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SEPTEMBER 2015Cyber Bullying and Internet Safety

(GRAD - BRANDMAN UNIV.) Using Data to Improve Instruction (GRAD - MANHATTAN COLLEGE)

The Common Core and Academic Vocabulary (GRAD - MANHATTAN COLLEGE)

Philosophy* Theory and Techniques*

OCTOBER 2015 Formative and Summative Assessment

Design (GRAD - BRANDMAN UNIV.)

NEW! Close Reading in Classroom Practice(GRAD - MANHATTAN COLLEGE)

Students with ADHD (GRAD - BRANDMAN UNIV.)

Dignity for All - DASA (GRAD - MANHATTAN COLLEGE)

Health Sciences*

NOVEMBER 2015Teaching with Graphic Organizers

(GRAD - BRANDMAN UNIV.)APPR and the NYSED Teaching Standards

(GRAD - MANHATTAN COLLEGE)Instructional Needs of Neurodiverse Learners

(GRAD - MANHATTAN COLLEGE)Supporting English Language Learners

(GRAD - MANHATTAN COLLEGE) Computer Utilization (GRAD - MANHATTAN COLLEGE)


DECEMBER 2015Cognition in the Classroom

(GRAD - MANHATTAN COLLEGE) Drug Education (GRAD - BRANDMAN UNIV.)

Classroom Strategies of Differentiated Learning (GRAD - MANHATTAN COLLEGE)

Teaching Media Literacy (GRAD - BRANDMAN UNIV.)Health Sciences*

JANUARY 2016Instruction with Learner Outcomes In Mind

(GRAD - MANHATTAN COLLEGE)Building Parental Partnerships (GRAD - BRANDMAN UNIV.)

Constructivism (GRAD - MANHATTAN COLLEGE) Cyberbullying & Internet Safety (GRAD - BRANDMAN UNIV.)

Philosophy* Theory and Techniques*FEBRUARY 2016

Effective Use of Portfolios for Classroom Assessment (GRAD - MANHATTAN COLLEGE)

Differentiating in the LOTE Classroom (GRAD - MANHATTAN COLLEGE)

STEAM Education (GRAD - BRANDMAN UNIV.)Effects of the Mind Body Connection

(GRAD - MANHATTAN COLLEGE)Health Sciences*MARCH 2016

Effective Feedback (GRAD - BRANDMAN UNIV.)Cooperative Learning Structures &

Strategies (GRAD - MANHATTAN COLLEGE) Adolescent Addictions (GRAD - BRANDMAN UNIV.)

Reading Strategies for All Teachers (GRAD - MANHATTAN COLLEGE)

Philosophy* Theory and Techniques*APRIL 2016

Multicultural Education (GRAD - MANHATTAN COLLEGE) Integrated Co-Teaching Strategies for the

Inclusion Classroom (GRAD - BRANDMAN UNIV.) Conflict Resolution (GRAD - BRANDMAN UNIV.)

Implementing Non-Fiction Rich Texts in the Content Areas (GRAD - MANHATTAN COLLEGE)

Health Sciences*MAY 2016

Teaching Gifted Students (GRAD - MANHATTAN COLLEGE)The Humanistic Approach to Education

(GRAD - BRANDMAN UNIV.) Habits of Mind (GRAD - BRANDMAN UNIV.)

Selecting Common Core Sources: Understanding Genre and Complex Text (GRAD - MANHATTAN COLLEGE)


JUNE 2016Sexual Identity and Sexual Bullying

(GRAD - BRANDMAN UNIV.)Problem Based Learning (GRAD - MANHATTAN COLLEGE)

The Common Core & Academic Vocabulary (GRAD - MANHATTAN COLLEGE)Learning Theories & Learning

(GRAD - MANHATTAN COLLEGE)Philosophy* Health Sciences*

JULY 2016Crafting Evidence Based Claims & Argumentative

Writing (GRAD - MANHATTAN COLLEGE) Essential Questions (GRAD - MANHATTAN COLLEGE)

The Autism Spectrum (GRAD - MANHATTAN COLLEGE) NEW!

Changing Minds: Using Growth Mindset to Encourage Student Development

(GRAD - BRANDMAN UNIV.)21st Century Classroom Technologies

(GRAD - MANHATTAN COLLEGE) Supporting Students in Crisis (GRAD - BRANDMAN UNIV.)Philosophy* Theory and Techniques* Health Sciences*

AUGUST 2016Interactive Notebooks (GRAD - BRANDMAN UNIV.)

Cyber Bullying & Internet Safety (GRAD - BRANDMAN UNIV.)

Contemporary Literature of Adolescent Struggles (GRAD - BRANDMAN UNIV.)

