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  • Accelerate Literacy Success With Conferring & Small Group Instruction

    F22-04164 ACCELERATE LITERACY SUCCESS WITH CONFERRING & SMALL GROUP INSTRUCTION Patricia Magilligan—magilliganp@gmail.com 3 Credits — Inservice - October 12—December 15 Examine how Conferring with Students and Small Group Instruction can improve efficiency & accelerate literacy success. Designed to examine conference models, understand the benefit of individual & small group work, learn how to manage conferences within the literacy block, and efficiently address student needs. Upon completion, teachers will have an understanding and practical tools to make the most valuable literacy instructional time.
  • Active Listening For Positive, Productive, Engaged Learning

    F22-04032 ACTIVE LISTENING FOR POSITIVE, PRODUCTIVE, ENGAGED LEARNING Patricia Magilligan—magilliganp@gmail.com 3 Credits — Inservice - October 12—December 15 The 21st century has brought many new opportunities and challenges for learning. Multitasking and distracted communication has become commonplace. Some research indicates that most people recall only 25% of a conversation only minutes after it occurs. The implication for learning can be staggering. Active listening and Accountable Talk can help us create the positive, productive learning environment that we all strive to have. Creating active learners who are motivated, engaged, nonjudgmental and compassionate should be a goal for all our schools. This course will go beyond active listening to include mindful listening, accountable talk, and creating responsive compassionate environments.
  • Adjusting Your Mindset: Be Passionate, Be Patient, Be Persistent and Persevere

    F22-01025 ADJUSTING YOUR MINDSET: BE PASSIONATE, BE PATIENT, BE PERSISTENT AND PERSEVERE Cecile Wren - cecile@myeisolutions.com 1 Credit – Inservice - October 12—December 15 Throughout this course participants will be provided with the opportunity for independent inquiry, learning in cooperation with others and reflect practice. Participants will design a toolbox of research-based strategies and competencies that will utilize virtues as a springboard for program design. Additionally, these activities will enhance professional dialogue and effectively blend different, innovative and practical strategies for program implementation.
  • America's Treasures: National Parks as Classrooms

    F22-03030AMERICA’S TREASURES: NATIONAL PARKS AS CLASSROOMS Chris Visco - cvisco@optonline.net 3 Credits – Inservice - October 12—December 15 There are over 360 National Parks scattered across the US. No matter where you live, whether it is in the city or the country, there is probably a National Park Site near you. Hidden within each National Park is a exciting story waiting to be discovered. It would be impossible for a teacher to bring his or her class to visit all of them, but thanks to the World Wide Web, it is now possible to take virtual field trips without ever leaving the classroom.
  • Asperger Syndrome-Strategies For Teachers - K - 12

    F22-12015 ASPERGER SYNDROME-STRATEGIES FOR TEACHERS - K-1 2 Debbi Frechtman - deb5474@aol.com 3 Credits – Inservice - October 12—December 1 The mandate of placing children in the Least Restrictive Environment has resulted in teachers dealing with children with new and diverse needs. Asperger Syndrome is one such disorder which requires training for teachers and parents resulting in a better understanding of the disorder, and how to effectively work with these students.
  • Auditory Processing Disorders: An Overview of Working With Children With APD

    F22-12005 AUDITORY PROCESSING DISORDERS: AN OVERVIEW OF WORKING WITH CHILDREN WITH APD Linda A. Cohen - lhardmancohen@gmail.com 3 Credits - Inservice - October 12—December 15 What does it mean to have an Auditory Processing Disorder? It is estimated that 5-7% of children sitting in the classroom suffer with APD. That means there is the likelihood of having a student with APD in your current classroom. Learn about the characteristics of an Auditory Processing Disorder and how to work with children that struggle with this disorder. You will also learn about the challenges students with APD face in their reading skills and what you can do as a teacher to help them.
  • Augmented And Alternative Communication and Core Vocabulary-Where to Begin?

    F22-12023 AUGMENTED AND ALTERNATIVE COMMUNICATION AND CORE VOCABULARY—WHERE TO BEGIN? Kristina Giannetti—Kgiannettiscope@gmail.com 3 Credits - Inservice - October 12—December 15 Do you have a student who uses Augmentative and Alternative Communication to communicate? Have you heard of Core Vocabulary but do not know where to begin? This course will provide you with an introduction to all things AAC and Core Vocabulary. You will be introduced to a variety of activity ideas to implement during your lessons. This course is appropriate for all professionals who work with special needs students.
  • Balance The Mind And Heart: Creating Resilient Schools that Meet SEAL

