ASPDP Fall 2016 Catalog

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AS
PDP
ASPDP provides high-quality, lowcost learning opportunities to NYC

DOE employees that meet their
professional learning needs, support
their progress toward career goals,
develop their instructional
practices, and lead to improved
student learning.
CATEGORIES OFFERED
Academic Intervention ............................................................ 1
Arts ........................................................................................... 15
Data & Assessment ............................................................... 25
English Language Arts ........................................................... 35
English Language Learners ................................................... 58
Family Engagement ................................................................ 63
Gifted & Talented .................................................................. 69
Health & PE ............................................................................. 73
Math .......................................................................................... 77
One Credit Courses ............................................................ 89
Pedagogy .................................................................................. 97
Race & Gender .................................................................... 127
Science ................................................................................... 133
Socioemotional Learning ................................................... 143
Social Studies ........................................................................ 147
Special Education ................................................................. 155
Technology ........................................................................... 163
Two Credit Courses .......................................................... 181
schools.nyc.gov/teachers/ASPDP
718.935.5753 | aspdp@schools.nyc.gov
ACADEMI
C
I
NTERVENTI
ON
FLIPPING YOUR CLASSROOM: REDEFINING

HOMEWORK AND INSTRUCTION
[P01.121.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
Would you be willing to turn your traditional classroom on its head if you thought it would increase
student engagement and achievement? Flipped learninga new framework for instructiondoes just that. In
a flipped classroom, the instructor inverts traditional teaching methods by delivering instruction online and
through videos outside of the classroom and moving homework into the classroom, thereby providing
students with ample opportunities to engage in authentic, application-based learning with timely and
consistent feedback from the teacher.
In this course, you will answer the question, What is the best use of face-to-face time with my students?
Should you spend your time lecturing students, or should you engage them in collaborative work that
cultivates their higher-order thinking skills? By the end of the course, you will be able to identify a flipped
learning model that works for your diverse classroom of students, set up a learning management system to
help you streamline your course content, and plan differentiated learning activities and assessments that
help your students master the knowledge and skills they need to succeed.
ASPDP Fee:
Education Partner Fee:
Materials Fee:
$125
$175
$0
Components:
1e : Designing Coherent Instruction
2c : Managing Classroom
Procedures
Prof. Development Hours:
P Credits:
36
Registration Deadline: 11/4/2016
COACHING TO IMPROVE TEACHING AND

LEARNING FOR ASPDP
[P01.143.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
CE Credits Online/Riesling Group
Location:
Online
Course Description:
The purpose of effective coaching is to draw upon an individuals talents, skills and abilities and to move
them to *intentional best practice. (*Intentional best practice refers to instructional decisions and actions
that the teacher purposely makes in the lesson planning and delivery that are supported by research and
contribute to student achievement). It is a respectful and effective way to assist each person in recognizing
and in doing what he/she does best every day in light of identified standards. The standards that will be
referenced in this course are the New York P-12 Common Core Standards. A link to these standards will
be provided whenever needed. Increasing demands on education as a performance-based system where all
students will succeed also increases our need to work together to help each other in a professional
community. In this course, you will learn how coaching practices and strategies to assist the coach, the
person being coached, and the learning community as a whole.
Creating an effective coaching relationship will greatly assist you in planning your lessons, evaluating your
effectiveness, assessing your student outcomes and then devising how you may have improved your
instructional strategies that would have had better student outcomes. It is extremely rewarding to have a
colleague who will work with you to examine and consider the many aspects that result in being "highly
effective" in your classroom. This exploration and articulation is how your practices become "intentional."
In order to reproduce excellence, it is important to know how to define it, recognize its components and
deeply understand how to achieve it. It is the critical thinking part of teaching. The coaching relationship
allows you to ask the important questions and get feedback in a safe and supportive environment.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
3d : Using Assessment in Instruction
4b : Maintaining Accurate Records
P Credits:
36
MAKING STUDENT THINKING VISIBLE

[P01.197.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Knowledge Delivery Systems, Inc.
Location:
Online
Course Description:
In this course participants will learn skills used to Make Students Thinking Visible (MSTV). Participants will
hear from Jon Saphier, founder and president of Research for Better Teaching, Inc., and Lucy West,
Founder of Metamorphosis TLC, on the concepts, embedded values, and operating principles of MSTV.
Participants will explore in depth these principles and practice building a robust talk environment that
builds student confidence and extends their capacity to manage discussions. Along the way participants will
learn about teaching habits that have to change and about the preparation and planning needed to fully
integrate MSTV into their classroom.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
1f : Designing Student Assessments
2a : Creating an Environment of
Respect and Rapport
P Credits:
36
RTI: RESPONSE TO INTERVENTION (AND