Peaceful Schools (GRAD - MANHATTAN COLLEGE) NEW!

Special Education Instructional Strategies (GRAD - MANHATTAN COLLEGE)

Philosophy* Theory and Techniques* Health Sciences*SEPTEMBER 2016

Strategies for Struggling Students (GRAD - BRANDMAN UNIV.)

Research and the Common Core (GRAD - MANHATTAN COLLEGE)

Infusing Rigor into your Classroom (GRAD - MANHATTAN COLLEGE)

The Self-Driven Learner (GRAD - MANHATTAN COLLEGE)Health Sciences*

E A S Y R E F E R E N C E C A L E N D A R O F C O U R S E S

*Coaching Courses - The coaching courses may now be taken as graduate courses by employed public schools teachers as a professional development option. Please note that these graduate courses cover the NYSED coaching requirement for non PE teachers wishing to coach, but are NOT affiliated with a Manhattan College degree program.

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21st Century Classroom Technologies

Course #: EDPD 634 Instructor: Liz CatzGRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: 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 techno-logical 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 me-dia. Teachers will ultimately explore the how and when to include technology in order to broaden the spectrum of instructional strategies and enhance lesson plans.

July 1-31, 2016

Adolescent Addictions and Preventions

Course #: EDSU 9005 Instructor: Kysten EllisonGRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: Understanding addictions and their soci-etal impact is the basis for this course, which will help teachers understand the fundamentals of the problem in adolescents and how they affect the student popu-lation. Participants will be exposed to a wide variety of common psychological and associated addictions, predispositions, causes, preventions and community support available. Ultimately teachers will leave the course with a solid understanding of what common addictions are, how to recognize addictions, and where to direct those in need of treatment.

March 1-31, 2016

APPR and the NYSED Teaching Standards

Course #: EDPD 625 Instructor: Liz Catz GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: This course will give teachers insights into the development and politics behind APPR (Annual Professional Performance Review) and its goals in improving instruction. Teachers will delve into TED (Teacher Evaluation Development), and dissect each of the seven NYSED teaching stan-dards as they relate to the profession of teacher. In addition teachers will connect the standards to their own specific content area standards and CCSSI in order to fully understand the observation and evalu-ation process.

November 1-30, 2015

Building Parental Partnerships

Course #: EDDU 9060 Instructor: Gerard Siani GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: This class will delve into the fundamen-tals of parent communication and the importance of building parental partnerships. The course will cov-er professionalism when meeting with parents and proactive ways keeping parents involved in their child’s progress. Ultimately, the class will promote a better understanding of the parental perspective.

January 1-31, 2016

Changing Minds: Using Growth Mindset to Encourage Student Development

Course #: TBA Instructor: Jennifer DeCollibusGRAD THROUGH BRANDMAN UNIVERSITY NEW!

OR IN-SERVICE

Objective: The image of a successful person can vary from one individual to the next; however, upon closer inspection those who succeed share a common quality: their mindset. This course will examine how teachers have the ability to positively impact their own lives as a result of mindset, but equally impor-tant, how students can benefit from a growth mindset culture. Participants will discover what mindsets are and how they affect the classroom, specific ways to cultivate this culture, the role of critical thinking, a fixed mindset or a growth mindset, ways to change mindsets, and ultimately, a new way of thinking that can transform students’ learning experiences.

July 1-31, 2016

Classroom Strategies of Differentiated Learning

Course #:EDPD 615 Instructor: Jennifer DeCollibusGRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: This instructional course will focus on the applied classroom practice of differentiated instruc-tion theory. Teachers will research and evaluate the specific methodologies of differentiation in terms of organization and management, and modify and/or de-sign lessons relevant to their specific content area and grade level. Specific elements of differentiation covered in the course include tired lesson planning, homework choice boards, flexible grouping, project based-leaning, formative assessment, and other facets in consideration of student learning styles, interest, or readiness level.

December 1-31, 2015

Online courses will be conducted via the LILIE website at www.lilieonline.com. Courses will run for one month, and teachers will be required to log into their class throughout each week. Questions or comments should be e-mailed to [email protected] registering/enrolling online, participants will receive an automatic reply from LILIE confirming registration, providing directions for accessing course(s) and alike.

Online Courses

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Close Reading in Classroom Practice

Course #: EDPD 644 Instructor: Jennifer DeCollibusGRAD THROUGH MANHATTAN COLLEGE

NEW!

