STI Fall-Winter 12-13 Web

SCARSDALE TEACHERS INSTITUTE
fall/winter 2012-2013
SERVING THE SCARSDALE AND EDGEMONT COMMUNITIES
Please visit www.scarsdaleschools.org/sti for the online course calendar
STI Fall & Winter Program

A LEARNING COMMUNITY
TECHNOLOGY CONTENT KNOWLEDGE
TEACHING STRATEGIES
EQUITY & ACCESS SCHOOL COMMUNITY ENVIRONMENT
REFLECTIVE PRACTICE
INTERDEPENDENCE
STI Table of Contents

Principles Technology Responding to Individual Student Needs Incentives for Innovation National Board for Professional Teaching Standards Professional Performance Review Program Teacher as Reader Collaborations with Other Organizations
Page 7 7 7 8 8 8 8 9
EHS EWS FMS GRA GRV
- Edgemont Junior/Senior High School - Edgewood School - Fox Meadow School - Greenacres School - Greenville School
HCS - Heathcote School QRS - Quaker Ridge School SHS - Scarsdale High School SMS - Scarsdale Middle School SPS - Seely Place School
*See full course description for additional details.
Overview
# 4317E 4317S 4318 Title The Mentor Support Seminar: Edgemont The Mentor Support Seminar: Scarsdale Mentoring Workshop for Senior Options Steering Committee Reflective Practice Seminar Articulating Leadership Across the Departments Classic Books into Film Engaging Multiple Types of Learners in the Classroom Using Assessments in Creative Ways Professional Learning Community II: Science Framework and Assessment Teachers Reading Together: Edgewood Keeping Current in Literature at Greenacres Teacher as Reader: Heathcote Beginning Open To 8/28 8/28 9/24 Edgemont Scarsdale SHS Credit 2 3 3 Coordinator(s) R Farrell K. McGreal J. Lamela Page 10 10 11 REFLECTIVE PRACTICE
4319 4320 4321 4322 4323
9/20 9/24 10/23 10/12-13 TBA
All SMS Dept. Chairs All All Teachers in Charge and Helping Teachers SMS Science
2 2 2 1 1
P. Dempsey H. Rodstein J. Gilbert C. Parrott D. Golden J. Slotwinski A. Tripodi C. Mangan D. Wilson C. Browne J. Gilbert N. ORourke C. Phillips C. Sansone A. Rado
12 13 14 15 15
4324
TBA
16
4325 4325A 4325B
9/20 9/20 9/20
EWS GRA HCS
2 1 2
17 18 19
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4325C 4325D 4325E 4326 4327 4328
An Examination of 9/20 Literature Across Boundaries Teacher as Reader: Edgemont Teacher as Reader: Science Dada and Surrealism A Look into NYC: Historic New York Bound for Glory: The Life, Times, and Music of Woody Guthrie Grand Central HHREC: Distinguished Lecture and Seminar Series Exploring Cultural Diversity Through Literature World Language and Performance Assessments, Grades 6, 7, 8 Clay Around the World: Part II Advanced Global Connections 10/3 11/27 10/2 9/21-22 10/26-27
All Edgemont SHS All All All
2 2 1 1 1 1
D. Golden J. Stockton N. Pisano L. Scavelli P. Tomizawa L. Forte L. Hicks J. Overbey N. Ginsberg
19 19 20 20 21 22
CONTENT KNOWLEDGE
4329 4330
12/14-15 TBA
All All
1 1
23 24
INTERDEPENDENCE 4331 4332 9/27 12/4 MS/HS SMS World Language All with experience All 1 1 P. DiBianco S. Whittington 25 25
4333 4334
12/14-15 1/30
1 1
K. Kilcoyne S. Boyar P. DiBianco J. Weber C. Phillips C. Sansone S. Hendler L. Waltzman S. Waskow L. Hicks L. Lamonaca L. Hicks L. Lamonaca D. Celentano R. DiYanni J. Weber D. Celentano D. Cadalzo S. Houseknecht
26 27
TEACHING STRATEGIES 4335 4335A 4335B 4336 4336A Using Literature to Build Community at Greenacres Celebrating Childrens Literature Keeping Current in Young Adult Literature The Reggio Emilia Study Group Innovations in Early Childhood Education: A Dialogue with Lella Gandini LCI at STI 9/13 10/11 10/9 10/2 1/4-5 GRA Elementary 5-9 All All 1 1 1 1,2 1 28 29 30 30 31
4337
9/27
All
1,2
32
4337A 4338
LCI at STI: War Horse Professional Learning Through Lesson Study at Edgewood
9/21-22 10/4
SMS Grade 8 EWS
1 3
33 34
Course Coordinators and Speakers
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A Closer Look at Singapore Math with Ban Har Yeap Lets Talk Math Exploring the Professional Shelf: Writing in Science Exploring New Literature for ELA Instruction (Grades 3-6) Lets Make Books: Books with Special Folds Podcasting Through Central Park Picture Book Murals Nutrition: Step Lightly The Artists View Creative Teaching: Innovating in the Classroom Designing Effective Literacy Centers Learning Styles in the Classroom Developing Reading Comprehension Using Internet Tools Stress in Children andAdolescents Lets Make Books: Journals and Notebooks Picture Books in a Weekend
1/25-26
Elementary
D. Besancon E. Kennedy N. Pavia M. Palekar L. Potter A. Stokes B. Horowitz V. Sonnenborn N. Closter M. Lahey K. Roemer D. Cassano C. Margolis J. Stockton S. Faranda P. Tomizawa D. Celentano R. DiYanni M. Ferrara J. Gilbert K. Pelekis C. Phillips J. Walker N. Closter Scarsdale Elementary Librarians J. Stockton G. Blessing
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4339A 4340 4341 4342 4343 4344 4345 4346 4347 4348 4349 4350
10/2 10/9 10/16 10/19-20 9/28-29 1/11-12 10/19-20 10/26-27 10/26-27 11/2-3 11/16-17 12/6
Secondary Math Elementary 3-6 All All Elementary & Reading All All All K-1 All Scarsdale Elementary All All Scarsdale Elementary All PE and Health
1 1 1 1 1 1 1 1 1 1 1 1
36 37 38 38 39 40 41 42 43 44 45 45
4351 4352 4353
1/4-5 2/1-2 2/8-9
1 1 1
46 47 48
4354 4355
Tablet-to-Tablet: Playful Books Current Practices in Health and Physical Education Creating Games to Differentiate Instruction Its on the Tip of My Tongue Differentiation Through Type
2/8-9 9/25
1 1,2
49 50
EQUITY AND ACCESS 4356 4357 4358 11/30-12/1 12/6 1/25-26 K-3 & Special Ed All All 1 1 1 B. Pagel M. Grey J. Gilbert 51 52 52
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4359 4360 4361 4362 4363 4364
Race (Still) Matters Bully Behavioir Water for Westchester Making Sense of Earth Data using Ice Imaging System Service Learning in the Classroom Teaching Ecosystem Literacy: Looking at the Hudson River Valley In the Garden at Fox Meadow School Nurse Study Group Getting the Most Out of Lexia Reading Software Using GeoGebra in the Math Classroom SMARTBoard in the World Language Classroom Using SMARTBoard in the Classroom: Quaker Ridge Using SMARTBoard in the Classroom: PC Beginner Geocaching: A High Tech Treasure Hunt Status Update: Using Edmodo as an Educational Network Keynote Tech Tips for Every Learner The New Humanities: A Multimedia Approach Critical and Creative Technology Projects I Think, Therefore, iMovie 11 Comics in the Curriculum with Comic Life Airbrushing Reality
9/21 12/7-8 11/2-3 11/16-17 11/30-12/1 12/7-8
HS All All 6-12 All All
1 1 1 1 1 1
N. Ginsberg H. Rodstein J. Turetzky S. Boyar E. Levine C. Gilliland M. Lahey E. Wixted C. Gilliland
53 54 55 56 57 58
SCHOOL, COMMUNITY, ENVIRONMENT
4365
1/11-12
FM
B. Kaplan A. Lynch D. Wilson M. Koff C. Kovacs J. Leonard D. Vermes C. Haddad J. Lamela J. Cheung T. Iasiello D. Vermes P. McKenna D. Rose M. Lahey M. Rothman S. Scharf P. Tomizawa D. Scholl P. Tomizawa J. Crisci P. DiBianco L. Scavelli E. Holvig A. Verboys L. Fisher S. Goodman L. Fisher P. Tomizawa
59
4366 4367 4368 4369 4369A 4369B 4370 4371
10/30 10/12-13 9/21-22 9/28-29 11/16-17 11/16-17 11/2-3 10/19-20
Nurses Edgemont Elementary Secondary Math K-12 World Language QR PC Beginners All All
1 1 1 1 1 1 1 1
60 61 62 62 63 64 65 66
TECHNOLOGY
4372 4373 4374 4375 4376 4377 4378
1/4-5 11/30-12/1 2/1-2 12/14-15 1/11-12 10/12-13 1/25-26
All All 6-12 All All All All
1 1 1 1 1 1 1
67 68 69 70 70 71 72
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I Create: The Mac Way
2/8-9
All
E. Holvig A. Verboys J. Benash M. Nowak M. Koff
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SPECIAL PROGRAMS NON CREDIT 4380 Conversational English for Adult Language Learners: Perfect Your Pronunciation CPR for Professional Rescuers 10/30 English Language Learners Nurses n/c 74
4381
1/26
Stipend
75
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The purpose of the Scarsdale Teachers Institute is to offer planned and continuous education to the professional staff of the Scarsdale and Edgemont schools, teachers in other school districts, and community residents. Scarsdale teachers began this program because they believe that the best teachers are alert, open-minded people who continue to learn and to translate their insights into appropriate experiences for their students. Offering a variety of professional experiences in response to the needs of those working with children, the Institute contributes to an atmosphere of intellectual inquiry that stimulates the staff to continue learning. This professional interaction on educational issues benefits the students and the staff of the Scarsdale and Edgemont School Districts. Scarsdale and Edgemont teachers also endorse the principle that cooperation among autonomous groups is fundamental to growth and is essential to progress in education. They view the Institute as a laboratory for this principle. Here, various groups of teachers, administrators, and community leaders may work together for a valued purpose. Supported and sponsored by the Scarsdale Teachers Association, the Edgemont Teachers Association, and the Scarsdale and Edgemont Boards of Education, the Institute reaffirms the principles of professional autonomy and professional collaboration inherent in the highest quality of professional development. Thus, through STI organization, administration, and planning, teachers assume a large degree of responsibility for their professional growth. The Scarsdale Teachers Institute is a member of the Teacher Resource and Computer Training Centers of New York State. The STI is governed by a Policy Board of teachers, administrators, community residents, and parents. As one of the founding members of the Lower Hudson Teacher Center Network, the Scarsdale Teachers Institute collaborates and cooperates with other teacher centers to provide professional growth opportunities for the entire educational community.
Principles
Technology
The Scarsdale Teachers Institute offers a full range of beginning to advanced courses for staff and community members. Courses are designed collaboratively by teachers and administrators to meet the district goal of integrating technology into the school curriculum.
Responding to Individual Student Needs

Curriculum and pedagogy must respond to individual learning differences among students. This fundamental principle of teaching and learning, stated in the Scarsdale district goals, also informs teacher practice in the classroom and in STI programs. Courses that specifically address differentiated techniques and strategies of instruction can be found in the Equity and Access section of the catalogue. Courses in all areas are designed to address the varied ways children learn.
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Incentives for Innovation

The Scarsdale Teachers Institute Incentives for Innovation Program enables teachers and other educators to design, implement, and assess creative projects aimed at improving learning and teaching. Teachers may collaborate with colleagues, implement a Professional Performance Review Project, design assessment, technology, cooperative learning, or other creative projects. Teachers have the opportunity to develop new teaching strategies, to engage in particular research related to teaching, or to work with other teachers on topics of specific educational interest. Requests for proposals are sent to the Scarsdale and Edgemont faculties once each year.
National Board for Professional Teaching Standards

Teachers who are interested in applying for NBPTS certification may receive scholarships to fund the cost of the application and mentoring to support the process. The STI offers a support seminar for teachers engaged in seeking National Board certification. Additional resources from the National Board will be available. For further information about this seminar call the STI office.
Professional Performance Review Program

The expanded Professional Performance Review Program offers opportunities for teachers to design programs for professional growth that reflect their particular interests and goals. STI courses are designed to support the Professional Performance Review Program by furthering inquiry based learning, alternative assessment, standards for evaluation, and student centered classrooms. Almost any STI course may be used as part of the Professional Performance Review.
Teacher as Reader
We need to make reading, which is in its essence a solitary endeavor, a social one as well, to encourage that great thrill of finding kinship in shared experiences of books. We must weave reading back into the very fabric of the culture, and make it a mainstay of community. Andrew Solomon, The Closing of the American Book, NYT, July 10, 2004. The importance of reading literature for adults has gained nationwide attention with the publication of recent studies indicating that pleasure reading among Americans in every group is down. The STI Teacher as Reader courses counter this trend. Participants meet throughout the year to read classic and new literature. In addition to genre, participants examine themes, character development, and all other aspects of literary form. Adults who love reading communicate this enthusiasm to the children in their care. Because of the popularity of this course, the STI offers a number of sections determined by enrollment or interest at individual schools.
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Collaborations with Other Organizations

