Helping students engage with higher-level texts is never easy. However, with simple strategies using Google Docs and other related Google programs, teachers can create customized, interactive lessons that target specific student needs while making those texts more accessible and engaging. Through focused strategies that use hyperlinks, embedded resources, video lessons, and assessments, this workshop will help teachers develop reading assignments that work for all students that include special education accommodations. All participants will leave with one fully-developed lesson that they can use in classroom instruction.

Format-Synchronous

• Session 1 July 6, 2021 10:00-11:30
• Session 2 July 7, 2021 10:00-11:30

3 CTLE Hours

Teaching reading comprehension and multiple-choice test taking can be a daunting task. In this workshop, participants will focus on developing lessons that focus on reading comprehension questions that often assess vocabulary, inferencing, and deductive reasoning skills. Through Google Slides and Google Classroom, participants will create customizable interactive lessons that teach students the necessary critical thinking skills to address reading comprehension questions while also building students’ vocabularies and reading abilities. All participants will leave with one fully-developed lesson that they can use in classroom instruction.

Format-Synchronous

• Session 1 July 8, 2021 10:00-11:30
• Session 2 July 9, 2021 10:00-11:30

3 CTLE Hours

Assessing students is important, but can only improve instruction when accompanied by thoughtful, individualized feedback. Spend some time this summer exploring the most effective strategies and methods for providing this feedback. How to Give Effective Feedback to Your Students by Susan M. Brookhart will help guide our exploration and improve our skills. Learn how best to formulate and deliver feedback that will move students forward in any grade level or subject area. This text is full of practical ideas and read to use rubrics and examples. This book is available as a free ebook through the Teacher Center or can be purchased online. Most of the learning will be at your own pace as you reflect in discussion posts and through your own response journal. This course will run asynchronously over 4 weeks with two optional synchronous sessions for discussion (date to be determined).

Format-Asynchronous Book Study

• Starts July 5, 2021 dates will be selected prior to the start, flexibility will be provided.
• Asynchronous over 4 weeks via Zoom

8 CTLE Hours

After a year of teaching to muted, black screens and masked faces, we are all ready to jump-start student engagement in the classroom. We can’t blame COVID for everything, though. As standardized testing has increased, student engagement has definitely decreased. By integrating authentic learning experiences into your instruction, you can begin to reverse that trend! While still meeting or exceeding state learning standards, you can encourage students to explore, discover, apply, and reflect in any subject area. Increased student engagement leads to improved student learning outcomes. Does it take a lot of planning, collaboration, coordination, and a drop of luck? Yes. Will your students leave your classroom as confident, capable learners? Yes.

Format-Asynchronous

• Materials will be provided using Schoology
• Independent over 6 weeks
• July 12, 2021-August 23, 2021

8 CTLE Hours

Strategies, Problem-solving, and Implementation for Team Teachers

Make the most out of co-teaching. Utilizing the right co-teaching method can help to differentiate and individualize your instruction. It can make your lessons more coherent and productive. Working together with another teacher can increase your ability to reach all students. This course will be a collaborative course full of discussion and examples aimed at helping teachers be more efficient at co-teaching.

Format-Blended

• July 1-receive materials from the facilitator
• July 1-11 Complete 2 hours of pre-reading and brainstorming.
• July 12, 2021-3 hours of face-face (1:00-4:00)
  
• July 13-16 1 hour of post planning and shared with group

6 CTLE Hours

Our goal will be to “Build our Stack” of book resources that we can use for Reading, Writing, and beyond. We will share and discuss our favorite books for all the subject areas. It is hard to keep up with the newest resources, but together we can enjoy and learn. You’ll come out of this with a list of resources that you can use throughout your school year. I will share from my favorite collection of books on Google slides and show how I connect them to what my students are learning. These books can be used for shared reading, Mentor Texts or in small groups. Participants should be ready to share at least 8-10 of their favorite books throughout the week on Google Slides and interact with other participants.