OR IN-SERVICE

Objective: All teachers are working to implement the Common Core Learning Standards and share in the responsibility of literacy instruction; however, many are presented with the additional challenge of correctly teaching the skills of close reading. The CCLS emphasize closely reading a text through the process of reading, re-reading, and analyzing with the purpose of accurately understanding it at a deeper level. Students are expected to examine texts, evaluate author’s craft and purpose, text struc-ture, and recognize patterns and significant details to ultimately reach a more in depth comprehension of a whole text. This course will provide the foun-dation of what close reading is, how to teach it, and the opportunity to develop activities that foster the application of this skill. Participants will complete this course with the essential framework for close reading that will help create life-long independent critical thinkers and readers.

October 1-31, 2015

Cognition and the Classroom


Objective: This class explores the connection be-tween critical thinking, reasoning, problem solving and academic success. Participants in the class will examine cognition and metacognition relative to the academic setting and how teachers may design or revise lessons and their strategies in order to pro-mote higher levels of student cognition.

December 1-31, 2015

Computer Utilization & Literacy

Course #: EDPD 610 Instructor: Hal Kench GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: This is a course designed to introduce educators to the vast, useful, FREE resources avail-able on the internet, and various web quests. We’ll be exploring credible educational web sites such as PBS Learning Media, Teachers Domain, NOVA, Frontline, Design Squad and American Experience, and introduce the important information found on the NYSED web site. We will also delve into the resources available at Google Docs, Sheets, and Slides. These are pro-ductivity apps that let you create different kinds of online documents, work on them in real time with other people, and store them in your Google Drive online — all for free. You can access the documents, spreadsheets, and presentations you create from any computer, anywhere in the world. Participants will discover simple ways to align current and future les-sons with CCLS and State Standards, create sample assessments and unit plans tailored toward content, receive an overview of the dangers the internet may pose to students. This course will provide teachers and administrators, at all levels and in all subject areas, with strategies for developing and imple-menting the use of current and near future computer technology in education as well as explore creative techniques to build into and enhance their exist-ing curriculum. Devising programs and materials for their own classrooms and schools in support of their teaching will also be covered. Little or no prior computer experience is needed.

November 1-30, 2015

Conflict Resolution and the Adolescent

Course #: ED/D 9829 Instructor: Allison MontesantoGRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: As students approach and travel through the adolescent years, the various struggles they en-counter have a tremendous impact on both their social and academic well-being. This course will address those sometimes daily conflicts we see our students struggling with and offer ways teachers may pro-actively and positively address such con-flicts. Special focus will be placed on the origins of such conflicts in both the school and home setting, signs of conflict, strategies to help diffuse, resolve and educate as well as individual case studies to ex-plore and from authentic experiences we all share as educators.

April 1-30, 2016

Contemporary Literature of Adolescent Struggles

Course #: EDLU 9010 Instructor: Cathy Carella-DeanGRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: This course will examine literature that will require teachers to explore and respond to im-portant issues that may affect the students they teach. Speak by Laurie Halse Anderson, Cut by Patricia McCormick, and Gym Candy by Carl Deuker are novels that teachers will read in order to discuss the debilitating problems of self-mutilation, addiction, and bully victimization. Ultimately participants will focus on the role teacher may play in pro-action, the identification, intervention, and problem-solving process.

August 1-30, 2016

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Constructivism Applied in the Classroom


Objective: The constructivist theory course reviews this theory as it applies to teaching strategies and the curriculum. The course will examine the theo-ries as they connect to lesson planning, question techniques, unit and lesson creation, testing, differ-entiation, common core, professional review as well as other facets of the teaching profession.

January 1-31, 2016

Cooperative Learning Structures and Strategies

Course #: EDPD 601 Instructor: Marci Stern GRAD THROUGH MANHATTAN COLLEGEOR IN-SERVICE

Objective: The cooperative learning and learning structures course offers educators and an opportunity to become proficient in social learning theory, proj-ect based learning as well as the elements involved in creating and structuring cooperative learning groups and teams in their classrooms. Ultimately, teachers will exit the course with concrete lessons that may be implemented in their classrooms.

March 1-31, 2016

Crafting Evidence Based Claims & Argumentative Writing

Course #: EDPD 645 Instructor: Marci SternGRAD THROUGH MANHATTAN COLLEGE

NEW!

OR IN-SERVICE

Objective: As Claims-Based Writing and Argumen-tative Writing are the cornerstones of all fields of study, this course will help prepare teachers in all disciplines to guide student writers to analyze the claims, arguments and theses of others, evaluate the evidence provided and link it to the proposed claim or argument and then, to generate their own new claim or argument while justifying or substantiating it with sufficient and specific evidence for support.Specifically, this course provides teachers with strat-egies for helping students understand the differences between persuasive writing and evidence-based ar-gumentation; provides teachers a basic background in logic and rhetorical strategies; familiarizes teach-ers with the basic components of an argument and then develop understanding by analyzing evidence-based arguments about texts; assists in the generation of evidence-based arguments of texts using a variety of resources; provides revision and editing strategies for a variety of writing partnerships including peer -student writers. Related resources and additional classroom strategies will also be provided.