The Scarsdale Teachers Institute enhances its program through selected collaborations with other educational institutions. These relationships provide Scarsdale and Edgemont faculty with resources that enrich opportunities for professional growth. Lower Hudson Teacher Center Network The 21 teacher centers in the Lower Hudson region meet regularly to share resources and develop programs for local educators. Call the STI office for further information. Kennedy Center for the Performing Arts The STI, the Edith Winthrop Teacher Center, and the Teacher Center at Purchase College have collaborated with the Performing Arts Center at Purchase College to offer teachers the opportunity to work with guest artists from the Kennedy Centers Education Program. Holocaust and Human Rights Education Center The STI continues the affiliation with the Holocaust and Human Rights Education Center that brings distinguished scholars to the community. Facing History and Ourselves The programs of Facing History have a continuing impact on the Scarsdale schools. Teachers participate in summer institutes as well as yearlong programs. New York Technology Education Network The New York Technology Education Network (NYTEN) provides a forum for technology coordinators to share information and concerns related to the implementation of technology in schools. It is a vehicle for suggestions, support, and strength in the pursuit of excellence in K-12 technology. This network is co-sponsored by the Edith Winthrop Teacher Center of Westchester and the Scarsdale Teachers Institute. New York Institute of Technology Educational Enterprise Zone The Educational Enterprise Zone (EEZ) is a K-12 videoconferencing consortium of providers and receivers that meets regularly at various sites throughout New York City. EEZ offers support to members in designing and implementing videoconferencing units of study. Windward School Windward School provides an instructional program for childen with language-based learning disabilities. Windward Teacher Training Institute (WTTI) offers professional development based on scientifically validated research in child development, learning theory, and pedagogy. Courses, workshops, and lectures address a broad range of developmental and curricular topics appropriate for both mainstream and remedial settings. WTTI serves as a resource for educators and professionals in allied disciplines such as speech and language therapists and psychologists, as well as for parents. WTTI workshops may be considered for STI credit. One credit is offered for every 12 hours of workshops. WTTIs course offerings are available at the Windward Teacher Training Institute link on Windward Schools Web site: www.windwardny.org. Partial tuition reduction for Edgemont and Scarsdale staff is available. Call the STI for additional information.
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REFLECTIVE PRACTICE The Mentor Support Seminar: Edgemont #4317E Over the last 11 years, the Mentor Program has become an integral part of the Edgemont School District. This seminar provides a systematic program of support for teachers new to Edgemont and recognizes and rewards the experience and skill that Mentor teachers bring to new teachers. The program is a rich opportunity for the professional development of expert teachers who are now trained to work with colleagues. This year the Mentors and new teachers will continue to refine and develop the program. This seminar assists the Mentor teacher in defining his/her role and its relationship to the new teacher. Mentor teachers will meet together to identify needs, discuss problems, and seek solutions. Course topics include roles and responsibilities of mentoring, teacher collaboration, and effective communication. Mentor teachers participate in creating this unique program designed specifically to meet the needs of the Edgemont staff. Requirements: Attend all class sessions; read materials for each class session; complete activities; meet with assigned new teacher for a one hour session per week.
Course Coordinator: Rose Farrell Open to: Instructional staff designated as Mentor teachers Time: 6 sessions beginning, Tu, 8/28 Location: EHS Credit: 2 points salary credit for those teachers eligible for salary credit; $750 stipend for first-year Mentors not eligible for salary credit; $1,000 stipend for second-year Mentors not eligible for salary credit
The Mentor Support Seminar: Scarsdale #4317S Over the last 28 years, the Mentor Program has become an integral part of the Scarsdale School District program. This seminar provides systematic support for teachers new to Scarsdale and recognizes and rewards the experience and skill that Mentor teachers bring to new teachers. The program is a rich opportunity for the professional development of expert teachers who are now trained to work with colleagues. This year the Mentors and new teachers will continue to refine and develop the program. 10
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This seminar assists the Mentor teacher in defining his/her role and its relationship to the new teacher. Mentor teachers will meet together to identify needs, discuss problems, and seek solutions. Course topics include roles and responsibilities of mentoring, teacher collaboration, and effective communication. Mentor teachers participate in creating this unique program designed specifically to meet the needs of the Scarsdale staff. Requirements: Attend all class sessions; read materials for each class session; complete activities; meet with assigned new teacher for a one-hour session per week.
Course Facilitator: Kathleen McGreal Open to: Instructional staff designated as Mentor teachers Time: Tu 8/28, 1-3; W, 10/24, 11/28, 1/9, 2/27, 3/13, 4/24, 3:30-5:30 Location: SHS 170 Credit: 3 points salary credit for those teachers eligible for salary credit; $1,000 stipend for first-year Mentors not eligible for salary credit; $1,250 for second-year Mentors plus 2 salary credits or $600 stipend
Mentoring Workshop for Senior Options Steering Committee #4318 Every year Scarsdale High Schools Senior Options Steering Committee supervises, organizes, reviews, and revises the Senior Options Program. Teaching staff on the Senior Options Steering Committee must reevaluate program policies, forms, and logistics. The case load of mentors and students changes annually; therefore, the Steering Committee must develop new strategies, train new mentors, and supervise new students. From September to February, participants meet monthly to review the previous years program evaluations, to assess the outcomes, to make revisions, and to recommend policy changes, where called for, as directed by committee reflection. From March through June, participants meet at least twice monthly to introduce the revised program to mentors and students. Steering Committee members also work independently with individual mentors and students on project choices and proposal writing. Spring meetings involve individual caseloads and subcommittee work. Committee members must also read and approve caseload proposals by the end of the third quarter. During the Senior Options experience, meetings focus on problems specific mentors and students may have in preparation
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for presentations, on critiquing the ongoing work of the program, and on presenting ideas for reevaluation. Requirements: Attend all sessions and related meetings; read required materials; work with caseload of mentors and seniors; be responsible for student forms; evaluate and critique program and committee.
Course Coordinator: Jose Lamela Open to: SHS Senior Options Steering Committee Time: M 9/24, 10/22, 11/26, 12/17, 1/28, 2/25, 3/18, 4/15, 5/20, 3:15-6:15 with remaining dates to be determined by group Location: SHS 1N7 Credit: Three points salary credit or stipend
Reflective Practice Seminar #4319 When teams of teacher practitioners meet and reflect together on the core issues of effective teaching and learning, they can promote positive change in the classroom and in the school culture. The goal is to build a community of learners among colleagues through an examination of shared activities common to all subject areas and grade levels. In this yearlong course, participants will look collaboratively at concrete examples of teacher and student work examining and applying various protocols for reviewing student work. Teachers will observe in each others classrooms and participate in activities designed to understand the culture of a school. Two trained coaches lead the Reflective Practice Group composed of 8-12 professional staff members. The group meets once a month; members will develop a set of reflections on their work with students and colleagues. Members also will complete a set of peer observations as the year progresses. Requirements: Attend all sessions; develop a set of written reflections on work with students, colleagues, and the Reflective Practice Group; report on the peer observation model and its impact on the teaching and learning process.
Course Coordinators: Patty Dempsey, Howard Rodstein Open to: All
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Time: Th 9/20, 10/4, 11/1, 12/6, 1/10, 2/7, 3/7, 4/18, 3:30-6, with two double sessions and four hours of observations Location: Varies Credit: Two points salary credit or stipend
Articulating Leadership Across the Departments #4320 New York States Annual Professional Performance Review provides a timely opportunity for the Middle School department chairs to explore topics critical to school leadership. The New York State Board of Regents has committed to the transformation of teacher evaluation using state assessments, local assessments, and other measures of effectiveness that may be determined by individual school districts. Evolving state regulations call for reflection on practices across grade levels and disciplines at the Middle School. The department chairs look to work collaboratively to examine current practices and to prepare for changes mandated by the state as well as standards under local control. The APPR is the foundation of the course. The Middle School department chairs, in the role of teacher evaluators, will function as a study group to review the new evaluation system and make recommendations for upcoming changes. The components of the States plan are integral to the course:20% of teacher scores based on student performance on state assessment, 20% based on student performance on locally developed assessments, and 60% based on locally developed teacher performance rubrics. Participants will apply interdisciplinary techniques and consistent approaches across subject areas in anticipation of APPR requirements. Through this course, the chairs plan to develop a framework for following the new teacher evaluation system at the Middle School consistent with state and local requirements and to communicate their work to the staff. Requirements: Attend all sessions; complete assigned readings; create an APPR binder for observation criteria, schedules, exemplars, and any supporting materials needed for the department chairs to fulfill their new responsibilities. The binder may also include a plan for professional development as well as the Charlotte Danielson model.
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Course Coordinators: Jennifer Gilbert, Cindy Parrott Open to: SMS Department Chairs Time: M, 9/24, 10/29, 11/26, 12/17, 1/28, 2/25, 3/18, 4/29, 5/20, 6/16, 3:30-5:30 with 4 hours of independent work Location: SMS F77 Credit: Two points salary credit or stipend
Classic Books into Film #4321 What elements are common to classic books and motion pictures? The transformation of great literature into film creates images of characters, settings, and dialogue. By including the film version of a work of literature under study in curriculum, teachers encourage critical thinking and analysis as well as attention to creative modes of interpreting an authors intent and meaning. A comparison of both genres offers a window on the creative process of writers and, similarly, the creative team behind the lens. Teachers, and their students, will learn to study both novels and film with critical skill as they compare and contrast written and visual formats. Participants will analyze the great works of literature through both original texts and cinema as they explore the elements that make a classic book or film. Biographic monograms and critical essays about authors, books, and movies will add depth of interpretation to both genres. Instruction and discussion will model the use of literature and film interpretations into curriculum. The first book to film to be explored is The Magnificent Ambersons by Booth Tarkington. Requirements: Attend all sessions; complete assigned readings; analyze and discuss the efficacy and reliability of the conversion of book to film.
Course Coordinator: Dorothy Golden Open to: All Time: Tu 10/23, 11/20, 1/22, 2/12, 3/12, 4/23, 5/21, 6/11, 3:30-6:30 Location: SMS P190 Credit: Two points salary credit or stipend Course limited to 15 participants.
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Engaging Multiple Types of Learners in the Classroom #4322 Knowledge of students thinking and learning styles is critical to creating a classroom environment that is comfortable, supportive, and challenging to all types of learners, including those requiring special education. Howard Gardners classic work asserts that intelligence is not a singular aptitude but is varied and multiple in application. A re-examination of Gardners Theory of Multiple Intelligences is particularly meaningful in the context of A Scarsdale Education for Tomorrow and its emphasis on 21st century skills. Multiple Intelligence theory promotes originality, creativity, imagination, and innovation by allowing students to engage their particular set of preferred modalities. Assessments that are authentic to a particular students intelligences or strengths, enable the student to demonstrate abilities in a manner that reduces stress and provides the teacher a true representation of the students growth in learning over time. The course will begin with a review of Gardners seminal work on Multiple Intelligences. Participants will discover their own multiple intelligences and will learn strategies for recognizing the intelligences in others. Teachers will be asked to come prepared with classroom lessons for the purpose of examining them through the lens of MI theory. The goal is to transform pedagogy so that teaching strategies engage the preferences and proclivities of students based on Gardners work. Multiple Intelligence lessons, created or transformed, will be shared with the group. Requirements: Attend all sessions; complete assigned readings; complete a lesson design engaging Gardners Intelligences.
Course Coordinators: Jessica Slotwinski, Andrea Tripodi Open to: All Time: F 10/12, 3:30-7:30; Sa 10/13, 8:30-4:30 Location: SMS T20 & T22 Credit: One point salary credit or stipend
Using Local Assessments in Creative Ways #4323 The current debate over testing and its potential for reducing pedagogy to teach to the test instruction impacts classroom practice. In keeping with the Districts emphasis on good teaching over testing and test preparation, elementary staff have developed innovative local assessments, 15
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both normative and summative, that are being piloted in the schools as alternatives to paper and pencil exercises. In the next phase, teachers must evaluate student learning from these assessments while meeting the regular challenges of the teaching day. Teachers-in-Charge and subject area helping teachers, collaborating in an exploration of the research and best practices in evaluating student learning, are important staff development resources to faculty members engaged in this important process. This course will function as a reading study groupof District helping teachers and teachers-in-chargeto review current literature on the use of local assessments to promote learning and to support teachers in this work. Three texts form the basis of course content, discussion, and planning: Dylan William, Embedded Formative Assessment; Lorna Earl, Assessment as Learning; John Hattie, Visible Learning for Teachers. Participants will explore the research and translate it into strategies for working with teachers to examine new assessments and to improve existing ones. Requirements: Attend all sessions; complete assigned readings; formulate a plan to work with classroom teachers on evaluating student learning from assessments.
Course Coordinators: Colleen ONeill-Mangan, Duncan Wilson Open to: Teachers in Charge and Helping Teachers, Scarsdale Time: TBA Location: FMS new multipurpose rm Credit: One point salary credit or stipend
Professional Learning Community II: Science Frameworks and Assessment #4324 In the spring of 2012, the Scarsdale Middle School Science Department formed a Professional Learning Community to review the 6-8 science curriculum. In this continuing course, department members will begin to align the Middle Schools science curriculum with the National Research Councils Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas released in July 2011. The Framework identifies key scientific ideas and practices that all students should know and be able to do by the end of high school.The Framework will also serve as the foundation for new national K-12 science education standards 16
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to be developed by a group of states to replace standards issued more than a decade ago. Finally, the Middle School PLC will review science assessments in light of the Framework standards. Through a continuation of last springs Professional Learning Community, members of the Middle School science department will collaboratively work on fine-tuning the science program in order to align curriculum and assessments with the National Research Councils Science Framework. Assisting the department members will be Ann Rivet, Associate Professor of Science Education, Teachers College Columbia University. Early sessions will focus on an analysis of each dimension of the Framework including: scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. Later sessions will feature grade level teams analyzing the Middle School science scope and sequence and assessments. Participants will determine what changes, if any, are needed in curriculum or assessments. Requirements: Attend all sessions and participate in discussions and activities; complete assigned readings and related reflection questions; document the alignment of grade level science curriculum and assessments with the new science Framework.
Course Coordinators: Christi Browne, Jennifer Gilbert Course Speaker: Ann Rivet, Professor, Columbia Teacher College Open to: SMS science Time: TBA Location: SMS P85 Credit: One point salary credit or stipend
Teachers Reading Together - Edgewood #4325 The journey of a life long reader is a search to gain insight and understanding by reading, talking, and reflecting. By transforming reading into a community event through discussion groups, teachers learn differing perspectives on the same work and gain knowledge of literature, genre, and technique. The commitment to read widely and deeply is an important endeavor for teachers as they model the love of reading and the skills of reading and understanding for their students. 17
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Participants will read assigned books and come prepared to discuss aspects of literary form such as character development, theme, plot, and more. They will gain insight into point of view by listening to their colleagues responses to each book. Participants will enhance their own reading skills and learn techniques for leading discussion groups with students. The first book participants will read is The Art of Fielding by Chad Harbach. Requirements: Attend all sessions; read assigned materials; keep a journal of books read with reflections and classroom application.
Course Coordinator: Nancy ORourke Course Speaker: Carol Schaeffer, Teacher, Edgewood, retired Open to: Edgewood Time: Th 9/20, 3:30-6; Tu, 10/30, 11/27, 12/18, 1/29, 2/26, 3/19, 4/30, 5/28, 6/18, 3:30-6 Location: EWS LRC Credit: Two points salary credit or stipend Course limited to 15 participants.
Keeping Current in Literature for Greenacres Teachers #4325A For the first session, participants should read Major Pettigrews Last Stand by Helen Simonson. Requirements: Attend all sessions; read assigned materials; keep reflective notes, make connections to other literature, prepare questions for discussion.
Course Coordinators: Carole Phillips, Cindy Sansone Open to: Greenacres Dates: Th 9/20, 3:30-4:45; Tu 10/30, 11/27, 1/29, 2/26, 3/19, 4/30, 5/28, 6/11, 3:304:45, with one two-hour session Location: GRA library Credit: One point salary credit or stipend
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Teacher as Reader: Heathcote #4325B For the first session, participants should bring a book read over the summer to share with the group. Requirements: Attend all sessions; read assigned materials; keep a reflective notebook on the literature read during the course and the class discussions.
Course Coordinator: Amber Rado Open to: Heathcote Time: Th 9/20, 3:30-6; Tu 10/30, 11/27, 12/18, 1/29, 2/26, 3/19, 4/30, 5/28, 6/18, 3:30-6 Location: HCS library Credit: Two points salary credit or stipend
An Examination of Literature Across Boundaries #4325C The first book participants will read is Angle of Repose by Wallace Stegner. Requirements: Attend all sessions; read assigned materials; be prepared to analyze and share opinions during class discussions.
Course Coordinators: Dorothy Golden Open to: All Time: Th 9/20, 3:30-6; Tu 10/30, 11/27, 12/18, 1/29, 2/26, 3/19, 4/30, 5/28, 6/18, 3:30-6 Location: SMS P185 Credit: Two points salary credit or stipend Course limited to 15 participants.
Teacher As Reader - Edgemont #4325D A short story will be provided to read and discussed at the first session. Requirements: Attend all sessions; read assigned materials; complete written assignment.
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Course Coordinator: Jeannette Stockton Open to: Edgemont Time: W 10/3, 10/24, 11/28, 1/2, 1/30, 2/27, 4/3, 5/1, 3:30-6:30 Location: EHS faculty lounge Credit: Two points salary credit or stipend Course limited to 25 participants.
Teacher as Reader - Science #4325E A reading will be distributed before the first meeting. At the first session, participants will suggest and discuss selections for the other meetings. Requirements: Attend all sessions; read assigned materials; keep a reflective journal.
Course Coordinator: Nicole Pisano Open to: SHS Time: Tu 11/27, 1/29, 3/19, 4/30, 3:30-6:30 Location: SHS 381 Credit: One point salary credit or stipend
CONTENT KNOWLEDGE Dada and Surrealism: Art Out of the Box #4326 Twenty-first century students face a world challenged by problems in need of innovative problem-solvers. Schools can look to the arts for inspiration to foster student imagination and to tap into undiscovered artistic and design possibilities. Dada is an example of an art movement that unsettled societys ideas about art and cultural representations in the visual arts, music, literature, and theater. Todays multidisciplinary approach to creativity springs from the Dada artists and writers of the last century and their close relatives, the Surrealists, who contributed structure while freeing the subconscious to explore new images. Both Dadism and Surrealism illuminate concepts of startling creativity, of breakthroughs in conventional thought, that can be instructive for todays students. To examine both movements is to better understand the creative process, an endeavor worth pursuing. 20
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The course begins with an exploration of the Dada artists and their impact on the culture and politics in which they lived and continues with Surrealism. Participants will examine the works produced by artists of each movement and the wider effect of these two movements on the visual arts, music, dance, cinema, literature, and more. Emphasis will be place on the breakthroughs they achieved in thought, content, and style that are present in much of todays art. Ways of utilizing this imaginative approach in the classroom will be explored to encourage and foster a more open approach to creativity. Requirements: Attend all sessions; complete assigned readings; create a project in drawing and in writing in which the entire class participates.
Course Coordinator: Lisa Scavelli Course Speaker: Lynne Mayocole, Professor, Westchester Community College Open to: All Time: Tu 10/2, 10/9, 10/16, 10/23, 11/6, 11/13, 3:30-5:30 Location: SHS 1N5 Credit: One point salary credit or stipend
A Look into New York City: Historic New York #4327 The first of the New York State Social Studies Standards mandates the teaching of major ideas, trends, themes, developments and turning points in the history of the United States and New York. A study of early New York City, rich in the historic and economic development of the city, the state, and the nation, is a living textbook from which to meet this Standard. The course will explore the early Dutch beginnings of the City, the takeover by the British, the Revolutionary War period, and the early days of the Republic when New York functioned as the capital of the young nation. Included will be the development of New York City as the financial hub of the world focusing on the origin and history of Wall Street. Participants will learn the major social, political, cultural, and economic developments that shaped New York City and the young United States. Essential questions addressed include how this small Dutch settlement differed from other European colonies established in North America during the same period and how this difference resulted in New Yorks rise to
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political and economic greatness as the capital of the world. The use of primary source documents, multi-media resources on the history of New York, books, and a guided walking tour of lower Manhattan will provide teachers at all grade levels valuable information to aid them in creating meaningful lessons for their students. Requirements: Attend all sessions; read assigned materials; complete a presentation for classroom use or develop a lesson plan incorporating the course content.
Course Coordinator: Paul Tomizawa Course Speakers: Art and Susan Zuckerman, hosts of a WVOX show and contributors to the Travel Channel Open to: All Time: F 9/21, 3:30-7:30; Sa, 9/22, 8:30-4:30 Location: EWS library & NYC Credit: One point salary credit or stipend Course limited to 18 participants.
Bound for Glory: The Life, Times, and Music of Woody Guthrie #4328 Woody Guthrie is Americas first and most influential folk artist and poet. Through songs and writings, he told the story of America in the mid20th century and documented social and political upheavals. The Woody Guthrie playlist is a catalogue of American hardships personally witnessed and endured in 1930s and 40s: the Oklahoma Oil Boom, the Dust Bowl, the Great Depression. Woody Guthries works also inspired and influenced the careers of Pete Seeger, Bob Dylan, Bruce Springsteen, and many others. In this centennial year of Woody Guthries birth, teachers and their students will find common cause to celebrate the man, the poet, his music, and his creative contribution to American culture, a contribution that has changed the American songbook. Teachers and students will learn a great deal of American history by listening to the words and music Guthrie used to capture an era. Participants will become immersed in the world of Woody Guthrie to better understand why he is the most important and influential folk artist of recent times. Participants will sing his songs, read his writings, and 22
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explore his interpretation of America in the 1930s and 1940s. They will experience what makes folk music folk by becoming music makers. Participants will also analyze story telling as an essential tool in personal, political, and social narrative and its power in the recording of history. Photo essays by Dorothea Lange and Lewis Hine, film clips from The Grapes of Wrath and Bound for Glory, and Guthries writings Bound for Glory and lyrics and poems will help participants understand the world of Woody Guthrie, the songs that inspired the voices of a century, and the tales of an American era. Requirements: Attend all sessions; make folk music with the group; complete assigned song and poetry readings; develop a curriculum unit that integrates selected works of Woody Guthrie into classroom practice.
Course Coordinators: Lisa Forte, Lindsey Hicks Open to: All Time: F 10/26, 3:30-7:30; Sa 10/27, 8:30-4:30 Location: EWS music rm Materials fee: $10 Credit: One point salary credit or stipend
Grand Central: A Case Study in Change #4329 New York State History Standards mandate the teaching of multiple perspectives on historical events. The course examines the impact of a political decision-making process that transformed the Grand Central neighborhood with consequences for the city and the nation. Teachers will research primary source documents as they track the monumental shifts that occurred over the last century in transportation, technology, sociology, science, art, architecture, and economics in the Grand Central area and beyond. Through multimedia resources including documentary film, photographs, books, primary source documents, Internet resources, a guided walking tour, and discussion, participants will examine the Grand Central story as a study in change over the last century. Instruction will model the case-study approach to facilitate integration of an event into enriching and meaningful lessons for students in technology, science, math, art, architecture, sociology, and economics. Highlighted in the walking tour will be Grand Central Terminal, the Chrysler, Lincoln, and Daily News buildings, and the East 42nd Street area.
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Requirements: Attend all sessions; read assigned materials; create a curriculum application of course content.
Course Coordinator: James Overbey Course Speakers: Dan Brucker, Grand Central Terminal Guide; Carol Duncan, Social Studies Consultant Open to: All Time: F 12/14, 3:30-7:30; Sa 12/15, 8:30-4:30 Location: SMS B129 & Grand Central and surrounding areas Materials fee: $5 Credit: One point salary credit or stipend Course limited to 18 participants.
Holocaust and Human Rights Education Center Distinguished Lecture and Seminar Series #4330 The continuing affiliation between the Holocaust and Human Rights Education Center and the Scarsdale Teachers Institute offers the faculty and the community an exceptional opportunity to examine the contemporary relevance of the Holocaust as it illuminates such issues as bigotry, racism, and human rights violations. The lecture and seminar series presents leading scholars and experienced educators on a variety of Holocaust-related topics directly applicable to the Social Studies and English curriculum and mandated by New York State. Participants in these programs are also invited to make use of the many other services for teachers offered by the Westchester Holocaust Education Center. The schedule of Lectures and Seminars will be distributed once it is set by the Holocaust and Human Rights Education Center.
Course Coordinator: Neil Ginsberg Open to: All Time: TBA Locations: TBA Credit: One point salary credit or stipend
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INTERDEPENDENCE Exploring Cultural Diversity Through Literature #4331 Teachers in a global community must understand the diverse customs and traditions of their students and colleagues. What better way is there to relate to others than through reading the stories that embed cultural perspective into the lives of real people? Literature selected from across the globe can foster a deep understanding of the racial, ethnic, and cultural groups within the school community, the nation, and the world. Through the reading of selected works of literature and group discussion, participants will learn about the daily lives and perspectives that exist within different ethnic, socio-economic, and cultural groups. Teachers will develop classroom activities that promote empathy, interest, and respect for the global community based upon the readings. The first book to be read is The Invisible Bridge by Julie Orringer. Requirements: Attend all sessions; complete assigned readings; develop a curriculum application of course content.
Course Coordinator: Phyllis DiBianco Date: Th 9/27, 3:30-5:30, with remaining dates to be determined by group. Location: SHS library Open to: Secondary Credit: One point salary credit or stipend Course limited to 15 participants.
World Language and Performance Assessments, Grades 6, 7, 8 #4332 Second-language acquisition theory, learning styles, multiple intelligences, contribute to a greater understanding of languages and learners. Information in these areas is always evolving and is subject to new questions and interpretations as our understanding of human development and the mind continues to change and grow. Helen Curtain & Carol Ann Dahlberg Languages and Children: Making the Match World Language teachers at the Scarsdale Middle School are sensitive to the challenges language students face in a departmentalized learning
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environment. In facilitating the transition between grade levels, teachers need to be familiar with age-appropriate methodology and to be able to distinguish individual learning styles and developmental stages. Students will benefit when teachers collaborate on methods that provide continuity in the language learning environment as well as creative assessments which focus on communicative language skills. Scarsdale Middle School World Language teachers will review their courses of study in order to improve the transition in language learning from sixth through eighth grades. With an overview of the span of student learning in this area, participants will develop assessments. To guide this endeavor, teachers will examine the most recent literature on the development of vocabulary and language structure in early adolescents. Teachers will examine student work and review suggested templates for noting learning over time and rubrics for assessment. Requirements: Attend all sessions; complete assigned readings and participate in group discussions; develop World Language assessments, grades 6-8.
Course Coordinator: Sarah Whittington Open to: SMS World Language Time: Tu 12/4, 12/11, 1/8, 1/15, 1/22, 2/5, 3:30-5:30 Location: SMS T109 Credit: One point salary credit or stipend
Clay Around the World: Part II Advanced #4333 Clay is a universal medium with numerous curricular connections at all grade levels. Previous STI courses have introduced teachers to the wonders of clay in the classroom. This advanced course builds on prior offerings to expand teacher knowledge of the world of ceramics, the history of clay arts, and various best practices for integrating clay processes and projects into curriculum. Clay provides a satisfying, tangible activity for students to engage their creativity and resourcefulness to manipulate 3-dimensional materials as they learn about global history and cultures. Cliff Mendelson, a well known ceramic artist and educator, will lead this weekend course for participants who have experience working with clay. Emphasis will be placed on the technical side of ceramics, kiln firing, and 26
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non-firing techniques, as well as the application and handling of materials. Teachers will create a number of ceramic pieces using tile-making, coiling, slab work, and mask-making techniques. In addition, strategies for integrating clay projects into curriculum, especially when studying Greece, Native American, Asia, and Egypt, will be discussed. This course will take a more advanced approach to the field of ceramics and its application to the classroom. It is recommend that participants have prior knowledge of clay or have participated in Clay Around the World I. Requirements: Attend all sessions; complete assigned readings; develop a student project that integrates a technique learned in the course into a curriculum.
Course Coordinator: Kim Kilcoyne Course Speaker: Cliff Mendelson, Artist Open to: All with clay experience Time: F 12/14, 3:30-7:30; Sa, 12/15, 8:30-4:30 Location: SPS art rm Materials fee: $15 Credit: One point salary credit or stipend
Global Connections #4334 Scarsdale graduates will live in a society and a world where economics, politics, social issues, science, and ecological concerns increasingly transcend traditional borders. In this interdependent environment, education will be the most important tool and will determine the ability to understand, compete and contribute. Scarsdale Public Schools Strategic Plan Michael McGill, Superintendent The Scarsdale Teachers Institute in collaboration with the Interdependence Institute offers this yearlong seminar series. The Scarsdale District Interdependence Committee was formed to further the Strategic Plans goal of supporting existing activities and encouraging the creation of new programs that foster multicultural awareness in the schools. Teachers and administrators on the Committee developed several initiatives including a lecture series on issues, both national and international, that impact the global and local communities. Speakers and topics will explore cultural and 27
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current forces that bind us together as well as pull us apart. The goal of the course is to enhance individual and collective awareness of current issues with global consequences that impact society. Participants will consider the aims and practices of incorporating national and international newsworthy events into the curriculum, examine activities in the schools that serve as avenues to advance an understanding of cultures, and look for additional ways to bring multiple perspectives to bear in the classroom. Throughout the year, participants will attend lectures and participate in discussions on topics of national and global interdependence. Speakers will provide timely interpretations of events that are shaping the century; participants will meet to discuss their reactions and reflections on the lectures.
Course Coordinators: Steve Boyar, Phyllis DiBianco, Joan Weber Open to: All Time: W 1/30, 2/27, 3/6, 4/10, 5/15, 3:30-5:30 with one date to be determined Location: SHS 172 Credit: One point salary credit or stipend
TEACHING STRATEGIES Using Literature to Build Community at Greenacres #4335 Reading good books together strengthens the common bonds that form a school community. When Greenacres teachers, children, and parents read the same selections chosen from a wide range of childrens authors, themes pertinent to personal behavior and responsibility can be discussed at school and at home. Teachers at every grade level come together in this way to reinforce values and an awareness of issues that concern the Greenacres community. During each session of this class, two or three childrens books will be presented as potential classroom resources. Participants will create activities, appropriate to the grade levels, designed to encourage discussion of the themes in each book. Responses to the literature will be shared through the building in a variety of ways: individual response bulletin boards, display of class projects, cross-class and/or cross-grade discussion, and more. Requirements: Attend all sessions; read assigned materials; develop activities and lesson plans to incorporate the authors, literature, and social 28
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themes discussed in the course.