WHAT TEACHERS SHOULD KNOW)
[P01.217.1F16]
Start Date:
1/1/2017
End Date:
1/28/2017
Education Partner:
Long Island Learning Institute for
Educators
Location:
Online
Course Description:
Response to Intervention (RTI) is a strategy for providing support for students, and reducing the number of
referrals to special education. RTI addresses the needs of students with disabilities and this course will help
participants develop an RTI system for their classrooms. This course will thoroughly explore RTI and how
it affects all teachers in developing interventions, monitoring students, communication with parents, and
working with special education teachers and support staff. Participants will come out of this course with an
understanding of RTI and will learn about the blueprint of RTI for parents and policy makers.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
1b : Demonstrating Knowledge of
Students
2d : Managing Student Behavior
P Credits:
36
STRATEGIES FOR THE STRUGGLING

STUDENT
[P01.219.1F16]
Start Date:
9/1/2016
End Date:
9/29/2016
Education Partner:
Educators
Location:
Online
Course Description:
To identify struggling students within the classroom
To identify specific areas of academic struggle and the reason for that difficulty
To foster and create a learning environment that supports students having academic difficulty
To learn and implement upon best teaching practices i.e. differentiated instruction to support struggling
students
To reflect upon methods used and how it may have helped the student (midterm project) via a case study
To define the role of the parent within a students learning experience and effective parental involvement
that supports student achievement and learning
To learn strategies for more effective parent communication
To enhance and maintain parental involvement within the classroom
Participants will conduct and formal case study (final assessment) in which they will keep a log of a specific
struggling student, methods and strategies they utilized to help this student, the extent of the parent
involvement and finally how the student was able to overcome their academic obstacles. A complete log
and detailed reflection will be submitted.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Respect and Rapport
3c : Engaging Students in Learning
P Credits:
36
EFFECTIVE USE OF IPADS IN THE

CLASSROOM TO ENHANCE STUDENT
COGNITIVE THINKING SKILLS
[P01.261.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Quikitech
Location:
Online
Course Description:
Effective Use of iPads in the Classroom has three objectives:
1. Introduce teachers to the capabilities and potential of iPads for enhanced instruction
2. Equip teachers to guide their students in effective use of iPad features
3. Introduce the possibilities of differentiated instruction for English language learners and other subgroups
with special needs, including those below grade level to those above grade level with the iPads accessibility
features, applications, and tools.
This class uses multiple pedagogical approaches, including direct and guided instruction, inquiry-based
learning, as well as the constructivist learning approach based on the premise that learning should a) build
upon the knowledge a person has already obtained and then advance upon that knowledge and b) help the
learner take an active role in the learning process and help them acquire skills based on real-world
projects.
ASPDP Fee:
Materials Fee:
$125
$99
$0
Components:
Students
1d : Demonstrating Knowledge of
Resources
P Credits:
36
INTEGRATING MUSIC IN CLASSROOM

MANAGEMENT AND INSTRUCTION
[P01.263.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Quikitech
Location:
Online
Course Description:
Integrating Music in Classroom Management and Instruction provides participants with a better
understanding of music and how it can enhance classroom teaching and learning. The course makes a case
for arts integration in general and music integration in particular, and how engagement with music
cultivates 21st-century learning and readiness. Participants will learn about the benefits of music to brain
development and socioemotional learning, listening skills and learning culture, and student behavior and
classroom management. They will also consider musics potential for communication and collaboration
across diverse cultures as well as practical ways in which music can enrich core academic subjects.
Deliverables will include formative assessments; short quizzes; written summative responses to lessons;
opportunities for the application of theory, including but not limited to creating lesson plans that integrate
music; reflections on teaching and learning practices; a persuasive letter or essay making the case for music
integration in the classroom; and final portfolio to show how the participant plans to incorporate content
into teaching practices.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
2b : Establishing a Culture for
Learning
P Credits:
36
MICROSOFT POWERPOINT: INTEGRATING

TECHNOLOGY AND PRESENTATION SKILLS
INTO THE CLASSROOM TO ENHANCE
STUDENT CRITICAL THINKING AND
CREATIVITY SKILLS (GRADES PREK-12)
[P01.264.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Quikitech
Location:
Online
Course Description:
Microsoft PowerPoint: Integrating Technology and Presentation Skills into the Classroom (Grades PreK12) is part of a series of courses that help teachers integrate specific technologies into the classroom to
heighten cognitive engagement and to equip students with vital, strategic technology skills for Common
Core Standards mastery. In this course, teachers will master the skills of effective presentation building for
instructional, communicative, and collaborative purposes. They also will be trained to guide their students
into mastery of PowerPoint Presentation creation. As students engage in rigorous tasks, such as creating
their own authentic presentations of rich research in various content areas, their ownership of their
learning and hence motivation and content mastery increase. Students learn to embed hyperlinks to
connect their presentation with multiple sources of visual, written, audio, and animated text for further
clarification and elaboration of key concepts in their product. The course walks the participant from the
basics of using PowerPoints features all the way to an understanding of how to teach PowerPoint to
students to convey their ideas effectively in presentation form.
ASPDP Fee:
Materials Fee:
$125
$99
$0
Components:
3b : Using Questioning and
Discussion Techniques
P Credits:
24
10
PROJECT-BASED LEARNING: CONNECTING