July 1-31, 2016

Cyber Bullying and Internet Safety

Course #: ED/D 9825 Instructor: Hal Kench GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: Internet safety and the rise of Cyber bul-lying are two serious educational concerns that are affecting the school community. The goal of this course is to educate teachers on the issue of internet safety and how teachers may contribute the devel-opment of a cyber-smart student as well as promote internet safety through instruction.

September 1-30, 2015 January 1-31, 2016 August 1-30, 2016

Differentiating for the LOTE and Dual Language Classroom

Course #: EDPD 639 Instructor: Valerie Fiano GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: This class applies to teachers of a second language or working within a dual language / Im-mersion classroom setting. This course will explore the best teaching practices for second language ac-quisition including various models of differentiation practices with communication and culture connec-tions, content-related instruction and technology resources. The same will also be explored within the dual language / immersion classroom setting.

February 1-28, 2016

Dignity for All: Bully Legislation and School Initiatives

Course #: EDPD 621 Instructor: Kysten Ellison GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: The Dignity for All: Bully Legislation and Schools Initiative Course seeks to educate par-ticipants regarding the 2012 New York State Law in which all public elementary and secondary school students are provided with “a safe and supportive environment free from discrimination, intimidation, taunting, harassment, and bullying on school prop-erty, a school bus and/or at a school function”. The course will focus on an overview of what bullying is and is not, the history behind the law, provide the participants with an understanding of the teacher’s role in implementing DASA, and explore ways in which teachers may insure a bully free school and classroom environment. Instructor is DASA Coor-dinator trained though ES BOCES.

October 1-31, 2015

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Drug Education: Physical & Psychological Effects

Course #: EDDU 9334 Instructor: Kysten Ellison GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: This course will examine the current trend of illegal drug use among the student popula-tion. Important facets for educator awareness to be explored include the current “fashionable” drugs, how the drugs are distributed and used, the negative short and long term risk factors of drug use, warning signs, intervention and prevention, various support systems, and a study into how prolonged drug use impacts a child’s brain development and future.December 1-31, 2015

Effects of the Mind Body Connection


Objective: The “Mind-Body Connection” has a profound effect on an individual’s learning. The mind-body connection can be explained as the physical and mental connection between our existence and how we perceive the world. Some researchers believe that the mind is a result of electrical activity in the brain. Oth-ers believe the mind exists outside of the body and affects the brain, causing the electromagnetic activ-ity that we can observe with technology. This course will focus on Contemporary Mind-body Perspectives, the Emotion’s Effect on the body, how the mind and body are functionally inseparable, how thought af-fects physiology, how to harness the power of positive attitude, unconscious and conscious awareness, re-sponsibility and creative intelligence, core beliefs and seed thoughts, emotion and the body’s language, men-tal projections and expectations, interpersonal versus intrapersonal communication, body messages, tech-nological feedback, brain- body integration, how the brain and body communicate, the stress response, the relaxation response, the subconscious mind and behav-ior, how exercise, physical fitness, nutrition and sleep affect learning, how a healthy body fosters a healthy mind, and how to improve the capacity to learn.

February 1-28, 2016

Effective Feedback

Course #: EDCU 9041 Instructor: Liz Catz GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: An important aspect of successful class-room instruction is the teacher’s ability to give effective feedback to his or her students. This course will explore the various methods and techniques of feedback, types of feedback including oral and writ-ten, and the use of adjusting feedback practices for the different types of learners.March 1-31, 2016

Effective Use of Portfolios for Classroom Assessment

Course #: EDPD 646 Instructor: Marci Stern GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: One form of authentic assessment being widely adapted in public schools (K-12) is portfolio assessment as they provide clear, on-going evidence of a student’s skills, ideas, interests, learning, and ac-complishments. The vast array of students, learning styles, interests, and abilities makes alternative as-sessments ideal for the differentiated classroom. This course will explain the need for alternative as-sessments, along with the concepts and the creation of productive classroom environments that support several types of portfolios on all levels of learning, K-12, and in a broad array of disciplines. Teachers will leave this course with a concrete un-derstanding of the process of creating and evaluating various portfolio assessments they may use in their own classrooms to develop independent, self-di-rected learners; provide a more accurate picture of students’ specific achievements and progress and the areas of needed attention; teach self-evaluation as an integral part of student growth, work ethic, and skill acquisition. Related resources and additional class-room strategies will also be provided.February 1-28, 2016

Essential Questioning in Classroom Practice

Course #: EDPD 637 Instructor: Cathy Carella-DeanGRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: This course will help participants har-ness the use of Essential Questioning with a wide variety of student learners. Essential Questioning is a course that will serve to motivate teachers to examine and enhance lesson planning and imple-mentation. Topics that will be explored include: What is an essential question? What are the various types of essential questions that teachers can em-ploy in their classrooms? How can teachers develop curriculum and instruction that envelopes essen-tial questioning as a cornerstone for higher level learning? Additional topics will include practical applications and strategies that can be used immedi-ately in any and all content areas. Concepts learned in this course will enable teachers to meet the rigor of the Common Core Curriculum and motivate their students to excel with academic goals.