    F22-01015BALANCE THE MIND AND HEART: CREATING RESILIENT SCHOOLS THAT MEET THE SOCIAL, EMOTIONAL, ETHICAL, AND ACADEMIC NEEDS OF STUDENTS - SEAL Cecile Wren - cecile@myeisolutions.com 3 Credits – Inservice - October 12—December 15 Participants will explore the research-based skills and competencies that have a positive impact on the organizational structure of their school, the delivery of instruction, and student performance. Activities focus on alignment with the district’s and/or school’s goals, the NYS Learning Standards and Guidelines for Social and Emotional Development and Learning (SEDL). Develop a toolbox of SEAL strategies, and create a SEAL Portfolio that serves as a resource tool and guide for implementation
  • Best Practices

    F22-04152 BEST PRACTICES IN CONTENT AREA LITERACY Gayle Meinkes-Lumia - gmeinkeslumia@bufsd.org 3 Credits — Inservice - October 12—December 15 Literacy is at the forefront of education today. All teachers are expected to be “teachers of reading,” no matter what their subject area may be. Teachers need a repertoire of lessons and ideas to motivate learners and elevate student abilities. This course provides a plethora of lessons, graphic organizers, best practice techniques, strategic thinking skills, collaborative, small group activities and models that enhance student learning. In the end you will walk away with a literary bag of tricks!
  • Best Practices or Teaching Multi-Language Students

    F22-05004 BEST PRACTICES FOR TEACHING MULTI-LANGUAGE STUDENTS Deirdre Cerrito - deirdrecerrito@yahoo.com Jully Williams - gina102105@gmail.com 3 Credits - Inservice - October 12—December 15 CTLE regulations require teachers apply 15% of their required hours toward enhancing language acquisition skills for ENL and ELL students. For ELL teachers, the percentage is 50%. This class provides instruction in best practices as outlined by NYSEDF. Learn best practices in scaffolding, literacy development, aligning instructional resources & academic language. A must for teachers hoping to help their ENL, ELL & MLL students learn English & succeed.
  • Beyond The Basics: Taking GOOGLE Apps to the Next Level - K - 12

    F22-03026 BEYOND THE BASICS: TAKING GOOGLE APPS TO THE NEXT LEVEL– K—12 Christina Sciarrotto - cmes724@yahoo.com 3 Credits - Inservice - October 12—December 15 Participants will engage in activities that are beyond the basic Google Apps. You will take Google Slides to the next level by creating Stop Motion, Games, Comic Strips, Timelines,,Magnetic Poetry, Digital Escape Rooms and Jamboards You will also learn about Google Keep, Sites, Add-ons and Extensions, and YouTube.
  • Bitmojis In The Physical and Online Classroom

    F22-03027 BITMOJIS IN THE PHYSICAL AND ONLINE CLASSROOM Kristina Holzweiss - lieberrian@yahoo.com 3 Credits – Inservice - October 12—December 15 What’s a bitmoji? You know those cute caricatures that you share in your texts, emails, and social media? Those avatars are called bitmojis! Students enjoy when teachers communicate and teach with bitmojis because they personalize the learning experience. In this course you will learn all about how to design bitmojis and to use them in sticky notes, bookmarks and posters, learning units, booksnaps and virtual classrooms. You will also learn some cool tech tools such as Google Slides, Canva, Buncee, Wakelet, Book Creator and Flipgrid. In this practical course you will be able to immediately apply what you learn to your daily activities.
  • Building Positive Relations With Parents

    F22-11032 BUILDING POSITIVE RELATIONS WITH PARENTS Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - October 12—December 15 Explore the fundamental importance of encouraging real collaboration between schools and families. Developing good relations with parents is an essential tool for creating an optimal working environment for students. Construct materials, examine how to communicate proactively with parents, develop strategies for communicating negative information and how to remain professional with confrontational or hostile parents.
  • Building Student Resiliency - K - 12

    F22-11014 BUILDING STUDENT RESILIENCY—K—12 Michael Sims - mikesimsduke1@yahoo.com 3 Credits – Inservice - June 27 – August 15 Teachers today have to manage students that struggle with independence & self-reliance. This stems from many factors, like bulldozer parents smoothing the road so they don’t encounter difficulties. Though their intentions are well placed, parents are actually denying opportunities for their kids to learn critical life skills like decision making, responsibility and coping strategies. Colleges have begun reporting students are not equipped to handle the rigors that come at the university level. To combat these trends, we will explore ways to create a culture where your students will learn resiliency & how to be independent thinkers.
  • Building Student/Teacher Relationships With SEL Activities

    F22-01201 BUILDING STUDENT/TEACHER RELATIONSHIPS WITH SEL ACTIVITIES Richard Faber—Fabes888@gmail.com 3 Credits—Inservice— October 12—December 15 We define social and emotiiona learning (SEL) as integral part of education and human developments. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, amange emotions and achieve personal and collective goals, feel and show empathy for other, establish and maintain supportive relationships and make responsible and caring decisions. SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning evvironments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy and just communities.
  • Bullying - Strategies For Teaahers - K-12