CLASSROOMS TO THE REAL WORLD!
[P01.265.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Quikitech
Location:
Online
Course Description:
Project-Based Learning: Connecting Classrooms to the Real World! provides convincing research behind
this instructional approach, as it relates to student engagement/motivation, Common Core Standards,
standards for the teaching profession, multiple models of education, rigor, Blooms taxonomy, and meeting
the needs of diverse learners. It presents the essential elements of project-based learning (PBL), including
why these elements are essential and how to include them in high standard PBL. It equips teachers with the
knowledge and tools to practically carry out PBL, from designing assignments in and across core content
areas, to managing the process, to celebrating the results. Common hurdles are discussed, as well as tips
and solutions for overcoming these barriers. Key course outcomes/deliverables include forum-based
discussions and collaboration with other teachers about driving questions and project plans; written
responses that provide opportunity of critical thinking, application of theory, and reflection on teaching
practices; and a final project that requires implantation of the learning, including the essential elements of
PBL, developing rubrics, planning for public participation, use of technology, and celebrating student
achievement. Key texts include Buck Institute for Education publications and resources including Setting the
Standard for Project-Based Learning by John Larmer et.al. (BIE material used by permission); Learning for
Keeps: Teaching the Strategies Essential for Creating Independent Learners by R. Koenig, Authentic
Learning in the Digital Age: Engaging Students through Inquiry by Larissa Pahomov; and Problems as
Possibilities by Linda Torp. Pedagogical practices addressed include inquiry-based learning, case-based
learning, reflective learning, constructivism, Universal Design for Learning, integrated content instruction,
collaborative learning, and project-based learning (with includes the afore-mentioned pedagogical
approaches).
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Resources
P Credits:
36
11
PROMOTING ACADEMIC ACHIEVEMENT

AMONG AFRICAN AMERICAN AND LATINO
AMERICAN BOYS AND GIRLS THROUGH
RESEARCH BASED STRATEGIES (PREK-12)
[P01.266.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Quikitech
Location:
Online
Course Description:
This class will equip teachers with practical, in classroom methodologies that have shown to advance the
academic performance of students of color. Based on the work of researchers such as Claude Steele,
Tyrone Howard, Pedro Noguera, Gloria Ladson-Billings, Johnnie McKinely, Gary Howard, Baruti Kafele,
Geneva Gay and Gilda Ochoa this class takes a constructivist and research based approach toward helping
educators recognize and combat the negative affect of implicit stereotype thinking and master skills needed
to remove barriers to K-12 student learning. As the number of students of color grows in school districts
across the nation, teachers are looking for methods that move the needle for advancing the academic
performance of African American and Latino students. Teachers will learn how to foster respect and
rapport in the classroom through building counter narratives to inferiority complexes that students harbor.
Course participants will see examples of teachers and schools that are closing the achievement gap through
in-classroom practices that work.
ASPDP Fee:
Materials Fee:
$125
$99
$0
Components:
Respect and Rapport
Procedures
P Credits:
36
12
PROMOTING MASTERY OF ESL STANDARDS

WITH TECHNOLOGY USAGE
[P01.267.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Quikitech
Location:
Online
Course Description:
Participants will develop an increased awareness of the need both nationally and locally to meet the need of
ESL students, based on data and research. They will examine ESL standards in their particular state, as well
as instructional shifts from traditional approaches to alternative approaches, particularly through the use of
technology. They will learn to foster academic interactions, specifically academic conversation skills. They
will practice technology usage and create definite plans to incorporate specific tools into ESL lessons to
create and increase authentic opportunities for students to interact in meaningful ways.
ASPDP Fee:
Materials Fee:
$125
$99
$0
Components:
P Credits:
36
13
HELPING STRUGGLING READERS SUCCEED