July 1-31, 2016

Formative and Summative Assessment Design

Course #: EDDU 9145 Instructor: Marci Stern GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: The Formative and Summative Assess-ment design course will provide participants with a overview of the various kinds of tests, and alternative assessments that schools use in today’s classrooms. Topics include but are not limited to project-based design, standardized tests, technology infused as-sessment, and written assessment. Ultimately teachers will examine the kinds of assessments used in their classes and determine whether there is an adequate balance of formative and summative as-sessment in their yearly assessment repertoire.

October 1-31, 2015

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Habits of Mind: Elements of Students Success

Course #: EDLU 9161 Instructor: Valerie Fiano GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: The habits of Mind course will allow teachers of all content areas, grade levels, and ex-perience to examine the educational philosophy behind habits of mind that have been linked to the optimal success of students. Participants will look at all sixteen successful student behaviors in detail and determine how to promote these behaviors in their classroom practice.

May 1-31, 2016

Implementing Non-Fiction Rich Texts in the Content Areas

Course #: EDPD 640 Instructor: Jennifer DeCollibus GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards in all subject areas. It is now the responsibility of all teachers to engage and pro-mote literacy thus meeting the needs of students to be college and career ready, areas that overwhelm-ingly 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 de-velopment of teachers’ resources.

April 1-30, 2016

Infusing Rigor into your Classroom


Objective: Participants in this course will examine ways they can create meaningful, challenging in-struction that provides opportunities for higher level thinking in their students. By approaching personal teaching practices with the goal of increasing lev-els of rigor and relevance student achievement will increase. Educators will explore resources and de-velop teaching strategies that can be incorporated immediately across content areas, grades, and sub-jects to provide challenging and significant learning experiences in their classrooms.

September 1-30, 2016

Interactive Notebooks and other Note-taking Strategies

Course #: EDDU 9327 Instructor: Liz Catz GRAD THROUGH BRANDMAN COLLEGE OR IN-SERVICE

Objective: Teach your students how to improve crit-ical thinking, increase creativity, and become better organized. Research has shown that personalization, relevance, and using both visual and linguistic intel-ligences facilitates learning while increasing student achievement and success. Participants in this course will learn: the value of interactive note-taking, strat-egies to develop right and left brain thinking in their students and how to provide opportunities for information processing and differentiated learning including suggestions for how to make an interac-tive student notebook.

August 1-30, 2016

Integrated Co-Teaching Strategies for the Inclusion Classroom

Course #: ED/D 9825 Instructor: Valerie CapriottiGRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: 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 strate-gies to incorporate into their daily instruction that will help and empower all students in both the academic set-ting 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.April 1-30, 2016

Instructional Needs of Neurodiverse Students

Course # EDPD 635 Instructor: Colette TarantinoGRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE Objective: In embracing such unique attributes as the learning styles, cultures, and family dynamics of stu-dents. An exciting and new horizon is the undeniable benefits of also understanding and adapting to students’ neurodiversity, a skill all teachers must embrace and flourish. Neurodiversity includes, but may not be limit-ed to, learning disabilities, attention deficit hyperactivity disorder, autism, intellectual disabilities, and emotional and behavioral disorders. Teachers’ expertise in under-standing how such neurodiversity impacts learning and development of the student can surely ensure a positive environment in which all can thrive in the classroom. This course will focus on the characteristics of the vari-ous neurodiversities, strategies for each that can be used to teach and progress students, the benefits of such strategies and exercises for both the neurodiverse and neurotypical students as well as information and discus-sions on how to support the parents of such students.