    F22-04058BULLYING – STRATEGIES FOR TEACHERS – (K – 12) Debbi Frechtman - deb5474@aol.com 3 Credits – Inservice - October 12—December 15 Participants will learn about children who bully and those who are bullied. This course will also help teachers and parents to have a better understanding of the many forms of bullying and how to effectively work with children who experience bullying.
  • Character Education

    F22-04056CHARACTER EDUCATION – (K – 12) Andrew Paskal - apaskal@juno.com 3 Credits – Inservice - October 12—December 15 Character Education is one ‘hot issue’ in education today. It is consistently being debated in households, classrooms, boardrooms and faculty rooms. Participants will be discussing the meaning of character education and whether it can be taught, and if so, how and by whom. Develop 6 lessons on the six pillars of character education.
  • Communication Skills F0r Students - K - 12

    F22-04101 COMMUNICATION SKILLS FOR STUDENTS—K—12 Jean Galima - jeangalima@yahoo.com 3 Credits - Inservice — October 12—December 15 Providing students with the application of the elements of good communication skills, not only improves their self-image, but also raises their self-confidence level, assertiveness and respect for others’ ideas. All teachers will have opportunities to explore and expand their repertoire of activities to give students experiences to sharpen their communication skills, share learned knowledge and become more effective, respectful communicators and listeners.
  • Content Creation and Communication With Canva

    F22-03067 CONTENT CREATION AND COMMUNICATION WITH CANVA Kristina Holzweiss - lieberrian@yahoo.com 3 Credits – Inservice - October 12—December 15 With Canva, you won't need a degree in graphic design to create content to support student learning, and to communicate with your colleagues. Learn the basics of Canva as well as how to animate GIFs, create videos, design learning materials, collaborate with other users, and to schedule social media posts. Participants will learn how graphic design is an “on ramp” for reluctant writers and speakers. You will learn about the different templates offered by Canva, how to modify them, and how to creating teaching resources from scratch.
  • Creating An ePortfolio: Improving Your Photographic Process

    F22-06044 CREATING AN ePORTFOLIO:IMPROVING YOUR PHOTOGRAPHIC PROCESS Sue Presberg—spresberg@gmail.com 3 Credits - Inservice - October 12—December 15 Course designed to improve your photographic skills as you develop your artistic capabilities to create a final portfolio to use in any curriculum. Use art and design to communicate ideas through digital media. Leave with a digital portfolio that you can use as an example for your class to create. Course will emphasize digital photography and media use on the computer. Photoshop will be incorporated to improve your photographs. Proficient computer use is necessary but no knowledge of photography or Photoshop needed. Digital camera or cell phone camera required. Adobe Photoshop, Pixir (free online) will be used.
  • DASA CERTIFICATION - *Licensure Requirement

    In pursuant to Chapter 102 of the Laws of 2012, Article 2 of the Education Law (Education Law 10 - 18) and Part 57-4 and Part 80 of the Regulation of the Commissioner of Education, requires that anyone applying for an administrative or supervisory service, classroom teaching service, or school service certificate of license on or after January 1, 2014, shall have completed at least six clock hours of coursework or training in Harassment, Bullying and Discrimination Prevention and Intervention.
  • Defining dyslexia & The Orton Gillingham Reading Methodology

    F22-12020 DEFINING DYSLEXIA & THE ORTON GILLINGHAM READING METHODOLOGY - K - 12 Maureen Hanley - mobrien16@hotmail.com 3 Credits – Inservice - October 12—December 15 Dyslexia affects 1 out of 5 people. It is the most common reading disability, but many times is undiagnosed and untreated. It does not discriminate between race, ethnicity, or socioeconomic status, but the good news is that people with dyslexia can learn to read and spell. Course participants will familiarize themselves with the definition, causes, symptoms and early detection of dyslexia. They will listen to personal experiences of people with dyslexia. Explore the Orton-Gillingham Multisensory Reading methodology and discover reading and spelling techniques and programs that remediate students of all ages.
  • Designing With Photoshop 1, Creative Photo Process

    F22-06045 DESIGNING WITH PHOTOSHOP 1, CREATIVE PHOTO PROCESS Sue Presberg—spresberg@gmail.com 3 Credits - Inservice - October 12—December 15 This course is designed to improve your ability to communicate ideas photographically through print and digital media, so you can incorporate it into your curriculum. This course will emphasize digital photography and digital editing on the computer. You will be able to use Adobe Photoshop or a similar online site by the end of this course.
  • Developing A College/Career Ready Student

    F22-07001 DEVELOPING A COLLEGE/CAREER READY STUDENT Francesca Reardon - fncavallaro@gmail.com 3 Credits - Inservice - October 12—December 15 This course is geared towards making students more college and career ready. This can be accomplished by impeding a college/career focus in curriculum, through lessons and by exposing students to different opportunities that foster growth and awareness of the different colleges and careers available. Schools exposing students to a wide variety of supports will provide students with an opportunity to set individual postsecondary goals for themselves. This course aims to bring to light the different local opportunities, online resources and potential field trips schools can implement within their school.