IN GRADES 4-12
[P01.287.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Teach N Kids Learn, Inc.
Location:
Online
Course Description:
This comprehensive instructional course provides educators and administrators proven methods to teach
struggling students to become more motivated and successful readers. This course provides an
understanding of why students struggle with reading, what barriers prevent students from becoming more
fluent and efficient readers and what teachers can do to help struggling students become more effective
readers and writers. The focus of this course is to support teachers by helping teachers identify what
causes readers to struggle and what they can do to help struggling readers be more successful in the
classroom. Teachers will learn how to help struggling readers develop fluent reading patterns, expand their
vocabulary and learn to self-monitor their own reading comprehension. The course will also help teachers
understand how to promote effective reading techniques such as text annotation, mental imagery, synthesis
and summarization and peer supported reading practices. Teachers will also explore how linking reading
and writing supports developing and struggling readers to become strategic and focused readers. This
interactive course is designed for job-embedded learning and practical classroom application using our
virtual lesson study process. This virtual lesson study environment will help facilitate the process for
teachers to better incorporate the instructional practices outlined within the English Language Arts
Common Core State Standards.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
1a : Demonstrating Knowledge of
Content and Pedagogy
P Credits:
36
14
ART
15
16
ARTS EDUCATION FOR EARLY LEARNING

AND EMERGENT LITERACY
[P01.109.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
The arts surround us in everything we hear, see, and feel, provide emotional context for our experiences,
and heighten our awareness of the world around us. The arts also deepen learning for students. In this
course, teachers learn how to navigate arts-based educational strategies to foster creative thinking skills
and nurture the continuing growth of childrens literacy skills and cognitive development. The teacher will
learn what the arts are, why they are important, how they contribute to a childs social-emotional,
cognitive, creative, and psychomotor learning, and how they can be a part of every day literacy instruction.
With easy-to-use, pedagogical models, the teacher will discover how to intentionally plan arts activities and
lessons to deliver classroom content, and embrace arts-based strategies as effective and powerful learning
tools. They will also learn how to apply arts education to the Common Core State Standards, integrate
arts education in alignment with Blooms Taxonomy and to support a variety of exceptional students,
including English Language Learners (ELLs), gifted and talented students, and students with a variety of
special educational needs, including students who are physically different, or who have ADHD/ADD or
Autism Spectrum Disorder. Teachers also acquire best practices for differentiating instruction and creating
an engaging learning environment for all students. Finally, participants will receive thoughtful feedback from
an instructional coach on their arts-based literacy strategies, activities, and lessons in order to support their
learning in this course and identify additional best practices that can be used to strengthen their teaching
practices.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
1. 1a : Demonstrating Knowledge of
1. 3d : Using Assessment in
Instruction
P Credits:
36
17
MODERN BAND MEET UP

[P01.137.1F16]
Start Date:
9/17/2016
End Date:
1/17/2017
Education Partner:
Berklee College of Music
Location:
New School University
Course Description:
This comprehensive instructional course provides NYCDOE music teachers with proven methods to
implement a popular music ensemble. Through participation in this course, teachers will be given the tools
to create a Modern Band music program that focuses on teaching students to play the music that they
know and love. By focusing on genres of music such as rock, reggae, country, pop and hip hop, Modern
Band helps get students engaged in making music quickly and easily. As a part of the training process, this
course will provide teacher training, classroom instruction, and state-of-the-art online technology that
teachers can use in their classrooms, including the Berklee PULSE Music Method.
Course content is based on best-practice research from the field of language acquisition and music learning
with approaches in sociocultural and constructivist arts learning that focus on music as a language and
includes language acquisition techniques, the affective filter, music vocabulary and fluency as music makers.
The course will also incorporate a focus on the Common Core College & Career Readiness Elements,
including fostering student independence, strong content knowledge, comprehension and critique, and
strategic use of technology and digital media.
ASPDP Fee:
Materials Fee:
$45
$0
$0
Components:
4f : Showing Professionalism
P Credits:
12
18
DEVELOPING A SOCIAL JUSTICE PRACTICE:

CRITICAL VISUAL QUESTIONING
[P01.140.1F16]
Start Date:
10/22/2016
End Date:
10/29/2016
Education Partner:
Brooklyn Museum
Location:
Brooklyn Museum
Course Description:
Combining art making, literacy in the visual arts, and interaction with Museum professionals, this course
will illuminate each strand of the Blueprint for teaching and Learning in the Visual Arts, while focusing on
developing teachers ability to create high quality questions, as detailed in Danielson Component 3. Through
these questioning techniques, teachers will develop student critical thinking, ability to articulate arguments
and critique, and active participation in discussion as detailed in the New York State Common Core
Learning Standards. Participants will learn how to integrate best practices for museum and art education in
order to design classroom experiences that build students skills for analyzing, interpreting and creating
works of art, all while reinforcing a critical lens.
Through modeling, research, reflection and application, participants will gain engaging, multimodal strategies
for facilitating meaningful interactions with art for their students in grades 6-12. Taking a behind-thescenes look at the Brooklyn Museums galleries, resources, and programs, participants will develop lesson
plans inspired by the Museums collection that support the diverse needs and learning styles of their
students.
ASPDP Fee:
Materials Fee:
$45
$130
$0
Components:
P Credits:
12
19
ANALYZING ART ONLINE

