engaging sessions will increase educators content knowledge on
topics covered in the classroom.
Competencies:
Credits: 1
NYCDOE Fee: $45
377
CONNECTING PLANNING, INSTRUCTION, AND

RESULTS [P01.130.1S16]
ONE CREDIT COURSES
Start Date:
2/15/2016
End Date:
6/24/2016
Education Partner:
Literacy Design Collaborative
Instructor:
Craig Jami
Location: Online
Course Description:
THIS COURSE IS ONLY AVAILABLE TO TEACHERS PARTICIPATING IN THE i3 GRANT WORK.
Teachers who enroll without the instructors permission will be withdrawn from the course.
LDCs three online courses are designed to guide teachers through the process of creating an overall LDC
module, which is typically a 1-4-week period of instruction during which a teacher would like to teach
disciplinary writing skills in response to reading complex texts.The courses guide participants through LDCs
backwards design structure to create rigorous, CCRS-aligned teaching tasks, select the implicit and explicit
literacy skills students will need to complete those tasks, and then develop instructional sequencing and
assessment methods aligned to those tasks. Course 3 guides participants through the implementation of their
module, the scoring of the student work, and a reflection on whether or not the student outcome matched the
task and instruction. Teachers are then prompted to revise their completed, self-authored LDC module with this
information in mind. For this reason, Course 3 is explicitly focused on fostering individual and collaborative
reflection to tailor future instruction even more specifically to students needs and evolving learning goals.
Competencies:
Credits: 1
NYCDOE Fee: $0
378
MAKING THE PERSONAL HISTORICAL; ORAL

HISTORIES IN THE CLASSROOM [P01.074.1S16]
Start Date:
3/5/2016
End Date:
4/2/2016
Education Partner:
Intrepid Sea, Air and Space Museum
Instructor:
Hall Gerrie
Location: Intrepid Sea, Air and Space Museum, 12th Avenue & 46th Street, , New York, NY
Course Description:
Learning about the personal experience of those who lived through pivotal times in history, or everyday life of
times gone past can help audiences of all ages understand history in greater depth with increased empathy.
Combining the exhibits at the Intrepid Museum, a National Historic Landmark, with the stories of our living
artifacts is a rare opportunity for teachers. By the end of the course teachers will have the skills to conduct
complete oral history projects in their own classrooms. The base of the workshop is the exhibit content at the
Intrepid Museum, but the skills are universal and can be applied in varied classrooms.
Competencies:
Credits: 1
NYCDOE Fee: $45
379
NATIVE NEW YORK: AMERICAN INDIANS AND

EARLY NEW AMSTERDAM - AN IN-DEPTH
LEARNING OPPORTUNITY [P02.014.1S16]
Start Date:
4/9/2016
End Date:
4/10/2016
Education Partner:
Instructor:
Zipris Ey
NY
Course Description:
Native New York: American Indians and Early New Amsterdam An In-Depth Learning Opportunity
Educators are invited to participate in a two-day program designed to engage participants in the study of the art
and culture of Native Americans, to avail them of resources in two cultural institutions, and to increase both
content knowledge and skills for classroom application. The first day, Saturday April 9, 2016, will take place at
the National Museum of the American Indian, and the second day, Sunday April 10, 2016 will take place at the
Museum of the City of New York. The course is available for 1 P Credit. Registration is limited to 35
participants and is first-come, first-served. Cost for the two-day workshop: $120.00 per educator. Saturday,
April 9 9:00 am 4:00 pm National Museum of the American Indian, Lower Manhattan Join educators at the
National Museum of the American Indian, New York City, to learn about the multitude of ways in which Native
American identities are tied to culture and the forces that have influenced and changed culture over time.
Teachers will visit the museums permanent exhibit, Infinity of Nations: Art and History in the Collections of
the National Museum of the American Indian and then engage in a classroom-based lesson. The National
Museum of the American Indian (NMAI) houses one of the worlds great cultural resources, with collections
representing the Native peoples of the Americas from their earliest history to the present day. Infinity of Nations
presents more than two hundred of these works chosen from nearly seven hundred objects of cultural, historical,
and aesthetic importance on view at the museums George Gustav Heye Center in New York. Throughout, the
exhibition illustrates how objects in the museums collections can serve as points of entry to understanding
other cultures and times. In addition to a tour of the exhibition and educator-led workshop, participants will be
led on a walking tour of lower Manhattan and will conclude the day with group-work to make connections
between the content and pedagogy of the day and their own classroom work. Museum educators and staff will
be on hand to provide support and resources to aid in the development of lesson plans. Sunday, April 10 9:00
am 4:00 pm Museum of the City of New York During the second of two full-day workshops, educators will
learn about the Lenape Native Americans who called their island Mannahatta. Drawing on the Wildlife
Conservation Societys Mannahatta Project, which meticulously reconstructed the natural landscape of
Manhattan in 1609, participants will use maps, images, and Native American objects to explore the relationship
between the Lenape people and their surrounding habitat. Following this hands-on workshop, educators will
continue to explore the early history of the Island during the times of the Dutch. Using a 3D scale model,
educators will visit New Amsterdam, the Dutch colony that was established as a trading post in the early 17th
380
century. Using objects, maps, and images, participants will learn the history behind Lower Manhattan street
names and about the daily lives of the settlers who lived and worked on those streets. Participants will also
explore primary source texts to uncover the known relationship between the Lenape inhabitants and the settlers
of the Dutch West India Company town. During the afternoon portion of the workshop, educators will
participate in a walking tour led by Dr. Eric Sanderson of the Mannahatta and Welikia Project. Educators will
explore the flora and fauna of the citys urban environment and will use clues we see in todays landscape to
discover traces of the citys past. Museum educators and staff will be on hand to provide support and resources
to aid in the development of lesson plans. In addition, educators will receive up-to-date information about
programs for educators and students in each institution.
Competencies:
Credits: 1
NYCDOE Fee: $45
381
TWO CREDIT
COURSES
382
TEACHING READING IN SMALL GROUPS