Course Coordinator: Carole Phillips, Cindy Sansone Open to: Greenacres Time: Th 9/13, 10/11, 11/8, 12/13, 1/10, 2/14, 3/14, 4/11, 5/9, 3:30-4:45, with one two-hour session Location: GRA library Credit: One point salary credit or stipend
Celebrating Childrens Literature #4335A Literature is an essential part of the elementary curriculum, and teachers need the opportunity to keep current with the field of quality childrens books and to discuss with colleagues their application in the classroom. Book discussions also model the teaching of author techniques and genre to students. Books recommended from Caldecott and Newberry winners and the American Library Association provide teachers up to date titles for the best selections in classroom reading. During each session of this class, participants are introduced to two of the top 2012 childrens books. Each participant chooses a book to focus on in a session and may use that book with students as preparation for discussion. Books include short stories, picture books, and poetry. Participants read aloud and discuss ways to use the books in their classrooms. Books include: I Broke My Trunk by Mo Willems and Little White Rabbit by Kevin Henkes. Requirements: Attend all sessions; read assigned materials; write a lesson plan and reflection incorporating books into curriculum.
Course Coordinator: Susan Hendler Open to: Elementary Time: Th 10/11, 11/15, 1/17, 2/14, 3/14, 4/18, 3:30-5:30 Location: QRS faculty lounge Credit: One point salary credit or stipend
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Keeping Current with Young Adult Literature #4335B Teachers need to stay current with high quality fiction that holds strong appeal for young readers. With the knowledge of trends and themes in ageappropriate literature, teachers can inspire enthusiasm for reading.With enhanced awareness of new titles, participants can be confident in recommending appropriate literature for young adults. Book discussions will focus on literary elements, themes, and publishing trends in young adult literature. An annotated list of current well-reviewed titles will be provided for each session. Participants will be required to read two titles from each list. Relevant reading materials, activities, and speakers will be offered from time to time to supplement discussion. The first book that will be read is Wonder by R.J. Palacio. Requirements: Attend all sessions; read two books per session; prepare reader responses.
Course Coordinators: Liz Waltzman, Sharon Waskow Open to: 5-9 Time: Tu 10/9, 11/13, 12/11, 1/15, 2/5, 3:30-6 Location: SMS library Credit: One point salary credit or stipend Course limited to 24 participants.
The Reggio Emilia Study Group: Niente Senza la Gioia (Nothing Without Joy) #4336 In 1945, after living under fascism for two decades, the citizens of Reggio Emilia, a small city in northern Italy, saw the need to reinvent their education. Educators, parents, and citizens have worked together over 50 years to create a public school system that has become a source of innovation and inspiration for educators around the world. The Reggio Emilia experience is based on European educational theory, the American progressive pedagogy of Dewey, the constructivist and sociocultural psychologies of Piaget and Vygotsky, Italian left-reform politics, and postmodern philosophies. The Reggio Emilia experience provides teachers with new ways to think about the child as learner, the role of the teacher, the design of the school environment, and curriculum planning. 30
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The study group is designed to be a collaborative place of encounter and dialogue where teachers study and interpret historical and current education theory and practice. In 2012-13, participants will explore the central metaphor of Reggio Emilia - the 100 languages of children / the multiple intelligences - as it applies to primary education. They will examine Eisners work on the complex relationship of the creative arts and child development. Vivian Paley and the Opal Schools story workshop will model the power of story and story-making as a way that children make meaning of their worlds. Through readings, discussions, videos, material explorations, and school visits to the Tribeca Community School and The Blue School, participants will deepen their knowledge of constructivist pedagogy and share their interpretation and application of the philosophy in their classrooms. Requirements: Attend all sessions; complete assigned readings; create and share a project with classroom/curriculum application.
Course Coordinators: Lindsey Hicks, Lorella Lamonaca Course Speakers: Lella Gandini, United States Liaison for the Dissemination of the Reggio Emilia Program; Phil Smith, Poet Open to: All Time: Tu 10/2, 11/6, 12/4, 1/8, 2/5, 3/5, 4/2, 5/7; Th 6/6, 3:30-6, with 4 hours of independent study Location: HCS library Credits: One or two points salary credit or stipend
Innovations in Early Childhood Education: A Dialogue with Lella Gandini #4336A Scarsdale and Edgemont teachers will have the unique opportunity to enter into dialogue with Lella Gandini, an educator whose knowledge of childhood development and the Reggio Emilia experience has had a profound influence on early childhood education in the United States. The Reggio Emilia experience places an emphasis on childrens creativity, small group and collaborative encounters in the classroom, intentional environments, the use of authentic materials, and an openended curriculum. Ms. Gandini, an early participant in the Reggio Emilia experience and currently the North American liaison to Reggio Emilia, will share reflections on the latest developments in Reggio Emilia and
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updates on the primary interpretation of the Reggio Emilia experience in the United States. Participants will explore the fundamentals of the Reggio Emilia approach with a specific emphasis on the elements of playful inquiry, the poetic languages of the arts, and the power of childrens stories in making meaning of their world. Through Lellas stories and videos from Reggio Emilia and Reggio-inspired schools, discussions, and hands-mind explorations, participants will deepen their understanding of the philosophy and values of the Reggio Emilia experience and develop strategies for applying the philosophy in their classrooms. Requirements: Attend all sessions; complete assigned readings; complete a lesson plan or reflection that articulates the application of inquiry learning in the classroom.
Course Coordinators: Lindsey Hicks, Lorella Lamonaca Course Speaker: Lella Gandini, United States Liaison for the Dissemination of the Reggio Emilia Program Open to: All Time: F 1/4, 3:30-7:30; Sa 1/5, 8:30-4:30 Location: SHS 170, HCS library, art rm, computer lab Credit: One point salary credit or stipend
LCI at STI #4337 The Lincoln Center Institute is devoted to embedding aesthetic education in elementary, middle, and high school curricula through meaningful aesthetic education for all students. LCI offers a coherently structured program that involves teaching artists working in close partnership with classroom teachers during an intensive summer workshop and through follow-up activities throughout the school year. This course will be part of a long-term series of conversations about the arts and aesthetic education designed to keep the conversation going among LCI summer participants. An ancillary goal is to empower teacher teams in each building to encourage other Edgemont and Scarsdale teachers to participate in the LCI aesthetic education initiative in the near future and to continue integrating aesthetic education in the arts into their curriculum. The Arts and Aesthetic Education initiative, of which this course is a part, aims to sustain and intensify discussions of arts and aesthetic education across schools and across grades. 32
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Monthly workshops continue the Lincoln Center Institute for Aesthetic Education experience, its philosophy of aesthetic education, its capacities for aesthetic learning, and its practices for introducing and integrating aesthetic education into curriculum. In pursuit of this rich experience with the arts, course activities for participants include: working with teacher artists to develop and integrate a Line of Inquiry into curriculum; exploring works of art with colleagues across the grades and subject areas; experiencing the LCI workshop model; using the Capacities of Aesthetic Education to design curriculum around a work of art. Through this rich experience of learning over time, participates will become members of a professional community of educators who share a profound interest in integrating the world of the arts into their students lives and learning. Requirements: Attend all sessions; complete required readings; develop and share curriculum applications of the course.
Course Coordinators: Diane Celentano, Robert DiYanni, Joan Weber Open to: All Time: Th 9/27, 10/25, 11/29, 12/13, 1/31, 2/28, 3/21, 4/25, 5/30, 6/13, 3:30-5:30 Location: SHS 170 Credit: One or two points salary credit or stipend
LCI at STI: War Horse #4337A Eighth grade students at Scarsdale Middle School will attend a performance of War Horse at the Vivian Beaumont Theater in NYC in December 2012. War Horse, an acclaimed work of theatrical imagination,uses the magic of puppetry to capture historical events of World War l. This intensive weekend workshop will prepare teachers to guide students through an engagement with a remarkable work of history and theatrical art, War Horse. Teaching artists from the Vivian Beaumont Theater will lead teachers in an exploration of the wonder of the War Horse interpretation of history as they apply the principles of aesthetic education at the heart of the Lincoln Center Institute experience. Friday evenings session focuses on the fascinating story of the making of War Horse and on the background and theatrical framework and methodology of the production. On Saturday, teaching artists will lead participants through the hands-on, learn-by-doing pedagogy of LCI as they model the integration of primary sources, poetry, timelines, and the magic of puppetry into a 33
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classroom experience that will enhance and enrich the study of World War I. Requirements: Attend all sessions; complete assigned readings; design a lesson plan reflecting the course content.
Course Coordinator: Diane Celentano Course Speakers: Teaching Artists from the Vivian Beaumont Theater at Lincoln Center Open to: SMS Eighth grade teachers Time: F 9/21, 3:30-7:30; Sa 9/22, 8:30-4:30 Location: SMS Credit: One point salary credit or stipend
Professional Learning Through Lesson Study at Edgewood #4338 Lesson Study, a professional development process that originated in Japan, is recognized by the National Staff Development Council as a powerful design for building professional learning communities. In Lesson Study, teachers systematically engage with one another in an examination of their instructional methods, content, curriculum, and student learning and understanding in order to improve classroom teaching and learning. Richard Du Four, writing in Educational Leadership 2004, notes: The big ideas of a professional learning community are to focus on learning rather than teaching, to work collaboratively and hold yourself accountable for results. In this year-long building-based course, Edgewood teachers will take an in-depth look at Lesson Study and work in teams to plan research lessons in a variety of subject areas around a common pedagogical theme related to the Strategic Plan. Collaborative teams of 3-4 members will research, plan, teach, observe, and reflect on an actual classroom lesson. Following the presentations of each lesson, group members will reflect on the lesson and consider methods to refine instruction with the goal of making each lesson more effective. Requirements: Form a lesson study group of 3-4 teachers and attend all sessions of the course with these colleagues; complete assigned readings; research, plan, implement, and reflect on a group lesson; plan a conference presentation. 34
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Course Coordinators: Dylan Cadalzo, Scott Houseknecht Open to: Edgewood Time: Th 10/4, 10/11, 10/18, 11/1, 11/29, 12/6, 1/10, 1/24, 3:30-5:30, with four more sessions in the spring term and 5 additional two-hour meetings scheduled flexibly, 4 hours of online meetings, and 6 hours (3 per semester) of independent study. Location: EWS library Credits: Three points salary credit or stipend
A Closer Look at Singapore Math with Ban Har Yeap #4339 Scarsdale has recently adopted the Singapore math program for students in kindergarten through fifth grades. Teachers of these grades have requested additional support to supplement the professional development provided by the District, as they learn the methodology, pedagogy, and structure of this new program. The course is a response to these requests, and teachers of elementary math will gain a deeper and broader understanding of Singapore math as they work with Ban Har Yeap, author of the Singapore Primary Math textbooks. Ban Har Yeap will guide teachers in an examination of three aspects of teaching Singapore math at the elementary grades: basic skills and concepts, consolidation, and problem solving. Dr. Yeap will also model strategies that effectively engage learners in math instruction. Participants will probe the unique features of Singapore Math with an emphasis on visuals, systematic topic development, variations in exercises, and challenging problems. Requirements: Attend all sessions; complete assigned readings; develop lessons using the Singapore text and information learned in the course.
Course Coordinator: David Besancon, Edward Kennedy, Nancy Pavia Course Speaker: Ban Har Yeap, author of Singapore Primary Math textbooks Open to: Elementary Time: F 1/25, 3:30-7:30; Sa 1/26, 8:30-4:30 Location: SHS, rm 170 Credit: One point salary credit or stipend
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Lets Talk Math #4339A In July 2010, the New York State Department of Education adopted the Common Core Learning Standards for mathematics. These standards are focused on developing mathematical skills and understandings that will empower students to engage successfully with the challenges of the 21st century. Teachers of mathematics need time and opportunity to discuss with colleagues the impact of CCLS on curriculum. In addition, teachers, and their students, will benefit from collaborative support in creating lessons and activities that foster deeper mathematical understanding and enable students to see the connections between mathematics and economics, physics, chemistry, the environment, population growth, medicine, sports, music, and more. Teachers must also address the everevolving role of technology as a tool in developing these understandings. To evaluate learning, teachers will need to design authentic, performancebased assessments that require students to demonstrate their knowledge of mathematical concepts in application to real world situations. The goal of this course is to enable secondary math teachers to collaborate with colleagues to create lessons, activities, and assessments aligned with the Common Core Learning Standards. Opportunity will be given for participants to develop instructional activities requiring the application of mathematics to the real world. Examples include the use of geometry to solve design problems or the analysis of population data to predict future population trends. Participants will be introduced to Geogebra, a free interactive geometry, algebra, spreadsheet, and calculus application, intended for teachers and students in elementary school through university level. Participants will explore the nature of authentic assessments requiring students to demonstrate critical thinking and conceptual understanding of mathematical concepts. This course will meet for six two-hour sessions. Two of these sessions will be spent developing relevant lessons, instructional materials, or assessments. Requirements: Attend all sessions; read assigned materials; complete and present a project related to the course content.
Course Coordinators: Monica Palekar, Lynn Potter Open to: Secondary math Time: Tu 10/2, 10/9, 10/16, 10/23, 11/6, 11/13, 3:30-5:30, with 10/23 and 11/6 to be used as collaboration workshops for creating lessons and student activities.
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Location: SHS 222 Credit: One point salary credit or stipend
Exploring the Professional Shelf: Writing in Science #4340 The librarys professional collection contains multiple books and videos designed to promote teacher growth and development. Using these resources with peers provides a supportive and congenial means to hone ones skills and explore new ways to help students learn. A treasure of the professional shelf, Writing in Science in Action by Betsy Rupp Fulwiler, focuses on the use of science notebooks to integrate writing into the curriculum and to reinforce science content, vocabulary, and processes. When used continuously over time, science notebooks have been shown to help students develop scientific thinking, content understanding, and expository writing skills. Both novice and experienced users of science notebooks will deepen their knowledge of this practice by reading and discussing Writing in Science in Action by Betsy Rupp Fulwiler. In addition to Fulwilers text, participants will examine DVDs and the Internet for examples of how teachers use science notebooks, how they assess student thinking and learning from the notebooks, and how they provide effective feedback to students. Each class session will focus on a specific classroom strategy for using science notebooks during inquiry science. Participants will plan for and apply these strategies with students and develop assessments that focus on science content, scientific thinking, and scientific skills evident in the notebooks. Requirements: Attend all sessions; complete assigned readings; integrate science notebook strategies into classroom practice and share samples of student work with the group.
Course Coordinator: Anne Stokes Open to: Elementary Time: Tu 10/9, 10/16, 10/23, 11/13, 11/20, 12/11, 3:30-5:30 Location: EWS library Credit: One point salary credit or stipend
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Exploring New Literature for English Language Arts Instruction: Grades 3-6 #4341 To promote a love of reading in students, teachers will gather together to share new childrens books, both fiction and nonfiction. As participants read and review books in collaboration with colleagues, they will determine which ones integrate into the English Language Arts program and which support other subject areas on their grade level. Participants will read new works. In class, the literature will be discussed and related teaching strategies will be reviewed. Teachers will develop ideas to link these materials to instruction. At the completion of the course, each participant will have read several books and reflected on how to integrate them into curriculum. Requirements: Attend all sessions; read a book and share a description of an appropriate activity to be used in connection with the new title.
Course Coordinators: Barbara Horowitz, Vivian Sonnenborn Open to: 3-6 Time: Tu 10/16, 11/20, 1/8, 2/12, 4/9, 5/28, 3:30-5:30 Location: GRV library Credit: One point salary credit or stipend Materials: Participants should be prepared to buy/borrow copies of new titles. Course limited to 20 participants.
Lets Make Books: Books with Special Folds #4342 Discover new and unique ways for students to bind their own books! Experiment creatively with book designs that will stimulate in students an interest in writing and recording information. A book created and crafted by students is a uniquely personal portfolio to preserve evidence of their learning over time. These book structures can be easily adapted to different grade levels and ability levels. Through the art of folding, participants will learn different ways to bind books and create structures that are perfect for writing, illustrating, recording ideas, and listing facts. Different materials and choices in form 38
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and decoration will allow for individual creative expression in folded designs. Participants will fashion their own books to share with the class and to use as models for the books with special folds activity in their classrooms. Requirements: Attend all sessions; complete assigned readings; create books with special folds to be used as examples for students.
Course Coordinator: Nancy Closter Course Speakers: Mary Dee Merrell, Artist; Karin Reetz, Artist Open to: All Time: F 10/19, 3:30-7:30; Sa 10/20, 8:30-4:30 Location: GRA art rm Materials Fee: $30 Credit: One point salary credit or stipend Course limited to 20 people.
Podcasting Through Central Park #4343 Today, more than ever, teachers must seek new ways to make curriculum real, relevant, and connected to student learning and skill development. According to the Partnership for 21st Century Skills, Today, we live in a technology and media-driven environment, marked by access to an abundance of information, rapid changes in technology tools and the ability to collaborate and make individual contributions on an unprecedented scale. Incorporating technology, such as podcasts, blogging, and Wikispaces into site visits will help students develop their information, media, and technology skills while enriching and deepening the learning experience. Creating podcasts enables teachers to establish a clear focus, ask critical questions for students to consider and suggest creative ways for students to respond to a site. Blogging before and after an authentic experience creates opportunities for students to reflect on their learning and provides a means for teachers to assess student understanding. This course will focus on integrating podcasts and blogs into a learning tour of Central Park. During the first session, participants will learn how to use GarageBand to create podcasts. Sample podcasts will serve
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as a model. Participants will be introduced to the history of Central Park through links and clips from a course Wikispace and will complete research on a landmark in the South End of the park. Participants will then create an original podcast, using GarageBand, describing the history and relevant details of a site in the South End of Central Park. Blog responses will be posted by participants on the Wikispace. The second session of the course will consist of a walking tour, guided by the podcasts, of the South End of Central Park. Participants will blog about the podcasting and walking tour experiences on the Wikispace. Requirements: Attend all sessions; complete assigned readings; create an original podcast using GarageBand describing the history and relevant details of a site in the South End of Central Park. Write and post a pre and post visit blog response on the course Wikispace.
Course Coordinators: Meghan Lahey, Kevin Roemer Open to: All Time: F 9/28, 3:30-7:30; Sa, 9/29, 8:30-4:30 Location: SMS P183 and Central Park Credit: One point salary credit or stipend
Picture Book Murals #4344 Teachers create positive, visually rich classroom environments as a means of engaging students and stimulating their interest in learning. By producing art murals based on picture books from the elementary curriculum, teachers can encourage the development of diverse student abilities especially the visual, tactile, and kinesthetic. In addition to improving classroom aesthetics, picture book art murals may be used as interactive manipulatives to connect students to the curriculum and make it accessible to all learners. The mural art form meets a variety of curricular objectives. Participants will plan, design, and execute a large mural for display in the classroom. Murals may be interdisciplinary, thematic, or specific to a particular elementary curriculum. Instruction on the elements of art will guide participants to create murals that are dramatic as well as effective. Art techniques will be taught and used in the painting process. Murals may be for classroom display, or they may be transformed into an interactive model or game board. Participants, working alone or in small groups, will produce a functional, aesthetically pleasing, work of art for their classrooms. 40
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Requirements: Attend all sessions; complete assigned readings; create a mural for the classroom based on a picture book used in the curriculum.
Course Coordinator: Denise Cassano Open to: Elementary and reading Time: F 1/11, 3:30-7:30; Sa 1/12, 8:30-4:30 Location: SMS T17 Materials fee: $25 Credit: One point salary credit or stipend Course limited to 12 participants.
Nutrition: Step Lightly #4345 The World Health Organization estimates that one out of every two deaths among children under five in developing countries is associated with undernutrition.In the same countries, one of three children is affected by vitamin and mineral deficiencies, and one of six infants has a low birth rate. In the USA, hunger and obesity are both significant public health problems. Knowledge of the inequality of proper nutritional sources and practices will inform a better understanding of personal and planetary needs as teachers and their students consider fair-trade and other systems that have come about with the globalization of food. Helping students make better food choices is also an intrinsic way to encourage better health, self- esteem, focus, and energy and to foster an understanding of how individual choices have a trickle-down effect on the world. In this course, an art teacher and a science teacher will model a multi-sensory approach to investigate the topic of nutrition, of the sources of vitamins and minerals and other basics that humans need in order to survive and to thrive. Participants will review food choices that provide proper nutrition and will examine various movements and controversies that have grown from concern over how people eat: Eating Local, Slow Food, the green movement,animal issues, water use and abuse, subsistence and sustainable farming, pesticide abuseand seed sterilization, farm subsidies, farm labor, corporate power, and foods energy footprint. Readings and films will serve to clarify the diversity of viewpoints on food and nutrition: the documentary King Corn; Barbara Kingsolvers Animal, Vegetable, Miracle; Michael Pollans works on the topic, Fast Food Nation by Eric Schlosser, and others. Participants will create art