Format-Asynchronous

• July 5, 2021-July 9, 2021
• Interact and share using Google Slides that will be shared by the facilitator

3 CTLE Hours

Want to expand your skills as a mentor? Mentoring is a complex process of working with teachers new to a district. This course will take an indepth look at the best practices of how to work with these teachers and begin a learning-focused mentoring relationship. Learn from experts Laura Lipton and Bruce Wellman by reading and participating in an online collegial book study using the newest edition of their book Mentoring Matters 3rd Edition. During the course you will be responding online to questions, interacting with other participants and practicing learning-focused conversations. There will be weekly assignments that can be done online at any time prior to the weekly due dates on Tuesdays at 11:59 pm.

Registration deadline is June 15, 2021 so we can assure delivery of books to participants prior to the beginning of the course. Books provided to constituents of GRTC & TCTRC, all others must provide their own books.

Format-Asynchronous Book Study

• June 30, 2021-August 17, 2021
• 6 sections over 7 weeks to accommodate the July 4th holiday
• Weekly assignments provided through Schoology

6 CTLE Hours

What does it mean to be an anti-racist? How can understanding critical theory and anti-racist pedagogy help all of my students? How can I "de-center" whiteness as the standard in my lessons or curricula and ensure the inclusion of linguistically, racially, and culturally diverse perspectives are included and presented in an empowered manner? If these questions ignite your interest, join this community discussion to help transform our educational spaces, one classroom at a time, for anti-racism.

Format-Blended

• July 1-July 29,2021 Complete 6 hours at your own pace prior to July 29
• July 29, 2021 Online Meeting 2:30-4:30

8 CTLE Hours

Take a Book Look into Zaretta Hammond’s Culturally Responsive Teaching and the Brain. A Book Look is a less structured Book Study. It is an opportunity to read a book and share “blog-like” discussion posts addressing general reflections guided by suggested prompt questions. Read at your own pace, no weekly timeline, read what others have to share in their reflections. Comment only if you wish.

There are 9 chapters and 151 pages in the paperback edition. You will have access to the digital copy in our TC GALE library where you can listen to the chapters, download to a Kindle or IBook app or just read online. The discussion/reflection posts will be in Schoology. The registrants as of June 30th will be sent the login information and book access(unless you already have it). The 10 CTLE credits will be awarded for 9 Chapter Discussion/ Reflections Posts and one Final Summary Discussion/Reflection Post. The Schoology Discussion/Reflections will be closed on September 30th for 10 CTLE credits to be awarded.

Format -Asynchronous Book Look

• June 30-September 30, 2021
• Online discussion through Schoology

10 CTLE Hours

Students with limited or interrupted formal education (SLIFE) are a very unique sub-group of English language learners with their own set of strengths and challenges. Through this course you will be able to understand and advocate for SLIFE as well as use strategies for supporting and engaging SLIFE and their families.

Format-Blended

• July 1-Login to your Schoology account and access your materials
• July 1-July 6-Complete 2 hours of independent work on Schoology prior to the Zoom meeting
• Zoom Session July 7, 2021 9:00-10:00

3 CTLE Hours

Feeling like you don't know where to start with co-teaching for ELLs? Did you know there are multiple models of what co-teaching can look like? Join us to explore the different models and discuss when is the best time to use each one. This course is designed for beginners who are new to working with ELLs and/or co-teaching.

Format-Blended

• June 29-Login to your Schoology account and receive your materials.
• Complete 2 hours of independent work on Schoology prior to the Zoom meeting
• July 6, 2021 9:00-10:00 Zoom Session

3 CTLE Hours

Teaching English Learners in the Content Areas: Increase your confidence in meeting the needs of English Language Learners in your classroom. Whether you teach third grade or chemistry, this course will support your understanding of linguistically and culturally diverse learners; their respective language needs; and practical strategies for developing language and content goals to increase comprehension and learner success.