November 1-30, 2015

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Instruction with Learner Outcomes in Mind

Course #: EDPD 632 Instructor: Marci SternGRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: In this age of educational accountability and the demand for increasingly rigorous standards, accountability-based assessments, and high achieve-ment levels for all students, we, as educators search for models and techniques to improve our delivery of our content and skills to our students. We aim to promote evaluate and improve standards design, curriculum development, assessment, evaluation, instruction, professional development and planning to guide and lead our students to the understanding of big ideas and concepts that connect diverse ideas and skills into a working framework from which to deepen and enrich their valued application of those ‘big ideas’ in higher education, the work force and society. In this course, we will examine our teaching, facilitation and guidance of our students as it leads us all on the path of self-re-flection and self-examination that result in continuous learning and improvement. Through a commitment to sustained self-evaluation and self-modification based on data, we will learn to identify labels “points of le-verage”— to produce the most significant and positive results in our students as well as ourselves.January 1-31, 2016

Learning Theories and Learning


Objective: The Learning Theories and Learning Styles course will offer the educator an overview of the various learning theories that are the focus in today’s classroom. Teachers will review the ide-ologies behind each learning style and weigh their applicability in today’s educational environment. In addition, teachers will also delve into the vast array in which children learn conceptually and ultimately exit the course with valid tools used to assess indi-vidual learning style.

June 1-30, 2016

Multicultural Education

Course #: EDPD 643 Instructor: Donald Walling GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: The influx of children from diverse backgrounds has created a need for educators to incorporate various strategies into their lessons in order to help other children from other nations to transition into our educational system. The course will explore the growing diverse populations in terms of immigration, religion, culture, and socio-economic make-up. The focus of the course will provide information on how best to teach ELL stu-dents and the teacher’s responsibility in doing so.

April 1-30, 2016

Peaceful Schools: Easing Stress,Anxiety, and Depression


Objective: The class will address the stress and anx-iety students contend with on a daily basis. Teachers will examine the causes and learn ways to dimin-ish stress and anxiety by creating more peaceful classroom environments. The course will also offer teachers insight into depression and how to recog-nize the behaviors and the various support systems available to help students cope with depression.

August 1-30, 2016

Problem Based Learning

Course #: EDPD 619 Instructor: Rob Bolen GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: Participants will become familiar with the use of problem based learning as an effective classroom teaching strategy and be able to dem-onstrate the numerous techniques in utilizing the strategy. Specific topics will include problem based learning theory, research, and design; the imple-mentation of direct instruction and discovery to use the problem based learning technique’s; explora-tion of many problem based learning scenarios; and creating examples of outcomes to share with their colleagues and within their classrooms.

June 1-30, 2016

Reading Strategies for All Teachers


Objective: The rigors of Common Core impact all teachers regardless of subject area, one of the most integral parts of this educational overhaul is the un-deniable move forward and upward with improving reading abilities and comprehension skills across all areas. Teachers that want to both improve and inspire students to be successful readers are encouraged to participate in this course. The course has been de-signed 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, exercises to build reading muscles 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.

March 1-31, 2016

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Research and the Common Core


Objective: The Common Core State Standards calls for a research component in each secondary grade- increasing in complexity and rigor in each subsequent grade including “both short, focused projects (such as those commonly required in the workplace) and lon-ger term in depth research…[these are] emphasized throughout the standards but most prominently in the writing strand since a written analysis and pre-sentation of findings is so often critical” (http://www.corestandards.org/resources/key-points-inenglish-language-arts). This course will focus on precisely what is asked in the CCSS strands, provide researched suggestions for types of grade level appropriate as-signments, offer guidelines for conducting research in a “staircase of complexity” in 21st century fashion, offer a rich discussion of various research method-ology, cohesive writing practice and multi-focused revision, review and editing techniques.September 1-30, 2016

Selecting Common Core Sources: Understanding Genre and Complex Text


Objective: The importance of literacy in all subject areas is a founding principle of the Common Core 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 your class. This course will identify the most prevalent genres being seen on assessments, provide strategies for assessing the rigors and op-portunities of texts and model the various ways in which you can instruct students to understand the pieces themselves as to be able to cull information and understanding from complex pieces.May 1-31, 2016

Sexual Identity and Sexual Bullying

Course #: TBA Instructor: Kysten Ellison GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

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

June 1-30, 2016

Special Education Instructional Strategies

Course #: TBA Instructor: Valerie CapriottiGRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: This course is designed for both the regular education teacher and the special education teacher. Participants will focus on how to provide brain-based instruction for students with learning disabilities in the regular education and special edu-cation classroom. Teachers will learn how to plan for their instruction to provide for cognitive strat-egy instruction allowing students with special needs the opportunity to “learn how to learn.” In addition, behavior modification strategies that work to limit student frustration and increase participation and motivation will be addressed. Overall participants will exit the course with a better understanding of how to create and modify lessons with their special education students in mind.

August 1-30, 2016

STEAM Education

Course #: EDDU 9400 Instructor: Liz Catz GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: 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 integrative, multi-disciplinary av-enue for teaching the inter-relationships of how subjects relate in real-life. By adding the arts ele-ment educators will learn new ways to: stimulate and develop the imagination, refine cognitive and creative skills, strengthen problem solving and criti-cal thinking skills, nurture team-building, cultural and alternative perspective values, and develop a sense of craftsmanship and goal setting skills need-ed in the classroom and beyond.