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and an edible project to illustrate their learning. Course content is readily transferable to subjects across the curriculum that teach global issues with tie-ins to food policy and politics. Requirements: Attend all sessions; complete assigned readings; create a project using course content.
Course Coordinators: Caryn Margolis, Jeannette Stockton Open to: All Time: F 10/19, 3:30-7:30; Sa 10/20, 8:30-4:30 Location: EHS E-9 Credit: One point salary credit or stipend Course limited to 15 participants.
The Artists View #4346 Picasso wrote: Every child is an artist. The problem is how to remain an artist once he grows up. When children are denied creative opportunities, their perspectives narrow and their passion for achievement gradually dims. The District arts initiatives seek to preserve the artist in every child through learning experiences that promote original thinking, innovation, resourcefulness, multiple perspectives, and an appreciation for other cultures, all the essences of the 21st century learning. When teachers view the world as artists, they help students do the same. The artist sees the world as ever changing, with limitless possibilities. Participants will examine familiar works of art, such as Edward Hoppers Nighthawks, to gain insight into the artists techniques and media choices. They will identify the mood and voice of the work by creating an imaginable dialogue. Participants will then transform these works through a variety of media. Colors and other studio arts materials will be layered onto the original artwork to create a new storyline that can be shown as a visual art or complemented with dialogue and sounds recorded using GarageBand, an audio editing software. The idea behind this form of expression is to see the possibilities in familiar works of art. Teachers of all grades levels and subject areas will find application to curriculum in this innovative and challenging process. Requirements: Attend all sessions; complete assigned readings; create 42
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original visual and multimedia art work that is inspired by art masters.
Course Coordinators: Sara Faranda, Paul Tomizawa Open to: All Time: F 10/26, 3:30-7:30; Sa 10/27, 8:30-4:30 Location: FMS art rm Credit: One point salary credit or stipend
Creative Teaching: Innovating in the Classroom #4347 As a number of recent books have argued, creative thinking and creativity can be developed and improved. Edward de Bonos Six Thinking Hats and The De Bono Thinking Method are examples of professional learning resources that provide educators proven classroom strategies to stimulate creative thinking, especially about teaching. By exploring together, teachers can nurture and foster their own creative thinking and that of their students. Participants will explore specific creative thinking strategies to broaden and deepen cognitive originality in teaching and in learning. The first half of the course focuses on thinking tools developed by Edward de Bono from his books, Six Thinking Hats and The De Bono Thinking Method. The second half of the course highlights creative teaching practices developed by teacher/researchers affiliated with Harvards Project Zero. These practices are included in a recent book, Making Thinking Visible, by Ron Ritchhart, Mark Church, and Karin Morrison. De Bonos creative thinking tools and the creative teaching techniques of the Project Zero authors are practical and productive and can make a significant difference in how teachers teach and how students learn. Each participant will develop a project for encouraging the use of creative thinking strategies in the classroom. Requirements: Attend all sessions; complete assigned readings; develop a classroom project that incorporates creative thinking into curriculum.
Course Coordinators: Diane Celentano, Robert DiYanni Open to: All Time: F 10/26, 3:30-7:30; Sa 10/27, 8:30-4:30 Location: SHS 170 Credit: One point salary credit or stipend
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Designing Effective Literacy Centers #4348 A literacy center is a place or activity that invites students to practice, apply, and extend strategies taught during reading workshop instruction. Literacy centers provide opportunities for independent student work that support classroom learning while facilitating meaningful peer interactions. Properly designed and managed centers allow teachers to work one-onone with students and to observe and evaluate student progress as they develop reading skills and strategies. In addition, students engaging in center activities increase their responsibility for constructing, practicing, and recording new knowledge. The structure and organization of literacy centers aid teachers in addressing a wide range of skill levels. Centers build on learning styles and interests to facilitate a students ability to self motivate, to problem solve, and to collaborate. The course begins with an overview and discussion of the literature and research on literacy centers and an exploration of exiting centers. Inspired by readings and actual centers, participants will design and construct literacy centers in their own classrooms that differentiate instruction and provide opportunities for both social and self-motivated learning. Participants will examine the use of data collected from literacy centers to inform their instruction and create student literacy portfolios for assessment. The organization and structure of centers are critical to their success, and routines for scheduling, arranging, and maintaining centers will be presented. Essential questions such as: What are the goals and objectives for my centers? and What activities will match my goals and objectives? will be posed to ensure center activities are crafted to match individual teacher needs and preferences as well as local and state standards. Requirements: Attend all sessions; complete assigned readings; create two literacy centers for classroom use.
Course Coordinator: Marisa Ferrara Open to: K-1 Time: F 11/2, 3:30-730; Sa 11/3, 8:30-4:30 Location: GRV 4 Credit: One point salary credit or stipend
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Learning Styles in the Classroom #4349 In recent years, educational research and programming have emphasized the accommodation of individual student differences in the classroom. Materials, methods, and management systems have proliferated rapidly. While strategies have been developed that provide alternative learning opportunities for children and adults, the technologies needed to assess and classify children have been slower in coming. The Murphy-Meisgeier Type Indicator for Children (MMTIC) was developed out of this need. Type Theory provides the knowledge and skills for recognizing why and how learning and teaching style differences occur, what they mean, and how educators can more effectively deal with these differences. Just as every teacher has a preferred style of teaching, every student has a preferred style of learning. In this course, participants will explore ways to improve student learning through the use of the Myers-Briggs Type Indicator (MBTI). Before teachers can apply the MBTI to classroom use, they must learn about their type and see how type relates to the classroom. The workshop will develop activities designed to accommodate differences in teaching and learning styles in order to maximize student success. Requirements: Attend all sessions; read assigned materials; take the MyersBriggs Type Indicator; write a paper that applies Type Theory to classroom or develop a unit of study that incorporates Type instruction.
Course Coordinator: Jennifer Gilbert Course Speakers: Len Tallevi, Chair, Social Studies, Scarsdale Middle School, retired, and Education Coordinator for the Association of Psychological Type; Marie Tallevi, Teacher, Quaker Ridge, retired Open to: All Time: F 11/16, 3:30-7:30; Sa 11/17, 8:30-4:30 Location: SMS library Materials fee: $15 for MBTI test Credit: One point salary credit or stipend
Developing Reading Comprehension Using Internet Tools #4350 In order to participate in an information society, students must be able to recognize and appreciate multiple perspectives, to collaborate, and to
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share expertise. These activities, known as the new literacies, include the reading comprehension and learning skills required for students to be successful users of the Internet and other emerging information and communications technologies. Authentic use of these Internet technologies affords both students and teachers the opportunities to make multiple perspectives visible, expand the learning community, and make thinking concrete. Teachers will enhance their practice by learning and applying critical information literacy skills in the classroom. Teaching students to use these available tools effectively will encourage the critical thinking and collaboration skills necessary for their future. Lisa Zawilinski, staff developer and a member of the New Literacies Research Team at the University of Connecticut, will guide participants as they explore methods to enhance the development of critical literacies and online reading comprehension in the classroom. The New Literacies can be readily integrated into the Grades 1-5 curriculum including Balanced Literacy, Inquiry Research, and the Capstone Project. Teachers will immerse themselves in the use of Internet technologies needed to support student learning in the age of technology: blogs, wikis, voicethreads, and more. Participants will consider the best methods of designing curriculum and research projects that integrate information literacy skills across the grades. Requirements: Attend all sessions; complete assigned readings; participate on online forums/discussions; create a curriculum project based on course content.
Course Coordinators: Karen Pelekis, Carole Phillips Course Speaker: Lisa Zawilinski, Staff Developer, University of Connecticut Open to: Scarsdale Elementary Time: Th 12/6, 12/20, 1/3, 1/17, 3:30-6:30 Location: GRA library Credit: One point salary credit or stipend
Stress in Children and Adolescents #4351 Growing evidence from research affirms that todays youths are a highly stressed group. Multiple social and situational determinants account for the tensions students experience. At each developmental stage a shifting 46
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balance occurs between demanding life events that heighten vulnerability and the protective factors that enhance youth resilience. As long as the balance between stressful life events and protective factors is favorable, successful adaptation is possible. Stress affects the functioning of children and adolescents at home, with their peers, as well as in school. Teachers need to be aware of the tensions faced by 21st century students and knowledgeable about strategies to increase youth coping skills. The goal of this course is to encourage the development of coping strategies in participants and in students. Course members will be guided through a clinical exploration of stress in school-age children: psychological origins; environmental factors; physiological and psychological responses; related influences including developmental stage, gender, and culture. Participants will look at the pressures in their own lives and the methods they rely on to cope. Staff will exchange concerns and issues that they have experienced with students and suggestions for individual and classroom activities that promote stress reduction including role plays, movie clips, songs, and poetry. Increased knowledge and sensitivity gained from course content will help teachers to identify and intervene more effectively with students who are experiencing stress. Requirements: Attend all sessions; complete assigned readings; complete a curriculum-based project from course content.
Course Coordinator: Jennifer Walker Open to: All Time: F 1/4, 3:30-7:30; Sa 1/5, 8:30-4:30 Location: SHS 1N2 Credit: One point salary credit or stipend
Lets Make Books: Journals and Notebooks #4252 Students, grades K through 12, know the need to organize paper work: facts, class notes, poems, stories, illustrations. In the process of making selections and grouping items, they are learning the critical thinking processes of sorting and categorizing, of developing abstract concepts from individual items, of identifying similarities and differences among objects. When students create portfolios, journals, and notebooks, they are connecting their uniquely personal sense of creativity and artistry to their work. Journals and notebooks can also be used by teachers to record and assess student learning. 47
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In this learn-by-doing workshop, participants will explore different book styles, from simple to complex, that can be easily crafted by students for use across all grades. Any subject area can be the basis for studentdesigned journals or notebooks, and participants will model the creative process for their own classroom groups. Teachers will learn a new strategy to help students organize their work through the creation of memorable and personal journals or notebooks. Requirements: Attend all sessions; complete assigned readings; create journals and notebook examples for student use.
Course Coordinator: Nancy Closter Course Speakers: Mary Dee Merrell, Artist; Karin Reetz, Artist Open to: All Time: F 2/1, 3:30-7:30; Sa 2/2, 8:30-4:30 Location: GRA art rm Materials Fee: $30 Credit: One point salary credit or stipend Course limited to 20 participants.
Picture Books in a Weekend #4253 Childrens literature is a constantly changing field, andteachers need to stay current and informed about the newest and most notable picture books available. Teachers also need time to discuss and collaborate with colleagues and to model the use of picture books in classroom practice. This course will explore literature as participants examine new picture books and develop ways to integrate them into current language arts programs. This course explores picture books published in the last three years. District librarians will highlight various titles by comparing and contrasting literary quality, artwork, pertinent themes, expressive language, curriculum connections, readability levels, and more. Participants will read and discuss a wide variety of picture books, keep readers journals to record personal responses to the material, and plan how each title may be used with students.Participants will also learn about various awards for the picture 48
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book genre, including the Caldecott Medal, and discuss the important criteria that award committees consider when choosing the best picture book published. As part of the course, Peter Sis, award-winning author/ illustrator will be the guest speaker; Mr. Siss most recent book, The Wall: Growing Up Behind the Iron Curtain, was awarded The Robert F. Silbert Medal in 2008, and it was also named a Caldecott Honor Book. Requirements: Attend all sessions; read all assigned material; create lessons reflecting course content.
Course Coordinators: Scarsdale Elementary Librarians Course Speaker: Peter Sis, Author/Illustrator Open to: Scarsdale Elementary Time: F 2/8, 3:30-7:30; Sa 2/9, 8:30-4:30 Location: QRS library Credit: One point salary credit or stipend Course limited to 25 participants.
Tablet-to-Tablet: Playful Books #4354 The National Standards for Arts Education direct teachers to connect the visual arts with other academic subjects. An examination of the printed word through history is a rich vehicle for this integration. From clay tablets to the printing press to the iPad, the record of the human need to tell stories and the materials and technologies developed in support of this determination provides a unique and fascinating multisensory exploration into the history of the human race. Playful books, as well as toys, have been used to stimulate curiosity and learning in the young across cultures throughout history. Innovative authors and artists, not content with the flat page, have developed flipbooks to represent time sequences and popup books to add dimension to storybook reading. An investigation into these historically relevant toy and book forms will provide teachers fun-filled and stimulating multi-sensory strategies to integrate art and other curriculum across the disciplines. A pop-up book can be a new way to explore a story and origami a unique method to review course content. The creation of these hands-on books will bring new options to classroom practice. Tali Minelli, who has a
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degree in graphic design and background in fine arts, will guide instruction. As always, course activities will feature interdisciplinary, hands-on activities to help establish new ways to present student and teacher work. Requirements: Attend all sessions; complete assigned readings; develop a curriculum connection to classroom practice based on course content and resources.
Course Coordinator: Jeannette Stockton Course Speaker: Tali Minelli, Think Art Open to: All Time: F 2/8, 3:30-7:30; Sa 2/9, 8:30-4:30 Location: EHS E-9 Credit: One point salary credit or stipend Course limited to 15 participants.
Current Practices in Health and Physical Education #4355 Through participation in the Southern Westchester BOCES Health Physical Education Consortium, K-12 Health and Physical Education teachers have access to high quality professional development experiences. A variety of regional presentations and workshops on a number of timely topics feature local, state, and national presenters. These workshops focus on the current trends and practices spanning the K-12 curricula in Health and Physical Education. Participants will attend two in-house sessions to examine current trends in health and physical education curricula and their impact on programs. Teachers will also share and review successful strategies that they have implemented in their classes. Participants will select programs from the BOCES list of Seminars and Lectures throughout the year. Requirements: Attend all sessions; read assigned materials; write a reflection paper or develop lesson plans or an overview of a unit incorporating the course content.
Course Coordinator: George Blessing Open to: PE and Health
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Time: Th 9/27, 3:30-5:30, with remaining dates set by BOCES Location: SHS & BOCES Credit: One or two points salary credit or stipend
EQUITY AND ACCESS Creating Games to Differentiate Instruction #4356 Children must learn a variety of skills in the early grades, and many students need the repetition of skills and concepts before they can achieve mastery. Games and activities help children learn by providing repetition and review in an enjoyable and effective manner. Games appeal to every ability level and can be integrated into reading, writing, and mathematics. Children are active learners, and games engage them in learning. This course provides the strategies to differentiate instruction, an important district goal. Teachers in grades K-3 will learn to create games and activities that can be used immediately in their classrooms to reinforce curriculum. An integral part of the course will be the discussion of multiple intelligences and differentiation of instruction. Teachers will examine their individual curricular areas in the primary grades to develop 8-10 games/activities as their final projects. Participants should bring reference materials for the concepts they would like to develop. Requirements: Attend all sessions; share personal games and ideas with colleagues; complete 8-10 new games or activities for the classroom based on course content.
Course Coordinator: Bevin Pagel, Teacher, Edgewood Open to: K-3 and Special Ed Time: F 11/30, 3:30-7:30; Sa 12/1, 8:30-4:30 Location: EWS library Materials Fee: $20. Participants should bring scissors. Credit: One point salary credit or stipend Course limited to 17 participants.
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Its on the Tip of My Tongue #4357 Students who experience difficulties with word-finding know the challenges they present with interpersonal communication as well as all aspects of literacy. Problems with word retrieval in childhood can continue throughout the school years and into adulthood limiting fluent expression in social, academic, and professional activities. Intervention can reduce word-finding errors through strategies that facilitate effective communication and learning. The focus of this course will be on the classroom applications from the works of Diane German, PhD, author of The Test of Word Finding, The Word Finding Intervention Program, and Its on the Tip of My Tongue: Word-Finding Strategies to Remember Names and Words You Often Forget. Participants will investigate the nature of word retrieval difficulty and develop an understanding of where in the process breakdowns occur. Participants will analyze word finding errors presented in samples of their own discourse as well that of their students. Video clips will provide examples for group discussion. Practical strategies for improving wordretrieval for students of all ages will be explored. Accommodation plans that facilitate retrieval for students with identified word finding disabilities will also be examined. Classroom sessions will be supplemented with additional text and on-line reading material. Requirements: Attend all sessions; complete assigned readings; develop an accommodation plan for students with word-retrieval problems.
Course Coordinator: Monica Grey Open to: All Time: Th 12/6, 12/13, 12/20, 1/3, 1/10, 1/17, 3:30-5:30 Location: EHS library Credit: One point salary credit or stipend
Differentiation Through Type #4358 An ongoing pursuit for the Scarsdale school community is the question of how best to respond to students individual learning differences. The districts recent work with Carol Ann Tomlinson in the field of differentiation has deepened and enriched faculty knowledge and 52
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understanding of the issue. An additional resource on differentiation with which many staff members are familiar is the Myers-Briggs Type Indicator, and teachers are interested in applying their knowledge of Myers-Briggs to classroom planning and practice. This course demonstrates how to use psychological Type as a natural part of the curriculum planning process to accommodate learning styles and to differentiate instruction for all students. Participants will review the tenets of Type, examine Type-based lessons that differentiate instruction, and use these models of curriculum design to develop lessons that accommodate the individual style learning needs of their students. The goal of this course is to provide participants with a variety of learning style approaches that will enhance instruction in their classrooms while promoting a love of learning for their students. Requirements: Attend all sessions; complete assigned readings; create and critique lessons that demonstrate differentiation through Type.
Course Coordinator: Jennifer Gilbert Course Speakers: Len Tallevi, Social Studies Chair, Scarsdale Middle School, retired, and Education Coordinator for the Association of Psychological Type; Marie Tallevi, Teacher, Quaker Ridge, retired Open to: All Time: F 1/25, 3:30-7:30; Sa 1/26, 8:30-4:30 Materials fee: $15 for MBTI test Location: SMS library Credit: One point salary credit or stipend
Race (Still) Matters #4359 Todays high school students have been identified by some pundits as a generation of young people who have transcended race. Whether accurate observation or wishful thinking, the issue of race relations persists in this generation, as it has throughout American history. Recently, Scarsdales Equity and Access Committee has explored perceptions of race relations and school policy in Scarsdale and polled students, teachers, and the community on the topic. Pursuing the same inquiry, a group of Scarsdale High School teachers gathered informally to discuss the impact of race and racial perspectives in the classroom and the High School and have formed
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into a study group to meet regularly, to read, to discuss racial relations and perceptions and their impact on curriculum and school policy. The Scarsdale High School study group on race relations provides a vehicle for heightening awareness of racial issues through discussion, reading, and multi-media resources. Participants will examine the impact of race and racial perspectives on classroom life, the community, and the nation. They will explore their own backgrounds and take an introspective look at how biography shapes personal attitudes toward race and ethnicity. Topics will include affirmative action, the Obama presidency, white privilege, and racially-influenced personal choices. Speakers and readings include Shelby Steele, Randall Kennedy, and Peggy McIntosh, and Tim Wise. Participants can anticipate the involvement of the Jacob Burns Center and the Facing History project. The course, open to returnees and new participants, will include relevant current events and will revisit some topics previously covered to prompt evolving perspective and fresh thought. Requirements: Attend all sessions; complete assigned readings; develop a curriculum project or reflection paper based on course content.
Course Coordinators: Neil Ginsberg, Howard Rodstein Open to: SHS Time: F 9/21, 2-3:30, with additional dates to be determined by group. Location: SHS 362 Credit: Two points salary credit or stipend
Bully Behavior #4360 The term mean girl entered the language from a movie title and has become synonymous with the bullying behaviors of young girls that include cliques and, more recently, cyber bullying. This conduct, evident in boys as well as girls, is often referred to as relational aggression, and parents and teachers have expressed concerns for its impact in school and its opposition to the Circle of Friends ideals. Children of today are rehearsing their adult behaviors of tomorrow, and schools have a responsibility to combat bullying. Through targeted strategies, the sharing of classroom best practices, and access to professional resources, teachers can guide students to develop empathy, engage in healthy conflict resolution, explore feelings, and promote a positive change in peer relationships where needed. 54