[P01.154.1F16]
Start Date:
10/1/2016
End Date:
10/30/2016
Education Partner:
Creative Teacher Education Institute
Location:
Online
Course Description:
Learn how to use the Internet as your virtual tool to bring this overview Art History into your classroom.
Travel the web to Museums around the world in your quest for Art appreciation. Learn about famous
works of Art and notable Artists who have shaped minds and attitudes of our culture. Art History can be a
fun and beautiful way to introduce a wide variety of concepts to your students. Participants can choose
from a variety of motivating projects to create interdisciplinary lessons using Art as a cornerstone for
learning. This course is appropriate for all areas including the Arts, ELA, Social Studies, Math, Science,
Foreign Language, teachers N-12.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
P Credits:
36
20
HIP HOP CULTURE IN THE CLASSROOM: A

STUDY IN GRAFFITI AND STREET ART
[P01.163.1F16]
Start Date:
9/12/2016
End Date:
10/12/2016
Education Partner:
Location:
Online
Course Description:
When President Barack Obama had his original campaign poster created he turned to street artist Sheperd
Fairey. Graffiti and Street Art are so much more than an underground movement, but rather an art form
that is considered rooted in mathematics, and ancient cultures. Learn about graffiti art styles, artists that
have helped the movement spread to the rest of the world, and consider its geographic and social
backgrounds.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
P Credits:
36
21
SURREALISM: EXPLORING THE MARVELOUS

IN THE CLASSROOM
[P01.165.1F16]
Start Date:
11/1/2016
End Date:
11/30/2016
Education Partner:
Location:
Online
Course Description:
The marvelous art movement in Paris from 1924 to 1941 is known as Surrealism. This movement is
highlighted by a group avant-garde writers, artists, and filmmakers. Surrealism was started by artist and
poet Andr Breton with his Surrealism Manifesto to amazing illusion artist Salvador Dali (19041989), and
film-maker Luis Buuel (19001983) along with many other creative and notable artists, authors and filmmakers. The movement used dream-like imagery and Freudian dream symbolism to challenge the
traditional function of art and reality. This course will explore famous works from this time period and
challenge teachers to integrate surreal topics into their classroom curriculum planning. Can topics in
writing, art and film be a mirror into our psyche? Are our dreams a pathway to our subconscious thoughts?
Educators will learn how to use topics in the Surrealism movement to integrate into unique curriculum
experiences. Teach your students how to look for symbolism and draw conclusions form analyzing art, film
and text from this symbolic period of time. This course is appropriate for all educators including Guidance
Counselors, Psychologists, Social Workers, ELA, Math, Social Studies, Foreign Language, Science, The Arts,
Physical and Special Education, N-12. Educators will create appropriate classroom resources according to
their specific area of expertise. No one is too young or old to learn to dream.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
P Credits:
36
22
MUSIC, THE SOUNDS OF MATH, SCIENCE,

AND SOCIAL STUDIES
[P01.225.1F16]
Start Date:
10/29/2016
End Date:
12/17/2016
Education Partner:
Materials for the Arts
Location:
Course Description:
This course is designed for teachers to integrate music into the classroom through fun and simple
techniques, learning basic concepts found in music while designing a series of hands-on indigenous inspired
instruments made from reusable materials to experiment on and compose rhythms with. Through guided
art instruction, participants create their multicultural instruments integrating differentiated instruction into
various learning modalities and multiple subject areas. The sessions highlight cultures around the world,
musical influences, exploration of sound and theory, and musical writing and presentation. Sessions include:
1). Multicultural Introduction to Music 2). Asian and Middle Eastern Music 3). African and Latin Music 4).
Group Studio Art and Composition; 5).Group Studio Art and Composition; 6). Group Presentations and
Peer Assessment. There will be guided instruction for art making and equal time for writing presentation
pieces in response to created instruments, individual and peer assessment, linking each art workshop to
literacy, math, science and social studies.. Participants will utilize their prior knowledge, journaling, research
and the sharing of best practices to work out ideas, first individually and then in groups, creating
compositions designed for a wide scope of learners relevant to their own instructional setting. Participants
will receive a course pack of documents outlining pertinent how-to instructions for the arts techniques
learned.
ASPDP Fee:
Materials Fee:
$125
$240
$0
Components:
Learning
P Credits:
36
23
RAW FIBERS: THE ART OF FABRICS