February 1-28, 2016

Strategies for Struggling Students

Course #: EDDU 9071 Instructor: Christa Panciocco GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: This course will focus on students hav-ing academic difficulty in the classroom and delve into what to do as a teacher, how to foster a learning environment that supports students having academ-ic difficulty, how to work with parents of students having academic difficulty as well as what parents can do to support their student and the teacher. In addition, specific strategies teachers can incorporate into their classes will be explored as well as other proven methods for empowering students to over-come various academic obstacles.


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Students with ADHD

Course #: EDNU 9043 Instructor: Allison Montesanto GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: This course delves into the many topics sur-rounding the study of ADHD: history, theory and brain research, diagnosis, symptoms, medical treatments, behavioral modifications and classroom suggestions. Students have the opportunity to develop individual classroom manuals, which detail ADHD accommoda-tions across multi-leveled curriculum settings.October 1-31, 2015

Supporting English Language Learners

Course # EDPD 620 Instructor: Mihaela Kuhnle GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE Objective: English Language Learners have special needs that must be provided by today’s educator. In order to foster assimilation into American culture as well as promote academic success of the ELL student, teachers can provide specific classroom strategies and techniques. This course will evalu-ate the ELL student’s psyche, and discuss specific classroom methodologies so that classroom teachers can differentiate their instruction in teaching ELL students.

November 1-30, 2015

Supporting Students in Crisis

Course #: EDCU 9029 Instructor: Allison Montesanto GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: A number of students today enter our classrooms in crisis and this crisis affects academic performance. This class will delve into the different issues students may be dealing with on a day-to-day basis and discuss the role of the classroom teacher in supporting students with specific problems. Is-sues that will be covered include death of a parent or loved-one, sibling rivalry, divorce or remarriage, a parent’s loss of employment, moving to a different school district, and other pertinent issues.

July 1-31, 2016

Teaching Gifted Students

Course #: EDPD 603 Instructor: Liz CatzGRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: A concern among the educational com-munity is that the academic and emotional needs of gifted students are not being met in the hetero-geneous classroom. Teaching Gifted Students is a course for educators to learn how to teach students who come into their classrooms already versed in knowledge beyond their years. Differentiated learn-ing practices geared for instructing the gifted, such as tiering, project-based learning, and independent study are a few of the methods that will be reviewed.

May 1-31, 2016

Teaching with Graphic Organizers

Course #: EDDU 904 Instructor: Cathy Carella-DeanGRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE Objective: Graphic organizers can greatly enhance student understanding. This class will assist teach-ers in helping students organize ideas, display conceptual formulate mathematical and scientific thoughts. This course will examine the various types of graphic organizers available to educators. In ad-dition, the class will delve into the use of specific graphic organizers for the different learning styles and how graphic organizers may be used to promote critical thinking in all the content areas.

November 1-30, 2015

Teaching Media Literacy

Course #: TBA Instructor: Cathy Carella-Dean GRAD THROUGH BRANDMAN UNIVERSITY OR IN-SERVICE

Objective: This course will provide teachers with an overview of how to promote critical thinking of mass media among their students. Instructional units and support available that is tailored to their content areas will be addressed. Teachers will exit the course with concrete ways to stress the positive features of mass media and how to encourage ana-lytical skills in their students when evaluating media components such as commercials, programming, and pop culture.

December 1-31, 2015

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The Autism Spectrum

Course #: EDPD 605 Instructor: Colette TarantinoGRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: Teaching with autistic behavior in mind is extremely important when children with Autism are mainstreamed into the regular education set-ting. This class will thoroughly review the traits of the brain disorder in K-12 children, its origins, and discuss the environmental and social considerations that need to be made in the educational setting. Teachers will be given an overview of autistic characteristics, importance of the parent-teacher re-lationship, and successful classroom methodologies used in the mainstream classroom.

July 1-31, 2016

The Common Core & Academic Vocabulary

Course #: EDPD 618 Instructor: Cathy Carella-DeanGRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE Objective: Shift 6 for the CC focuses on Academic Vocabulary and the needs for students to consistent-ly build upon their vocabulary to access the complex texts they will be charged with mastering in their various courses. Through an interdisciplinary anal-ysis of the content areas, this course will explore vocabulary that relates to all content areas and its connection to student success as well as cover the goals of the shift, movement from esoteric literary terms to pivotal terms found in complex texts and assessments and how to infuse such into both in-struction and content.