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Participants will explore the subject of the mean girl phenomena in the schools: the behaviors the term captures and the impact of those behaviors, in both boys and girls, on classroom community. Resources and instruction will provide effective strategies to create a caring classroom community that is supportive of all learners. The works of Diane Senn - Bullying in the Girls World, Julia Taylor -The Girls Guide to Friends, Jodi Picoult - 19 Minutes, and the works of Rosalind Wiseman all offer an examination of social emotional development and the importance of community. Participants will examine news stories from across the country and explore videos such as Bullying: Its Not Just a Guy Thing and the Dateline episode, My Kid Would Never Bully. Readings will inform the discussions as well as suggest a framework for developing lessons that teach essential social skills. Participants will share their classroom experiences, adapt strategies from the course to professional practice, and write reflections on activities applied to the classroom as a result of the course. Requirements: Attend all sessions; complete assigned readings; create and implement a classroom activity based on course material and write a reflection paper on the experience.
Course Coordinator: Jennifer Turetzky Open to: All Time: F 12/7, 3:30-7:30; Sa 12/8, 8:30-4:30 Location: HCS faculty lounge Credit: One point salary credit or stipend
SCHOOL, COMMUNTIY, ENVIRONMENT Water for Westchester #4361 Clean water from the Croton reservoir system has serviced New York City and Westchester for over one hundred years. Nine million individuals consume approximately 1.4 billion gallons of water per day and over 500 billion gallons per year from this remarkable system, a unique feat of engineering. The story of the construction and development of the Croton reservoir system recounts a fascinating intersection of science, politics, and the environment with vital policy implications for today. Teachers and their students will find important lessons in this history. Through readings and discussion, participants will deepen their knowledge and awareness of Westchesters water supply and the system through which
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it travels. On Saturday, the class will tour the Croton Watershed area and learn of the ecology, evolution, and development of the Croton Reservoir system from a local historian. In addition, the impact of individual and community actions to sustain a clean water supply for the future will be explored, and the chemistry of water will be examined as it relates to the maintenance of this complex water system. Throughout the course, classroom applications and curriculum integration will be emphasized. Requirements: Attend all sessions; complete assigned readings; based on course content, develop a curriculum project reflecting on policy alternatives to preserve the reservoir system.
Course Coordinators: Steve Boyar, Elise Levine Course Speaker: Old Croton Aqueduct staff member Open to: All Time: F 11/2, 3:30-7:30; Sa 11/3, 8:30-4:30 Location: SHS 391 Credit: One point salary credit or stipend
Making Sense of Earth Data Using Ice Imaging System #4362 The remote Antarctic environment of glaciers, mountains, subglacial lakes, and ice sheets capture the imagination of people of all ages. Unfortunately, the magnificent polar ice sheets are thinning and losing mass at a rate faster than previously predicted and are in danger of disappearing. LamontDoherty Earth Observatory, a research laboratory of Columbia University, has developed an airborne ice imaging system called IcePod, which, mounted on aircraft, will monitor and measure the shifting ice sheets for the purpose of developing a model of climate change and its impact on the polar ice. From the data collected, education specialists have developed a curriculum project that engages students in complex environmental problem solving through Science, Technology, Engineering and Math (STEM), and that connects them to real world science research. Led by educators from Lamont-Doherty Earth Observatory (LDEO), teachers will work directly with data sets, applying math, science, and critical thinking skills to frame, measure, and examine real world science problems. They will investigate the curriculum designs that lead students to a better understanding of the physical processes driving the changes that 56
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are occurring in the Polar Regions. Participants will work with the LDEO educators to develop a curriculum project for their own classrooms and to explore assessment of student learning through the project. Requirements: Attend all sessions; participate in polar and climate education activities; develop a curriculum plan using materials learned in the class.
Course Coordinator: Cristine Gilliland Course Speaker: Margie Turrin, Education Coordinator, Lamont-Doherty Earth Observatory, and Geophysics Open to: Secondary Time: F 11/16, 3:30-7:30; Sa 11/17, 8:30-4:30 Location: SMS F75 Credit: One point salary credit or stipend
Service Learning in the Classroom #4363 Educating the mind without educating the heart is no education at all. Aristotle Service Learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Through service-learning, young people use what they learn in the classroom to solve real-life problems. Service learning helps students see themselves as members of an interdependent society able to impact change on a local and global level. Service learning embodies the District motto of non-sibi and fosters a greater appreciation for the needs of others in the community and the world. The course will introduce the concept of service learning as part of curriculum and explore the differences between service learning and fundraising. A faculty and student panel will share successful projects from recent years, and a field trip to the Food Bank of Westchester will include a meeting with Volunteer Director, Nancy Lyons. In addition to the Food Bank of Westchester, local agencies for service learning volunteers are My Sisters Place, Midnight Run, and the AFYA Foundation. Participants will then select areas for potential service learning in their classrooms, research
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related curricular activities, make initial contacts with local organizations interested in forging partnerships for student service, and develop timelines for implementing the projects during the 2012-2013 school year. Participants will share these contacts, resources, and lessons via a servicelearning Edmodo group. Requirements: Attend all sessions; complete assigned readings; develop a service-learning project to be integrated into curriculum.
Coordinators: Meghan Lahey, Emma Wixted Course Speaker: Nancy Lyons, Volunteer Director Food Bank of Westchester Open to: All Time: F 11/30, 3:30-7:30; Sa 12/1, 8:30-4:30 Location: SMS P183 Credit: One point salary credit or stipend
Teaching Ecosystem Literacy: Looking at the Hudson River Valley #4364 Schools have a responsibility to inform students of the impact of human activities on Earths natural systems. To this end, the Cary Institute of Ecosystem Studies brings together scientists, educators, and learners to investigate human and environmental interactions and to educate the public to the consequences of unchecked exploitation of nature. Ecosystem literacy refers to the body of knowledge developed to describe the complexities of this human-environmental relationship. The Changing Hudson Project (CHP) curriculum is an outgrowth of the Cary Institutes commitment to document and describe alterations to the natural order as a result of human pursuits. Using the Hudson River, area teachers and scientists, in collaboration, will engage students in critical thinking as they apply inquiry methods to real-world problem-solving. Educators from the Cary Institute of Ecosystem Studies will lead participants through an exploration of the Changing Hudson Project curriculum. Course content features an examination of environmental problems using scientific data to teach important concepts and to build student facility with inquiry based, authentic evidence. Participants will analyze cutting-edge technical information and will apply concepts from biology, ecology, chemistry, physics, and earth science, as well as skills from 58
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mathematics, data analysis, and modeling, to understand the changing Hudson River ecosystem. The Changing Hudson Project modules for use in their classrooms include student assessment tools and techniques. Requirements: Attend all sessions; participate in the hands-on investigations and activities; develop a curriculum project based on course content.
Course Coordinator: Cristine Gilliland Course Speaker: Cornelia Harris, Cary Institute Education Program Leader Open to: All Time: F 12/7, 3:30-7:30; Sa 12/8, 8:30-4:30 Location: SMS F75 Credit: One point salary credit or stipend
In the Garden at Fox Meadow #4365 The Scarsdale School District has a long-standing commitment to sustainability education. A tour of elementary school gardens provides engaging, colorful, and enduring evidence of the value placed on educating its youth to conservation ideas and practices. At Fox Meadow School, the combination of new staff, teachers new to grade levels, new garden consultants, along with curriculum changes in science, compel a reexamination of the place of the garden in the school curriculum. Consultants, working closely with the teachers, will provide the necessary staff development to assure that the vision for the school garden will continue. Participants will learn by doing as they engage with consultants on enhancing the Fox Meadow garden and on exploring the campus plant life. Equipped with the knowledge of natural resources surrounding their classrooms, teachers will examine curriculum to determine how best to incorporate gardening activities and the life cycle of plants into existing units of study. In addition to working outside in the Fox Meadow garden, participants will explore ways to bring plants into their classrooms, to start plants on the schools grow cart, and to explore natural plantings in the Fox Meadow Nature Park. As students participate in small gardening activities, the hope is that they will apply a wider learning to planet Earth and gain a sense of responsibility for its care.
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Requirements: Attend all sessions; complete assigned readings; develop a curriculum connection to course content.
Course Coordinators: Beth Kaplan, Alethea Lynch, Duncan Wilson Open to: Fox Meadow Time: F 1/11, 3:30-7:30; Sa 1/12, 8:30-4:30 Location: FM multipurpose rm Credit: One point salary credit or stipend
School Nurse Study Group #4366 Teachers, parents, and students often look to district nurses as resources for advice on health issues that arise in the news or in the schools. Medical information is constantly being updated, and the school nurses require adequate time and opportunity to meet with colleagues to discuss the latest findings in their field. Study group participation provides the nurses a venue to read, listen, and share information that will enhance health office practice. Participants will choose books and articles on topics that are relevant to school health office concerns. Through reading, participation in discussions, and sharing daily-based practice information, school nurses will become better-informed advocates and resources for their students and families. Requirements: Attend all sessions; complete assigned readings and discussion questions; maintain reflection journal.
Course Coordinators: Marcia Koff Open to: Nurses Time: Tu 10/30, 11/27, 12/18, 1/29, 3:30-6:30 Location: SMS nurses office Credit: Stipend
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TECHNOLOGY Getting the Most Out of Lexia Reading Software #4367 In 2012-13, Lexia reading software will be available in Greenville and Seely Place schools to help students in need of additional literacy support. The software was piloted last year, and, based on positive feedback from teachers, students, and parents, its use in the schools will be expanded. Lexia software can assist teachers in identifying reading strengths and weaknesses in their students, in assessing progress, and in determining appropriate levels of materials needed for student growth. Lexia addresses phonemic awareness, sound symbol correspondence, and basic decoding skills. It is divided into five distinct areas: Quick Reading Test, Comprehensive Reading Test Early Reading, Phonic-Based Read, and Reading S.O.S. (Strategies for Older Students). Teachers have requested an STI course to learn the many features of the program and how best to apply them to enhance literacy instruction in the elementary grades where needed. Participants will view the three key components of Lexia reading: the Student Application, Assessment Without Testing, and the Lexia Lessons and Skill Builders for teachers. An exploration of the software for students will examine features that provide explicit, systematic, and structured practice of essential reading skills. Participants will analyze student data and utilize the information to plan for individual and small group reading instruction within their classrooms. Specific instructional ideas and activities resulting from the data will be explored and discussed. By the end of this weekend course, participants will have a working knowledge of the Lexia reading program. They will have a toolkit of effective reading materials and strategies to support students in need of enhanced instruction in reading. Requirements: Attend all sessions; complete assigned readings; develop a 2-3 page instructional plan to integrate Lexia software into instruction or write a case study of an individual student or small group intervention based on data provided by Lexia reading software.
Course Coordinators: Christine Kovacs, Jessica Leonard Open to: Edgemont elementary Time: F 10/12, 3:30-7:30; Sa 10/13, 8:30-4:30 Location: SPS 113 Credit: One point salary credit or stipend
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Using GeoGebra in the Math Classroom #4368 When math teachers integrate technology into instruction, they facilitate discovery-based learning, an important strategy in the teaching of mathematics. GeoGebra is an interactive geometry, algebra, and calculus application that can be used with a Mac or PC. With a proper understanding of the many features of this software, mathematics teachers can design dynamic demonstrations and discovery activities to incorporate into their lessons. Additionally, these activities can be posted online for students to access at home. Through lectures, demonstrations, and hands-on activities, participants will learn new ways to invigorate math instruction by using GeoGebra in the classroom. GeoGebras preconfigured tools make it easy for teachers to create and project points, vectors, lines, segments, conic sections, and more. Once students master the basic technology, the class will learn how to embed a GeoGebra applet in a webpage for classroom use and to create sliders, those controls that appear on the screen in a computer program. A button can easily change the value associated with a slider and change functions dynamically. Using the software, participants will create curricular activities and demonstrations to be presented to and discussed by the group. Requirements: Attend all sessions; complete assigned readings; create a GeoGebra applet for use in a math course.
Course Coordinator: Doug Vermes Open to: Secondary math teachers Time: F 9/21, 3:30-7:30; Sa 9/22, 8:30-4:30 Location: SHS 354 Credit: One point salary credit or stipend
SMARTBoard in the World Language Classroom #4369 As the use of SMARTBoard technology expands in district classrooms, teachers are requesting training in its application to specific subject areas. World Language department members are eager to explore the possibilities that SMARTBoard provides to engage their students in highly motivating and interactive classroom language learning sessions. SMART software includes tools, interactive games, and media that are ideal for enhancing 62
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instruction in the World Language classroom. Participants will learn the basic and advances skills of SMARTBoard technology as it relates to the teaching of world languages. Through demonstrations by course leaders and guided practice, teachers will become competent in the use of SMARTNotebook software that includes tools, interactive games, and media ideal for helping students gain mastery of another language. SMART applications are designed to expand student vocabulary, improve sentence structuring, and facilitate conversation through a highly motivating combination of visual, kinesthetic, and aural techniques. Language teachers will gain skill in a technology that enhances both teaching and learning. The digital world changes quickly, and this course will provide the latest developments in SMART technology and new techniques for the language classroom. Requirements: Attend all sessions; demonstrate competence with SMARTBoard; create and share SMARTBoard lessons specific to world language instruction; create a My Content folder for professional use.
Course Coordinators: Christine Haddad, Jose Lamela Open to: K-12 World Language Time: F 9/28, 3:30-7:30; Sa 9/29, 8:30-4:30 Location: SHS 309/356 Credit: One point salary credit or stipend
Using SMARTBoard in the Classroom: Quaker Ridge #4369A The use of SMARTBoard technology at the elementary level continues to grow as teachers become aware of its value to classroom teaching and learning. SMARTBoards are interactive white boards connected to computers and able to project images. Teachers need instruction on the multiple uses of this technology for visualizing concepts, for engaging students in interactive lessons, for projecting Internet resources, and much more. By integrating math, literacy, science, and social studies with SMARTBoard technology and SMARTNotebook software, Quaker Ridge teachers will engage students through manipulation of text and objects on the whiteboard. Teachers will learn to operate the SMARTBoard and SMARTNotebook
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software to enhance classroom lessons. Instruction includes the basic operations that will enable newcomers to the technology to start using their SMARTBoards immediately. Participants at all levels of experience will explore SMARTNotebook software and its interactive capabilities. Drawing tools, gallery content, the magic pen, integration of tables, page recordings, and creation of links are all part of the instruction. Participants will be expected to develop lessons applicable to their grade levels and to demonstrate their plans for use of SMART technology in the classroom. Requirements: Attend all sessions; complete assigned readings develop a SMARTNotebook lesson or develop a curriculum application of SMARTBoard techonology.
Course Coordinators: Jennifer Cheung, Trish Iasiello Open to: QRS comp. lab Time: F 11/16, 3:30-730; Sa 11/17, 8:30-4:30 Location: QRS computer lab Credit: One point salary credit or stipend
Using a SMARTBoard in the Classroom: PC Beginner #4369B SMARTBoards, interactive whiteboards connected to computers and data projectors, have been installed in many Edgemont and Scarsdale classrooms. Once a computer image is projected onto its surface, the SMARTBoard can be used as a computer operated by hand-touch on the white board. Teachers need training to become skilled at the numerous ways to integrate SMARTBoard into daily lessons. This technology can add a whole new dimension to teaching and learning experiences. Participants will learn how to use a SMARTBoard with the PC, the benefits and drawbacks of SMARTBoards, how to work with the SMARTNotebook software, and how to interact with other commonly used applications. The sessions will combine lecture and presentations by the instructor and workshop time for participants to familiarize themselves with the technology and the software. Participants will be expected to develop SMARTBoard lessons applicable to their grade level/subject area, and to demonstrate what they have learned and how they will use class content in their teaching. This course is geared towards beginners to the SMARTBoard who are using a PC. 64
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Requirements: Attend all sessions; develop a SMARTNotebook lesson; develop a curriculum application of SMARTBoard technology.
Course Coordinator: Doug Vermes Open to: All PC users Time: F 11/16, 3:30-7:30; Sa 11/17, 8:30-4:30 Location: SHS 352 Credit: One point salary credit or stipend
Geocaching: A High Tech Treasure Hunt #4370 Geocaching, a term coined in 2000, combines the prefix geo for earth with cache for a hiding place. Geocaching is an outdoor treasure hunting game, similar to orienteering, with the standard compass replaced by a GPSenabled device set to specific coordinates where a geocache container is hidden. The successful finder of a cache signs a log at the site and shares the treasure find with geocachers online. There are 1,796,434 active geocaches and over 5 million geocachers worldwide. Participating in a geocaching activity engages students in a highly motivating activity that enhances mapping skills, reinforces latitude/longitude, creates a global community of geocachers, and provides knowledge of GPS operations and their use. Geocaching engages teachers and students in a scientific process of exploring the world around them using new technologies. In this course, teachers will learn how to use GPS units to gather and record digital data and to access related online resources and maps. Workshop participants, with GPS devices in hand, will collaborate with colleagues to find the location of geocaches set at hidden places around the Fox Meadow property. Course activities include instruction on setting caches and marking waypoints, using Google Earth for mapping and navigating, and taking a field trip to locate real world caches nearby. Participants will engage in a team building experience, a learn-by-doing activity that can be used to enhance and enrich classroom learning across the grades. Participants will plan and implement curricular units that utilize GPS units and geocaching in the classroom. Requirements: Attend all sessions; complete assigned readings; create a lesson plan that integrates geocaching in the classroom. 65
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Course Coordinators: Peter McKenna, Doug Rose Open to: All Time: F 11/2, 3:30-7:30; Sa 11/3, 8:30-4:30 Location: FMS computer lab Credit: One point salary credit or stipend Course limited to 16 participants.
Status Update: Using Edmodo as an Educational Network #4371 Edmodo is a secure, social learning network that provides a safe and easy way for students and teachers, from elementary to high school, to connect and collaborate, share content, and access grades and notices. Edmodo helps teachers harness the power of social media to customize instruction for students and extend the learning community beyond the walls of the classroom. Edmodo also provides opportunities for teachers to communicate with colleagues of similar interests in the District, share ideas with educators on a national and global level, and participate in educational webinars. Through demonstrations and guided activities, participants will learn to use and customize Edmodo for their classrooms and curriculum and for professional development opportunities. Participants will learn how to personalize profiles, create groups, add and assess assignments, use badges, generate quizzes and polls, and share Google Docs with students. Teachers will prepare Edmodo expectations and guidelines and create Quicktime tutorials for students onEdmodo operations. Tutorial and materials generated by participants in the course will be available for sharing via Edmodo. These lessons/activities will include the use of groups, assignments, the calendar, and/or student communication. Requirements: Attend all sessions; complete assigned readings; create an Edmodo for classroom use that will support curriculum or classroom goals and develop a tutorial using Quicktime for posting on the Edmodo class page.
Course Coordinators: Meghan Lahey, Marci Rothman Open to: All Time: F 10/19, 3:30-7:30; Sa 10/20, 8:30-4:30
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Location: SMS P183 Credit: One point salary credit or stipend
Keynote #4372 With SMARTBoards and projectors in more and more classrooms, increasing numbers of teachers use slideshows to add multimedia interest to their lessons. Keynote, Apples presentation application, can enrich instruction with the addition of images, music, and video. Keynote helps teachers to highlight information in an engaging manner and offers students an ideal platform for showcasing their projects. Keynotes visual context helps students to organize information as they learn and stimulates the imagination of students native to the digital age. Furthermore, Keynote encourages individual artistic expression with its potential for stunning and creative visual presentations. Keynote users, and those who would like to be, will enhance their skills in this class. Instructors will model the development of a Keynote presentation using the menu of program features available in the program. Participants, from beginners to advanced, will work at their own pace to design and create educational slideshows that build on individual levels of experience. Course work will include using transitions, inserting, editing, and animating pictures, adding video clips, and integrating background music in the creation of quality presentations. Teachers can expect to gain knowledge and confidence in their use of Keynote for instruction. Requirements: Attend all sessions; participate in class; complete a project or classroom use demonstrating competence with Keynote features.
Course Coordinators: Steve Scharf, Paul Tomizawa Open to: All Time: F 1/4, 3:30-7:30; Sa 1/5, 8:30-4:30 Location: SMS P183 Credit: One point salary credit or stipend