[P01.227.1F16]
Start Date:
9/17/2016
End Date:
10/22/2016
Education Partner:
Location:
Course Description:
This studio class will take a single product, fabric, and work out the historical, economic, scientific, social
and mathematical properties that are inherent in its use and production through hands-on art making. Each
session will focus on methods for curriculum integration including: math, science, social studies and literacy.
There will be four themes of hands-on practice: spinning, weaving, printing, and batik. Throughout the
course participants will learn about the environmental impact of fabric and investigate ways to creatively
reuse their own materials. Participants will learn various strategies for differentiating instruction in order to
create and present achievable projects for a wide scope of learners. Participants will utilize journaling,
research and the sharing of best practices to develop lesson plans from course material for a variety of
learning styles and levels that are relevant to their instructional setting and relate to student interest,
heritage and language proficiency. (3P credits)
ASPDP Fee:
Materials Fee:
$125
$300
$0
Components:
P Credits:
36
24
DATA&
ASSESSMENT
25
26
BETTER TEACHING AND LEARNING WITH

FORMATIVE ASSESSMENT
[P01.110.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
Formative assessment, a range of informal and formal assessments teachers can use to modify instruction
to better meet students needs, can be used in any subject or with any age group, making it a versatile tool
for teachers as they implement the Common Core State Standards. In this course, the teacher will learn
how to use formative assessment to quickly and effectively assess student learning, techniques to use
formative assessment in any grade level or subject area (including social/emotional learning and
metacognition), and strategies to analyze and apply formative data to modify instruction and provide
students with insight into their own learning and progress. This course provides the participant with best
practices that use Blooms Taxonomy to develop questioning techniques to access lower- and higher-order
thinking and guides teachers through the connections between standards, lesson objectives, and robust
assessment strategies. Teachers will learn how to support and encourage students with special needs,
English Language Learners, and gifted/talented students by using frequent, short, and varied formative
assessments, giving precise and supportive feedback, implementing multi-modal assessments, and
conducting instructional regrouping based on students particular needs.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
1. 1f : Designing Student
Assessments
1. 3e : Demonstrating Flexibility and
Responsiveness
P Credits:
36
27
BEAT TEST ANXIETY

[P01.156.1F16]
Start Date:
10/1/2016
End Date:
10/30/2016
Education Partner:
Location:
Online
Course Description:
Test anxiety is a very real problem for students and teachers. This course will help participants prepare
materials and lessons that will help classroom students become better test takers. Participants will learn
how to create activities that target specific test-taking skills for their respective grade levels and for any
test. A wide variety of strategies and resources will be shared in this course for teachers of any grade level.
Participants will learn from research and discussions with other participants in the forum section how to
incorporate sound test-taking practices into their daily lessons. This will allow a shift to take place in the
classroom- from practicing for the test to teaching students how to be successful in any testing situation.
Participants will design informational handouts for students and parents that share text anxiety facts and
statistics as well as tips for reducing stress. Participants will also design resources using multimedia tools to
share overviews of test formats and strategies. The course will also require participants to create tasks and
activities that give classroom students authentic practice to help them best prepare for content area and/or
standardized tests. These assignments and others will ensure that participants are well-prepared with a
wide array of resources, lessons, and activities that will reduce text anxiety and improve test scores.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
3e : Demonstrating Flexibility and
Responsiveness
P Credits:
36
28
WHAT'S FOR HOMEWORK: MAKING

HOMEWORK AND ASSESSMENT POLICIES
THAT MAKE SENSE
[P01.169.1F16]
Start Date:
12/1/2016
End Date:
12/30/2016
Education Partner:
Location:
Online
Course Description:
Is homework a sensitive subject at your school? Are you uncertain of how to assess your students in a
time-efficient and appropriate way? This course will address the great homework debate and challenge you
to design activities and assignments that have real value. You will learn ways to create meaningful
homework assignments and how to design appropriate assessment techniques that suit the needs of your
students. Upon completion of this course, you will have developed a system for homework and assessment
that suits your students needs and yours. You will also have a vast array of exciting and innovative new
ways to use homework in an appropriate manner. Challenge yourself to find a homework/assessment
system thats right for you!
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
1c : Setting Instructional Outcomes
P Credits:
36
29
GRADING AND REPORTING FOR ALL