Format-Blended

• July 11, 2021-August 5, 2021 Complete 5 Hours at your own pace
• August 5, 2021 Online Meeting 2:30-3:30

6 CTLE Hours

NYS's diversity among the ELL population continues to change and expand every year. Educators must be sure they are making every student feel welcomed and engaged by using culturally responsive strategies in their classroom. Join us for an introductory course on culturally responsive teaching with ELLs in mind.

Format-Blended

• Complete 2 hours of independent work on Schoology prior to the Zoom meeting
• Zoom Session July 8, 2021 9:00-10:00

3 CTLE Hours

Are you ready? According to the NEA, English Language Learners are the fastest-growing student population group. However, the needs of these students are quickly outpacing our ability to educate them appropriately. We rely on our ESOL teachers to meet these demands, but there are never enough to go around. In this class, you will learn some basic strategies to support English Language Learners at all proficiency levels in the Gen Ed classroom. We will review the Language Arts Progressions and how they can be applied at the five levels of language proficiency. You will have the opportunity to apply the strategies you learn to lessons from your classroom. It can be intimidating when a student arrives in your classroom, speaking little to no English, and you're expected to teach them. This course will provide you with a few tools to start meeting their needs from day 1.

Format-Asynchronous

• Materials will be provided using Schoology
• Independent over 4 weeks
• August 9 2021-September 5 2021

6 CTLE Hours

Individuals will learn the 3 stands of the Nurtured Heart Approach : Refusing to energize negative behavior, absolutely energizing positive behavior, and reset. Individuals will follow along on google classroom and in the Transforming difficult Child workbook to understand how they can apply these strategies to the children in their lives, to build stronger relationships and reduce challenging behaviors

Format-Asynchronous

• July 19-30, 2021 using Google Classroom. Participants will need a personal G-Mail account.
• Self-paced over the two weeks
• Tentative video meeting on July 21 & 28, 2021

6 CTLE Hours

Participants will have a deeper understanding of the 3 stands ( refusing to energize negative behavior, energizing positive behavior, and reset) and how to implement them in daily life to further build relationships and inner wealth in children, and transform behavior. Participants must have completed a prior NHA course and have a basic understanding of the approach prior to taking this course.

Format-Asynchronous

• August 9-13, 2021 using Google Classroom. Participants will need a personal G-Mail account.
• Self-paced over 1 week
• Tentative video meeting August 12, 2021

3 CTLE Hours

Discover the benefits of Mindfulness at school through this online book study on "Mindfulness in the Classroom: Strategies for Promoting Concentration, Compassion, and Calm", by Thomas Armstrong.

• Learn the neuroscience that supports Mindfulness as a benefit to student's learning and self-regulation capacity.
• Practice various Mindfulness skills through live Zoom sessions to help you develop confidence to utilize Mindfulness at school.
• Discover Mindfulness as a strategy for your own self-care during the school day and begin to create a practice that will benefit you beyond the course completion.
• Partake in discussion on the book through Schoology, where additional resources will be available to practice skills and deepen understanding.
• Develop awareness of the responsibility and ways to respect the 1st Amendment while implementing Mindfulness at school.

This course was a favorite last summer with participants across all domains: general education and special education teachers in elementary, middle and high school; school counselors, school social workers, art teachers, music teachers, librarians, school nurses, speech therapists, and teaching assistants. You are welcome to join in!

Format-Book Study Blended

• August 1-August 28, 2021 engage in reading "Mindfulness in the Classroom: Strategies for Promoting Concentration, Compassion, and Calm", by Thomas Armstrong, through the online Gale Library. Written discussion, as well additional opportunities to deepen understanding and experience, will take place through Schoology.
• August 4, 2021, 10:00-10:30 Zoom Session
• August 11, 2021, 10:00-10:30 Zoom Session
• August 18, 2021, 10:00-10:30 Zoom Session
• August 25, 2021 10:00-10:30 Zoom Session
  
• Participants will complete a pre- and post-reflection exercise to gauge their learning

10 CTLE Hours