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Tech Tips for Every Learner #4373 Learning Resource teachers, teachers of self-contained classrooms, and general education teachers will enhance their practice through technology resources that are effective with special needs students. Various applications, suitable for children of all abilities, have been particularly successful for students with disabilities such as ADD/ADHD, LD, and speech and language difficulties. These technology resources provide students learning experiences that are multimedia, interactive, highly visual, auditory, tactile, and enjoyable. With knowledge of these resources, IEP team members can make informed choices regarding appropriate assistive technologies to develop strategies for differentiating instruction, and addressing the academic, social, and emotional needs of any child. Teachers will examine examples of hardware and software and the strategies for using them to remediate specific learning difficulties. Participants will also explore a variety of websites, for example, Stanford Universitys www. Lumosity.com, developed for learners with special needs. Students with learning difficulties often benefit from the multisensory approaches and interactive software that touch technology and well-designed SMARTBoard activities can provide. Decoding lessons take on new vibrancy when delivered through PowerPoint and Keynote connected with PAF (Preventing Academic Failure), support program for teaching reading, spelling, and handwriting. Students also benefit when able to communicate and collaborate through online venues in videochats, Wikis, Google Docs, and more. Participants will also consider the use of educational apps for the iPad, iPod, iPhone, and Android-based phones. Teachers will collaborate and pool strategies for intervention, reinforcement, and enrichment that address the wide range of needs in the classroom. Requirements: Attend all sessions; complete assigned readings; develop a project that can be used as a lesson or unit in the classroom for students with disabilities including ADD/ADHD, LD and speech and language difficulties.
Course Coordinators: David Scholl, Paul Tomizawa Open to: All Time: F 11/30, 3:30-7:30; Sa 12/1, 8:30-4:30 Location: EWS computer lab Credit: One point salary credit or stipend
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The New Humanities Multimedia Approach #4374 Todays students are challenged to understand complex global problems that require critical thinking and analysis, the ability to live with ambiguity, and an awareness of cultural values in a diverse international community. Multiple, and often competing, perspectives permeate the students world as textual, visual, and auditory content influence through film, TV, social media, and websites. Teachers will be well served to develop strategies that engage students in the study of contemporary global issues and, simultaneously, guide them through analysis of messages embedded in visual media. In addition, teachers need to use the most up-todate technology to create media-rich texts, moving from writing to composing documents that include video, audio, and images. Participants will discover an innovative pedagogy to engage student interest in issues of international concern that defy easy analysis. With readily available moving and still images, teachers will learn to model for their students multimedia essays that embed digital components, enrich writing, and deepen the readers understanding of global issues. Using Richard Millers The New Humanities Reader, participants will learn to blend text, images, and sound to form hybrid compositions. Collaborative technologies will be used to enliven global topics of study and develop skills in cultural analysis, critical thinking, and reading complex texts. They will work in collaborative teams to create multimedia compositions using new technological resources, applications and tools for computers, iPads and eReaders provided in class. Projects will serve as models for classroom instruction and for presentations to colleagues. Requirements: Attend all sessions; complete assigned readings; complete a multimedia essay that incorporates text, video, and Web resources.
Course Coordinators: Jerry Crisci, Phyllis DiBianco Course Speaker: Richard Miller, Executive Director of the Plangere Writing Center, Rutgers University Open to: All Time: F 2/1, 3:30-7:30; Sa 2/2, 8:30-4:30 Location: SHS library Credit: One point salary credit or stipend
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Critical and Creative Technology Projects #4375 Teachers increasingly use computer software as a tool to enhance learning through the visual representation of materials and processes. The integration of technology into curriculum has expanded rapidly as a feature of 21st century learning, and teachers need the time and opportunity to learn the latest technological developments. The use of technology as an art form is a fast-growing area in the field, and multiple software applications are available to foster creative thinking and expression. Adobe Creative Suite is an example of art and technology seamlessly combined to make possible creative, imaginative, and thought-provoking student computer projects. The Adobe Creative Suite (ACS) is a collection of graphic design, video editing, and Web development applications made by Adobe Systems. Participants will enrich their own practice through ACS software programs that guide students in the creation of graphic design, photomontage, or video edited projects. In addition, participants will be able to use Adobe Illustrator, Photoshop, and Premiere to create a variety of hands-on undertakings such as a brochure or video presentation. Tutorials, step-bystep tools and techniques, and Internet links will extend sessions for those interested in learning more. By the end of the weekend, participants will: develop improved file management skills; easily navigate to appropriate Internet resources including digital photographs and video footage; be able to integrate sound design and the elements of art into digital projects or displays. Requirements: Attend all sessions; complete assigned readings; demonstrate mastery of an application taught in the course through its integration into a curriculum project.
Course Coordinator: Lisa Scavelli Open to: All Time: F 12/14, 3:30-7:30; Sa 12/15, 8:30-4:30 Location: SHS 208 Credit: One point salary credit or stipend
I Think, Therefore, iMovie 11! #4376 iMovie 11 is a completely redesigned version of Apples popular video 70
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editing program. Beginners and experienced users alike will find this program a versatile tool. Novices to iMovie will appreciate the ease of features like drag-and-drop that facilitate the addition of video and audio clips to a project. iMovie veterans will note the new dynamic themes with titles, transitions, and credits, including an Indiana Jones style animated travel map that identifies shoot locations. iMovies accessibility and ease of application enable teachers at all levels of video editing expertise to apply the latest technology in the classroom. In addition, with knowledge of iMovie 11 participants will be able to make use of advanced tools readily available in their schools. Participants will learn to use iMovie 11 to enhance classroom lessons and to facilitate project-based learning. Teachers and students can create highquality video presentations to illustrate abstract concepts or documentaries that highlight the relevance of social issues. Compelling projects combine digital video, photos, and music, and voice narration. Even beginners will be able to use iMovies new green screen feature. Theres no limit to what participants can learn and teach their students to produce. Requirements: Attend all sessions; complete a 4-6 minute curriculumrelated video including edited footage and music; complete a journal of the weekends activities.
Course Coordinators: Erik Holvig, Andy Verboys Open to: All Time: F 1/11, 3:30-7:30; Sa 1/12, 8:30-4: 30 Location: SMS T14 Credit: One point salary credit or stipend Course limited to 15 participants.
Comics in the Curriculum with Comic Life #4377 The combination of comics and technology has great potential for teaching and learning. Students often are interested and engaged in the comics medium as readers and may have a fair level of visual literacy and sophistication. Learning to create comics uses a variety of skill sets to extract information, communicate ideas and emotions, and interpret both words and images. The Comic Life computer program facilitates and develops these skills in the process of designing comics. Teachers
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can employ Comic Life technology tools in many different contexts as an alternative learning strategy that students of all ability levels will find fun and exhilarating. Participants will use the Comic Life program to make comics. The process of creating comics takes advantage of the natural tendency to spin stories in words and pictures and develops organizational and critical thinking skills. Making comics is writing! During the first session of this weekend course, participants will see an overview of comic styles. The program Comic Life will be introduced and tips and tricks for using Photoshop will be presented. During the second session participants will develop, design, and create high quality, curriculum-based, digital comics using multiple sources of primary and secondary information as well as images from art and photographic archives. Requirements: Attend all sessions; come prepared with resources from curriculum subject area; create a digital curriculum project demonstrating competence with Comic Life.
Course Coordinators: Linda Fisher, Steve Goodman Open to: All Time: F 10/12, 3:30-7:30; Sa 10/13, 8:30-4:30 Location: SMS C159 Credit: One point salary credit or stipend Course limited to 15 participants.
Airbrushing Reality #4378 Discerning between fact and illusion is a challenge in todays era of information overload. Airbrushing, a digital imaging technology, is a common and often controversial technique to alter photographs for the purpose of manipulating the viewers perception or of perfecting the imperfect. Airbrushing is also widely used by artists to create a mood or atmosphere in a photographic or other visual work. A knowledge of airbrushing and its uses adds to a teachers repertoire of visual tools for the classroom and is an effective strategy for teaching critical thinking. Students who are aware of this technique develop a healthy skepticism toward the media in all its forms. 72
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This weekend course begins with an examination of photographs from newspapers and magazines, of audio and video clips, and of newspaper articles that illustrate the intentional skewing of reality for both artistic and manipulative purposes. After experiencing the media samples, participants will discuss visual and audio techniques that elicit emotional reactions and could influence behavior. Aware of the power of digital imaging strategies, participants will create their own original multi-media projects by altering photographs using Photoshop and other digital tools to project a specific mood or image. Sound and music can also affect ones emotional responses, political ads are a good example. Participants will use Garageband audio editing software to fashion messages with an emotional appeal. By honing their awareness of mass medias power to manipulate, teachers are better able to guide their students to approach the information age and all it offers with critical thinking and observing skills. Requirements: Attend all sessions; complete assigned readings; create original artwork that reflects the course concepts.
Course Coordinators: Linda Fisher, Paul Tomizawa Open to: All Time: F 1/25, 3:30-7:30; Sa 1/26, 8:30-4:30 Location: SMS C159 Credit: One point salary credit or stipend Course limited to 18 participants.
I Create: The Mac Way #4379 Traditional use of computers in the classroom includes word processing, desktop publishing, spreadsheets, and presentations. Apples iWork is a newly updated suite of software that includes Keynote for presentations, Pages for desktop publishing, and Numbers, Apples spreadsheet program. Curriculum applications for the use of the iWork suite in classroom practice spans all grades and subject areas. Participants will learn the basics of the three iWork applications along with the newest features and the curriculum possibilities of each. Online tutorials will support direct instruction and serve as an on-going resource for participants. Exemplars will be offered and participants will design and create a detailed curriculum lesson to meet the specific needs of their
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students using one or all of the iWork suite applications. Requirements: Attend all sessions; complete assigned readings; design a curriculum project utilizing the iWork suite.
Course Coordinators: Erik Holvig, Andy Verboys Open to: All Time: F 2/8, 3:30-7:30; Sa 2/9, 8:30-4:30 Location: SMS T14 Credit: One point salary credit or stipend Course limited to 15 participants.
SPECIAL PROGRAM NON CREDIT Conversational English for Adult Language Learners: Perfect Your Pronunciation #4380 The Scarsdale Teachers Institute in collaboration with the Interdependence Institute offers this class for adults whose first language is not English. Participants practice and refine spoken English and improve communication and pronunciation skills in a variety of settings. Through a series of engaging exercises, discussions, and games, participants improve their listening skills, gain pronunciation awareness, train new muscle patterns for producing speech, and learn to monitor their speech. Requirements: Attend each class; bring a mirror to class; participate in discussions and activities.
Course Coordinator: Jennifer Benash, Meredythe Nowak Time: Tu 10/30, noon-1, additional dates to be provided at the first class Location: QRS faculty lounge Fee: No fee Course limited to 10 participants.
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CPR for Professional Rescuers #4381 This course is consistent with the Guidelines 2000 for Emergency Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. If participants wish, the use of the Automatic External Defibrillator can be taught. CPR for Professional Rescuers will be given as a new certification, nine to 12 hours, depending on the amount of time needed for completion. Recertification requires seven to nine hours, depending on participant proficiency with new skills and familiarity with CPR. Requirements: Attend all sessions; read assigned materials; demonstrate competence with techniques taught.
Course Coordinator: Marcia Koff Course Speaker: Joyce Hoffman, Nurse, Quaker Ridge, Retired Open to: Nurses Time: Sa 1/26, 8-5 Location: SMS nurses office Credit: Stipend Materials Fees: $12 for book (send check made out to American Red Cross to Joyce Hoffman); $15 for new card (check made out to the American Red Cross after completing course)
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Jennifer Benash, Speech Therapist, Heathcote....................................................... 74 David Besancon, Elementary Math Helping Teacher, Scarsdale.............................. 35 George Blessing, Physical Education Coordinator, Scarsdale................................. 50 Steve Boyar, Teacher, Scarsdale High School.......................................................... 28, 56 Christi Browne, Teacher, Scarsdale Middle School................................................ 17 Dan Brucker, Grand Central Terminal Guide.......................................................... 24 Dylan Cadalzo, Teacher, Edgewood....................................................................... 35 Denise Cassano, Teacher, Scarsdale Middle School.............................................. 41 Diane Celentano, Dance/Lincoln Center Coordinator, Scarsdale..................... 33, 34,43 Jennifer Cheung, Teacher, Quaker Ridge................................................................ 64 Nancy Closter, Teacher, Greenacres...................................................................... 39, 47 Jerry Crisci, Director of Instructional and Administrative Computing, Scarsdale........................................................................................ 69 Patty Dempsey, Teacher, Quaker Ridge................................................................. 12 Phyllis DiBianco, Librarian, Scarsdale High School .......................................... 25, 28, 69 Robert DiYanni, Director of Arts and Aesthetic Education, Scarsdale .................... 33, 43 Carol Duncan, Social Studies Consultant................................................................ 24 Sara Faranda, Teacher, Fox Meadow...................................................................... 43 Rose Farrell, Teacher, Greenville............................................................................ 10 Marisa Ferrara, Teacher, Greenville........................................................................ 44 Linda Fisher, Arts Chair, Scarsdale Middle School.................................................. 72, 73 Lisa Forte, Teacher, Edgewood............................................................................... 23 Lella Gandini, United States Liaison for the Dissemination of the Reggio Emilia Program...................................................................................... 31, 32 Jennifer Gilbert, Science Chair, Scarsdale Middle School........................... 14, 17, 45, 53 Cristine Gilliland, Teacher, Scarsdale Middle School............................................. 57, 59 Neil Ginsberg, Teacher, Scarsdale High School....................................................... 24, 54 Dorothy Golden, Teacher, Scarsdale Middle School............................................... 14, 19 Steve Goodman, Teacher, Scarsdale Middle School................................................ 72 Monica Grey, Teacher, Edgemont Jr/Sr High School................................................ 52 Christine Haddad,Teacher, Scarsdale Middle School............................................... 63 Cornelia Harris, Education Program Leader, Cary Institute of Ecosystem Studies... 59 Susan Hendler, Teacher, Quaker Ridge.................................................................. 29 Lindsey Hicks, Teacher, Heathcote................................................................... 23, 31, 32 Joyce Hoffman, Nurse, Quaker Ridge, Retired....................................................... 75 Erik Holvig, Teacher, Heathcote School................................................................. 71, 74 Barbara Horowitz, Librarian, Greenville................................................................. 38 Scott Houseknecht, Principal, Edgewood School, Scarsdale.................................... 35 Trish Iasiello, Teacher, Quaker Ridge..................................................................... 64 Beth Kaplan, Teacher, Fox Meadow...................................................................... 60 Edward Kennedy, Principal, Seely Place................................................................. 35 Kimberly Kilcoyne, Teacher, Seely Place ............................................................... 27 Marcia Koff, Nurse, Scarsdale Middle School......................................................... 60, 75 Christine Kovacs, Teacher, Seely Place.................................................................. 61 Meghan Lahey, Teacher, Scarsdale Middle School........................................... 40, 58, 66 Jose Lamela, Teacher, Scarsdale High School......................................................... 12, 63 Lorella Lamonaca, Teacher, Edgewood................................................................... 31, 32 Jessica Leonard, Teacher, Seely Place .................................................................... 61 Elise Levine, Teacher, Scarsdale High School.......................................................... 56 Alethea Lynch, Teacher, Fox Meadow.................................................................... 60
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Nancy Lyons, Volunteer Director Food Bank of Westchester.................................. 58 Caryn Margolis, Teacher, Edgemont Jr/Sr High School........................................... 42 Lynne Mayocole, Professor, Westchester Community College................................ 21 Kathleen McGreal, Teacher, Scarsdale High School................................................ 11 Peter McKenna, Teacher, Fox Meadow.................................................................. 66 Cliff Mendelson, Artist........................................................................................... 27 Mary Dee Merrell, Artist........................................................................................ 39, 47 Richard Miller, Executive Director of the Plangere Writing Center, Rutgers University............................................................................................. 69 Tali Minelli, Think Art............................................................................................ 50 Meredythe Nowak, ESL Teacher, Quaker Ridge, Greenacres, Heathcote................ 74 Colleen ONeill-Mangan, Teacher in Charge, Fox Meadow..................................... 16 Nancy ORourke, Teacher, Edgewood.................................................................... 18 James Overbey, Teacher, Scarsdale Middle School................................................ 24 Bevin Pagel, Teacher, Edgewood .......................................................................... 51 Monica Palekar, Teacher, Scarsdale High School................................................... 36 Cindy Parrott, Teacher in Charge, CHOICE, Scarsdale Middle School.................... 14 Nancy Pavia, Elementary Math Helping Teacher, Scarsdale................................... 35 Karen Pelekis, Teacher, Greenacres........................................................................ 46 Carole Phillips, Librarian, Greenacres............................................................... 18, 29, 46 Nicole Pisano, Science Chair, Scarsdale High School............................................. 20 Lynn Potter, Math Chair, Scarsdale High School.................................................... 36 Amber Rado, Teacher, Heathcote........................................................................... 19 Karin Reetz, Artist.................................................................................................. 39, 47 Ann Rivet, Professor, Columbia Teachers College.................................................. 17 Howard Rodstein, Teacher in Charge, Scarsdale Alternative School....................... 12, 64 Kevin Roemer, Teacher, Scarsdale Middle School.................................................. 40 Doug Rose, Teacher, Scarsdale Middle School....................................................... 66 Marci Rothman, Teacher, Scarsdale Middle School ............................................... 66 Cindy Sansone, Teacher in Charge, Greenacres...................................................... 18, 29 Scarsdale Elementary Librarians............................................................................. 49 Lisa Scavelli, Teacher, Scarsdale High School......................................................... 21, 70 Carol Schaeffer, Teacher, Edgewood, retired.......................................................... 18 Steve Scharf, Teacher, Scarsdale Middle School..................................................... 67 David Scholl, Teacher, Fox Meadow...................................................................... 68 Peter Sis, Author/Illustrator ................................................................................... 49 Jessica Slotwinski, Teacher, Scarsdale Middle School............................................. 15 Phil Smith, Poet...................................................................................................... 31 Vivian Sonnenborn, Teacher, Greenville ................................................................ 38 Jeannette Stockton, Teacher, Edgemont Jr/Sr High School............................... 20, 42, 50 Anne Stokes, Librarian, Edgewood......................................................................... 37 Len Tallevi, Chair, Social Studies, Scarsdale Middle School, retired, and Education Coordinator for the Association of Psychological Type....................................... 45, 53 Marie Tallevi, Teacher, Quaker Ridge, Retired......................................................... 45, 53 Paul Tomizawa, Teacher, Edgewood.......................................................22, 43, 67, 68, 73 Andrea Tripodi, Psychologist, Scarsdale Middle School.......................................... 15 Jennifer Turetzky, Psychologist, Heathcote............................................................. 55 Margie Turrin, Education Coordinator, Lamont-Doherty Earth Observatory, and Geophysics................................................................................................... 57 Andy Verboys, Teacher, Scarsdale Middle School.................................................. 71, 74 Doug Vermes, Teacher, Scarsdale High School...................................................... 62, 65 Jennifer Walker, Psychologist, Scarsdale High School............................................. 46
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Liz Waltzman, Librarian, Scarsdale Middle School ............................................... Sharon Waskow, Librarian, Scarsdale Middle School............................................ Joan Weber, Assistant Superintendent for Personnel and Administrative Services, Scarsdale.......................................................................................................... Sarah Whittington, World Language Coordinator, K-8, Scarsdale......................... Duncan Wilson, Principal, Fox Meadow.............................................................. Emma Wixted, Teacher, Scarsdale Middle School................................................ Ban Har Yeap, Author of Singapore Primary Math textbooks................................ Lisa Zawilinski, Staff Developer, University of Connecticut................................. Art and Susan Zuckerman, Hosts of a WVOX show and contributors to the Travel Channel............................................................................................
30 30 28, 33 26 16, 60 58 35 46 22
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Registration and Credit Information