STUDENTS
[P01.196.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
While educational objectives and strategies have changed dramatically over the last century, grading
practices have not kept up. Many experts in the field and practitioners find that current systems result in
grades that are inaccurate, unfair, and often meaningless in what they communicate to their audiences. This
course will help educators assess their grading practices and make modifications based on standards-based
grading that provide students, their parents, and their teachers with precise information about where the
student is succeeding and where he or she is struggling and what the teacher and student need to do
differently to facilitate that students continued achievement. Expert presenters Thomas Guskey and Lee
Ann Jung look closely at traditional systems like percentages and letter grades, averaging, and assigning
zeros that they argue fail students. They detail an Inclusive Grading Model that will enable educators to
assess all their studentsincluding such exceptional students as students with learning disabilities, English
language learners, and gifted studentsin a manner that serves those whom they should serve most: the
students themselves.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
P Credits:
36
30
TAKING ACTION WITH DATA

[P01.199.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Data can empower all stakeholders, including students, teachers, and families to improve student learning
outcomes and provide access to personalized learning experiences for students within whole group and
small group instruction. While data can be used purposefully to bridge the divide between standardized
instruction and the personalized learning that students deserve, teachers need further development in
linking data to standards to personalize learning. In this course, educators will use the Taking Action with
Data Framework (TAWD) as their guide. By the end of the course, you will have the knowledge and skills
to use data effectively. To build your understanding, you will complete a data inventory and a data action
plan to support all students reaching mastery of the standards and using on-going evidence to personalize
learning. To measure student mastery of the Common Core State Standards, educators must be able to
collect, measure, and analyze student data. They must also be able to analyze patterns in data, develop and
use formative and summative assessments, and develop action plans for students based on the data gleaned
from assessments. This course will allow Educators to meaningfully use data that pertains to the Common
Core State Standards, to ensure that all students are on the path towards college and career readiness.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
P Credits:
36
31
UNDERSTANDING ASSESSMENT AND

GRADING FOR STUDENT ACHIEVEMENT
[P01.200.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Expert educational consultants Damian Cooper and Ken OConnor argue the necessity of rethinking
assessment practices to help all students learn and to become more efficient. Participants will analyze their
current practice and begin to implement improvements based on careful distinction between assessment
for learning vs. assessment of learning. Mr. Coopers strategies will facilitate for teachers such critical tasks
as routinely sharing learning goals with students, providing examples of excellence (e.g., through rubrics),
promoting collaborative work and self- and peer-assessment, and providing feedback that both informs
students how to improve and allows them the time and space to do so. Ken OConnor joins Mr. Cooper in
the final two video units of the course to explore the critical distinctions between formative assessment
and summative grades and to ask and answer such questions as whether grades promote learning at all;
when, what, and how to grade; and what functions grades can serve in a standards-based system.
Interviews with teachers, classroom footage, and text-based units punctuate the presenters key points
throughout and provide examples of their theories in practice. The goal of effective assessment strategies is
to bring all students to proficiency in every standard identified as essential. This course will prepare
educators to embed assessment in instruction so as to increase their understanding of what their students
needall their students, including African-Americans, Latinos, and low-income studentsand design
instruction that meets those needs, helps close the achievement gap, and contributes to a culture of
achievement.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
P Credits:
36
32
FORMATIVE AND SUMMATIVE ASSESSMENTS

[P01.209.1F16]
Start Date:
11/1/2016
End Date:
11/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
We will define and discuss formative and summative assessments and why they are such a vital part of the
instructional process. We will discuss the types of information that assessments yield about student
learning and achievement and how teachers and students can use them for reflection and to stimulate
learning and academic responsibility, ownership and engagement. We will explore how Blooms Taxonomy
provides clues and avenues for increasing student learning goals, achievement and active participation and
reflection in the learning process. We will determine the information assessments yield about student
learning and achievement and the limitations of the assessments and their component data while
discovering how best to implement student data and use it to motivate student growth and achievement.
We will use this information to work on analyzing and creating valuable, fair, challenging assessments that
authentic evaluate student growth and learning, as well as performance assessment projects to evaluate
student capabilities in differentiated ways that will be incorporated into a two week unit of lessons &
assessments for the participants own teaching practice. Each week, there are texts, websites and videos
that guide participants through the course content and assessments.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
P Credits:
36
33
DIFFERENTIATED INSTRUCTION DRIVEN BY

ASSESSMENTS
[P01.282.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Assessments and differentiation of instruction are inseparable. The goals and priorities for this course are
intended to provide opportunities for teachers to proficiently master implementation of the foundations
for using assessments effectively to differentiate instruction. Connections between the standards and the
Danielsons Framework will be integrated throughout the course with real-life, hands-on application of how
to use assessment tools and data effectively (i.e. pre-assessments, diagnostic, formative assessments), within
the classroom to address diverse student needs and to design respectful tasks by product, process and/or
by content. Course content will be presented and delivered for teachers in a variety of ways that will result
in specific application of uses assessments affectively to plan for differentiation of instruction according to
student interests, individual learning profiles and/or according to student readiness levels based upon
assessment data. This course has been divided into three modules: 1. An Overview of Differentiated
Instruction Aligned With Assessments to Promote Student Learning 2. The Art of Designing Challenging
Tasks for Academically Diverse Students 3. Making It Work: How Assessments & Data Must be used to
Guide Instruction
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Responsiveness
P Credits:
36
34
ENGLI
SH
LANGUAGE
ARTS
35
36
INTEGRATING COMMON CORE LITERACY