September 1-30, 2015 June 1-30, 2016

The Humanistic Approach To Education

Course #: TBA Instructor: Kysten Ellison GRAD THROUGH BRANDMAN UNIVERSITYOR IN-SERVICE

Objective: Humanistic education or person-cen-tered 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 devel-oping children’s self-esteem, their ability to set and achieve appropriate goals, and their development to-ward autonomy. The humanistic approach places an emphasis on a student’s choice and control over the course of their education. Some topics in this course include early humanism, choice and control, felt con-cern, the whole person, self-evaluation, the teacher as the facilitator, and field studies in humanistic educa-tion.

May 1-13, 2016

The Self Driven Learner and Motivational Strategies

Course #: EDPD 636 Instructor: Cathy Carella-Dean GRAD THROUGH MANHATTAN COLLEGE OR IN-SERVICE

Objective: This course will help participants ex-plore various research based motivational theories. Emphasis on intrinsic and extrinsic motivational fac-tors will be analyzed and discussed. Participants in the course will learn about how to incorporate role models and peer models into classroom activities. Participants will also learn how to promote a culture of learning by taking on supportive/coaching roles within a traditional classroom setting. Concepts learned in this course will enable teachers to meet the rigor of the Common Core Curriculum and mo-tivate their students to excel with academic goals.


Using Data to Improve Instruction


Objective: This course is designed to present to educators the theories and methods of improving instruction through various assessment data being used by successful schools.


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For information regarding AED/FA/CPR certification

questions and/or classes, contact: [email protected]

According to the mandates of the stateeducation department, teachers who are not certified in the area of physical education are required to complete Theory & Techniques of Coaching and Health Sciences Applied to Coaching within 3 years of his/her employment as a coach at the secondary level. Philosophy, Principles and Organization of Athletics in Education must be completed within the first 2 years of employment as a coach.

New Graduate Option with Manhattan College $525.00The coaching courses may now be taken as graduate courses by employed public schools teachers as a professional development op-tion. Please note that these graduate courses cover the NYSED coaching requirement for non PE teachers wishing to coach, but are NOT affiliated with a Manhattan College degree program.

The Theory & Techniques of Coaching Course: EDPD 650 Instructor: Paul Pedersen

Objective: This course will delve into the theories and techniques associated with coaching athletics at the secondary level. Topics will include the history of high school athletics in New York state, state and local regulations and procedures, planning, scouting, strategies, safety, officials and guidelines for working with them, the preseason, season and postseason, management, motivation, and instruction on various secondary level sports. Please note: it is highly suggested that participants take this course during or the same season of the sport in which they will or do coach.For questions regarding enrollment of sports specific sections 6-9, contact [email protected]. September 1-28, 2015 March 1-28, 2016 August 1-28, 2016 November 1-28, 2015 May 1-28, 2016 January 1-28, 2016 July 1-28, 2015

Health Sciences Applied to Coaching Course: EDPD 649 Instructor: Paul Pedersen

Objective: The course is a series of interactive exercises and activities designed to study Health Sciences as they apply to coaching sports. Through these activities, exercises and health application to coaching topics, participants will gain information, organize it for professional and personal use, and apply it to their particular programs. Health Sciences as applied to coaching will also help define: selected principles of biology, anatomy, physiology, kinesiology related to coaching; risk minimization; mixed competi-tion; NYSED selection and classification of athletes; age and maturity of athletes. The course is divided into three parts: philosophy, physiology, and psychology, fitness, conditioning, sport specific training, nutrition, weight management and current and on-going health issues and administrative procedures. October 1-28, 2015 April 1-28, 2016 September 1-28, 2016 December 1-28, 2015 June 1-28, 2016 August 1-28, 2016 February 1-28, 2016 July 1-28, 2016

The Philosophy, Principles, and Organization of Athletics in Education Course: EDPD 648 Instructor: Matteo De Vincenzo

Objective: This coaching course will evaluate the goals of athletic programs in New York State, the philosophy of athletics and the role of interscholastic athletics in education. In addition, this course will focus on the regulations and procedures set by national, state, and local Governments, and explore the legal and moral responsibility of coaching. Specific topics include: the coaches responsibility to players, spectators, and student athletes, team discipline and supervision, sportsmanship, motivational techniques, coaching methodology, coaching concerns, evaluations, the business aspects of coaching, and challenges for the modern day athlete. September 1-28, 2015 March 1-28, 2016 July 1-28, 2016 November 1-28, 2015 May 1-28, 2016 August 1-28, 2016 January 1-28, 2016 June 1-28, 2016

Coaching Courses

NYS Accredited Online Coaching Courses

[email protected] · june 2016 sexual identity and sexual bullying (grad - brandman univ.)...

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