You must register prior to the start of a course; registration and tuition payment ensure your place in a course. Please note that some courses have limited enrollment; register early to obtain your first choice. You may obtain a registration form from the STI office or online. You may also register by phone at the STI office, 721-2580. Checks should be made payable to the Scarsdale Teachers Institute.
How

To
REgIsTER
Online: www.scarsdaleschools.org/sti. Receipt of payment secures your place in a course. If you register online, you must send a check to the STI office within 48 hours to guarantee your registration. At the STI Office: Scarsdale High School, room 102 By phone: 721-2580 Receipt of payment secures your place in a course. If you register by phone, you must send a check to the STI office within 48 hours to guarantee your registration. By mail: send completed form and your check made payable to Scarsdale Teachers Institute to the STI, 2 Brewster Road, Scarsdale, New York 10583.
NoN-CREdIT CouRsEs
Courses in this catalogue labeled non-credit are those for which the Institute will not request Board of Education support. These courses will be supported solely by teachers tuition fees.
sALARy sTudy CREdIT, sTIPENds
According to the STA contract, the Board of Education has agreed to approve, at the recommendation of the Accreditation Committee, courses for salary credit or a stipend and has set aside a sum of money to pay the instructional expenses of these courses. The Board approves a course for credit according to the following procedure. If a course furthers the educational goals of the District, the Institute Director submits it to the Accreditation Committee for review and recommendation and then to the Superintendent and Board of Education for approval. Assignments of salary credit will usually be announced before the course begins. Some courses will carry salary credit for teachers eligible for additional credits or a stipend for teachers at MA+75 or above. These teachers may obtain a maximum of eight credits per year for Institute courses. Upon application and approval, the eight-credit maximum noted above may be waived for STI courses where the STI Accreditation Committee determined such courses meet District goals. Two of these eight (8) credits may be taken in summer STI courses and may be applied to either the previous school years allotment or the upcoming school years allotment. In order to obtain salary credit or a stipend for an approved course, a teacher will be responsible for completing the course requirements within ninety days of completion of the course.
FoR
CouRsEs
Emergency Closing
In the event that the Scarsdale or Edgemont Schools are closed for the day or are closed during the day, STI courses for that day are cancelled. Course coordinators will arrange make-up times.
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PAymENT PoLICy
Registration Form
Please return entire page to the Scarsdale Teachers Institute, 2 Brewster Road, Scarsdale, New York 10583. Receipt of this registration form with payment secures your place in a course. The STI office will notify you if a course is not running. If you have any questions, please call 721-2580. Payment must be made before the course begins. No credit or stipend will be awarded without full payment. Please make checks payable to the Scarsdale Teachers Institute. Check must accompany registration form.
CANCELLATIoN PoLICy
No refunds will be issued for courses unless participant gives two-day notice to STI office. Scarsdale, Edgemont, and other Westchester residents are welcome to enroll in STI courses listed as programs open to all. Name ________________________________________________________________________ School ____________________________ Grade(s) _______________Tel. ext. ____________ Home Address _______________________________________________________________ __________________________________ Home Phone ______________________________ Cell Phone ________________________________ Email Address Course # 1.___________ 2.___________ 3.___________ 4.___________ Amount Enclosed Course Title Amount
_______________________________________________ _____________ _______________________________________________ _____________ _______________________________________________ _____________ _______________________________________________ _____________ $______________________
Please send this form to STI and keep a copy to remind yourself of upcoming courses for which you have registered.
Your timely registration assures your place in a course and can make the difference between a course running or being cancelled!
Fee Schedule: $75 per credit for Scarsdale and Edgemont faculty and residents $45 per credit for Scarsdale and Edgemont non-teaching staff, retired teachers, and senior citizens $85 per credit for non-residents
Register beforehand!
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Susan Taylor, Director Lisa Scavelli, Teacher, Scarsdale High School, Assistant to the Director Phyllis DiBianco, Librarian, Scarsdale High School, Policy Board Chair John Dean, Teacher, Greenacres, Secretary and Treasurer
STI Policy Board 2012-2013
Jennifer Allen, Principal, Greenville Kenneth Bonamo, Principal, Scarsdale High School Jennifer Borella, Teacher, Seely Place Christine Cecere, Teacher, Edgemont Jr/Sr High School William Costanzo, Professor, Westchester Community College Gerald Crisci, Director of Instructional and Administrative Computing, Scarsdale Michael Curtin, Director, Curriculum and Instructional Technology, Edgemont Michaeline Curtis, Board of Education, Edgemont Linda Fisher, Art Department Chair, Scarsdale Middle School Kathleen Fox, Teacher, Seely Place and President, Edgemont Teachers Association Suzanne Glaser, Resident Elise Hilf-Levine, Teacher, Scarsdale High School Trisha Iasiello, Teacher, Quaker Ridge Gwen Johnson, Teacher, Scarsdale High School Gayle Kenigsberg-Hutcher, President, Scarsdale Parent-Teacher Council Lorella Lamonaca, Teacher, Edgewood Susan Luft, Teacher, Fox Meadow Patricia McCallion, Teacher, Greenville Michael McDermott, Principal, Scarsdale Middle School Trudy Moses, President, Scarsdale Teachers Association Lisa Onofri, Teacher, Heathcote Nicole Pisano, Science Department Chair, Scarsdale High School Lynne Shain, Assistant Superintendent for Instruction, Scarsdale Vivian Sonnenborn, Teacher, Greenville, STI/Edgemont liaison Jill Spieler, Board of Education, Scarsdale Jeannette Stockton, Teacher, Edgemont Jr/Sr High School Sharon Waskow, Librarian, Scarsdale Middle School Joan Weber, Assistant Superintendent for Personnel & Administrative Services, Scarsdale Emma Wixted, Teacher, Scarsdale Middle School Gerry Young, Principal, Greenacres School Fran Garafolo, STI Administrative Assistant
Gwen Johnson John Dean Phyllis DiBianco Lisa Scavelli Linda Fisher Vivian Sonnenborn Mike McDermott Jill Spieler Lynne Shain Susan Taylor Vivian Sonnenborn Joan Weber Susan Taylor Gerry Young Joan Weber Judith Schwartz 1980-2002 Past Directors of the STI Doris Breslow 1979-1980 Ralph Ricci 1975-1979 Werner Feig 1972-1975 Doris Breslow 1969-1972, founder
Accreditation
Policy Board Standing Committees
Incentives for Innovation
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81
SCARSDALE TEACHERS INSTITUTE