[P01.009.1S16]
ENGLISH LANGUAGE ARTS, TWO CREDIT COURSES, PEDAGOGY
Start Date:
3/4/2016
End Date:
6/1/2016
Education Partner:
Heinemann
Instructor:
Brophy Catherine
Location: Online
Course Description:
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 notetaking systems to help organize and manage their classroom. Teaching Reading in Small Groups is designed to
address many of Danielsons 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.
Competencies:
Credits: 2
NYCDOE Fee: $90
383
384

ASPDP Spring 2016 Course Catalog

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

ASPDP Spring 2016 Course Catalog

Hochgeladen von

Copyright:

Verfügbare Formate

AFTER SCHOOL PROFESSIONAL

THE AFTER SCHOOL PROFESSIONAL

ONLINE REGISTRATION BEGINS JAN 4

I thought the instructor

GRADING AND REPORTING FOR ALL STUDENTS [P19.114.1S16] ........................................................................ 41

HELPING STRUGGLING READERS SUCCEED IN GRADES 4-12 [P01.147.1S16] ............................................... 108

TEACHING GIFTED STUDENTS [P20.042.1S16] ....................................................................................................... 142

ENGAGING THE DIS-ENGAGED STUDENT [P19.006.1S16].................................................................................. 315

21ST CENTURY LEARNING AND THE 4CS (GR K12) [P01.131.1S16]

ABCS OF THE COMMON CORE FOR

ACADEMIC ACHIEVEMENT FOR ENGLISH

ADDRESSING CLOSE READING CCSS (GRADES

ADDRESSING COMMON CORE FOR

ADDRESSING COMPLEX TEXTUAL READING

ANTI BULLYING: GUIDING GIRLS THROUGH

Registration Deadline: 4/15/2016

BLENDED LEARNING: FOSTERING COLLEGE AND

BUILDING ACADEMIC VOCABULARY AND DEEP

BUILDING ACADEMIC VOCABULARY AND DEEP

CHALLENGING GIFTED STUDENTS IN THE

CLASSROOM MANAGEMENT: KEEPING IT

CLASSROOM MANAGEMENT: KEEPING IT

COACHING TO IMPROVE TEACHING AND

CONSCIOUS CLASSROOM MANAGEMENT:

CREATING LEARNING CLASSROOMS:

DEVELOPING MATHEMATICAL EXPERTISE IN A

DIFFERENTIATING TEACHING AND

DYNAMIC WAYS TO INTEGRATE DIFFERENTIATED

EFFECTIVE USE OF IPADS IN THE CLASSROOM

ENGAGING PARENTS EFFECTIVELY TO REMOVE

ENHANCING PROFESSIONAL PRACTICE:

EQUIPPING STUDENTS WITH THE MINDSET OF AN

Registration Deadline: 4/15/2016

EVERY EDUCATOR AN ADVOCATE [P01.107.1S16]

GRADING AND REPORTING FOR ALL STUDENTS

HELPING STRUGGLING READERS SUCCEED IN

HIGHLY EFFECTIVE WRITING INSTRUCTION FOR

IMPLEMENTING NON-FICTION RICH TEXTS IN

INCREASING STUDENT ENGAGEMENT:

MAKING STUDENT THINKING VISIBLE

MAXIMIZING ENGAGEMENT FOR ALL LEARNERS

Materials Fee (to be paid directly to EP): $0

PREPARING STUDENTS FOR THE COMMON

PROBLEM BASED LEARNING [P01.166.1S16]

PROMOTING ACADEMIC ACHIEVEMENT

Materials Fee (to be paid directly to EP): $0

READING STRATEGIES FOR THE NON-READING

SELECTING COMMON CORE SOURCES:

Registration Deadline: 4/30/2016

SHIFTING INSTRUCTION WITH THE FIVE CORE

STUDENT LEARNING OBJECTIVES:

TEACHING CHILDREN WITH LEARNING

TEACHING MATHEMATICS WITH RIGOR AND

TODAYS CLASSROOM: FOUNDATIONS OF AND

ANALYZING ART ONLINE [P01.018.1S16]

CREATIVE INFUSION: ART & REUSE IN THE

Materials Fee (to be paid directly to EP): $0

EVERYTHING PICASSO [P01.109.1S16]

INTEGRATING MUSIC IN CLASSROOM

PAPER: FROM PULP TO FICTION [P03.220.1S16]

SHAKESPEARE TEACHES TEACHERS [P03.010.1S16]

Location: Brooklyn Academy of Music, 30 Lafayette Avenue, Brooklyn, NY

SURREALISM: EXPLORING THE MARVELOUS IN

THE MULTICULTURAL SOUNDS OF MATH,