Fall/winter 2012-13
SERVING THE SCARSDALE AND EDGEMONT COMMUNITIES

STI Fall-Winter 12-13 Web

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SCARSDALE TEACHERS INSTITUTE

SERVING THE SCARSDALE AND EDGEMONT COMMUNITIES

Please visit www.scarsdaleschools.org/sti for the online course calendar

STI Fall & Winter Program

EQUITY & ACCESS SCHOOL COMMUNITY ENVIRONMENT

STI Table of Contents

EHS EWS FMS GRA GRV

*See full course description for additional details.

4319 4320 4321 4322 4323

9/20 9/24 10/23 10/12-13 TBA

4325 4325A 4325B

9/20 9/20 9/20

EWS GRA HCS

4325C 4325D 4325E 4326 4327 4328

All Edgemont SHS All All All

D. Golden J. Stockton N. Pisano L. Scavelli P. Tomizawa L. Forte L. Hicks J. Overbey N. Ginsberg

SMS Grade 8 EWS

Course Coordinators and Speakers

4351 4352 4353

1/4-5 2/1-2 2/8-9

4359 4360 4361 4362 4363 4364

9/21 12/7-8 11/2-3 11/16-17 11/30-12/1 12/7-8

HS All All 6-12 All All

N. Ginsberg H. Rodstein J. Turetzky S. Boyar E. Levine C. Gilliland M. Lahey E. Wixted C. Gilliland

SCHOOL, COMMUNITY, ENVIRONMENT

4366 4367 4368 4369 4369A 4369B 4370 4371

10/30 10/12-13 9/21-22 9/28-29 11/16-17 11/16-17 11/2-3 10/19-20

4372 4373 4374 4375 4376 4377 4378

1/4-5 11/30-12/1 2/1-2 12/14-15 1/11-12 10/12-13 1/25-26

All All 6-12 All All All All

Course Coordinators and Speakers

I Create: The Mac Way

E. Holvig A. Verboys J. Benash M. Nowak M. Koff

Responding to Individual Student Needs

Incentives for Innovation

National Board for Professional Teaching Standards

Professional Performance Review Program

Collaborations with Other Organizations

Course Coordinators and Speakers

Course Coordinators and Speakers

Course Coordinators and Speakers

Course Coordinators and Speakers

themes discussed in the course.

Course Coordinators and Speakers

Course Coordinators and Speakers

Course Coordinators and Speakers

Location: SHS 222 Credit: One point salary credit or stipend

Course Coordinators and Speakers

Course Coordinators and Speakers

Course Coordinators and Speakers

Course Coordinators and Speakers

Course Coordinators and Speakers

Location: SMS P183 Credit: One point salary credit or stipend

Course Coordinators and Speakers

Course Coordinators and Speakers

Course Coordinators and Speakers

Course Coordinators and Speakers

Registration and Credit Information

sALARy sTudy CREdIT, sTIPENds

_______________________________________________ _____________ _______________________________________________ _____________ _______________________________________________ _____________ _______________________________________________ _____________ $______________________

STI Policy Board 2012-2013

Policy Board Standing Committees

Incentives for Innovation

_________________________________________ _ ___________________________________ _ ___________________________________ _ ___________________________________ _ $________________