STANDARDS ACROSS SUBJECTS
[P01.122.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
New York City was one of the first major districts to adopt the Common Core State Standards (CCSS) in
2012. Many teachers associate the CCSS with standards for teaching English Language Arts (ELA) and
mathematics. However, the CCSS also strongly emphasizes and provides standards for discipline literacy:
the idea that all content areas have specific literacy needs, and that teachers of subjects other than ELA are
responsible for teaching multiple literacies. Discipline literacy in science, history, math, and other subjects
provides necessary skills for college and career readiness. This course focuses on the Common Core State
Standards for Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6-12) and provides
the skills teachers need to implement these new standards in the classroom. This course provides
resources and best practices for integrating literacy into instruction, along with a thorough exploration of
how teachers can incorporate technological literacy, argument writing, and explanatory writing across
subjects. This course provides practical insights for implementing literacy-teaching practices and also
focuses on how discipline literacy supports all content learning.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Students
P Credits:
36
37
THE COMMON CORE STATE STANDARDS

FOR ENGLISH LANGUAGE ARTS: THEORY
AND PRACTICE IN THE 6-12 CLASSROOM
[P01.128.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
In 2012, New York City adopted the Common Core State Standards (CCSS), which made NYC one of the
earliest districts to do so. While the Grade 6-12 CCSS in English Language Arts (ELA) provide a basis for
what students must know to prepare for college and career, they do not capture the art and science of
teaching nor the knowledge of students and community that a teacher brings to the classroom. This course
will help teachers bridge that gap, harnessing their experience and teaching approach to successfully
incorporate the CCSS into their existing practice. This course is designed to give the teacher a deep
familiarity with the Cores content and philosophy, including the three major shifts toward using
informational texts, complex texts, and evidence-based thinking. The course provides opportunities to use
specific anchor standards and standard sub-strands to connect the Common Core in ELA to classroom
practice in reading, writing, language, and speaking and listening skills. Finally, the course offers actionable
resources and ideas for connecting with teachers and topics in other disciplines.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
38

FOR ENGLISH LANGUAGE ARTS: THEORY
AND PRACTICE IN THE K-5 CLASSROOM
[P01.129.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
In 2012, the New York City Department of Education adopted the Common Core State Standards (CCSS),
making NYC one of the earliest districts to do so. While the Grade K-5 CCSS in English Language Arts
(ELA) provide a basis for what students must know to prepare for middle and high school, they do not
capture the art and science of teaching nor the knowledge of students and community that a teacher brings
to the classroom. This course will help teachers bridge this gap, harnessing their experience and teaching
practices to successfully implement the CCSS in their classroom. This course provides the teacher with a
deep understanding of the Common Cores K-5 content and philosophy, focusing on the shifts toward
informational text, complex text, and evidence-based thinking. The course provides the teacher with
opportunities to connect the CCSS in ELA to classroom instruction in reading, writing, language, and
speaking and listening skills. All of our courses combine research-based best practices and a variety of
instructional formats including interactive presentations, readings, annotated classroom videos, interactive
activities, application activities, and discussion boards, which are designed to be directly applicable to the
participants teaching practice and support student achievement.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
39
TEACHING READING IN SMALL GROUPS

[P01.184.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Heinemann
Location:
Online
Course Description:
In this 6 session, facilitator led self-paced course based upon the professional title Teaching Reading in Small
Groups by Jennifer Serravallo, teachers will become well versed in using formative assessment lenses and
tools to target reading instruction where students need it most. Using a reading workshop model informed
by the Teachers College Reading and Writing Project, teachers will also learn aspects and elements of
strong reading conferences, understand how to form groups flexibly based on what students need,
understand a variety of small-group structures to support a variety of purposes, including engagement,
fluency, comprehension, print work, and conversation skills, learn how to make purposeful instructional
choices during independent reading, and create a manageable schedule based on those choices. Teachers
will also learn to make choices about note-taking systems to help organize and manage their classroom.
Teaching Reading in Small Groups is designed to address many of Danielsons Framework components,
with a specific focus on Domain # 3, the Instruction Domain. Through the use of small group teaching
video examples, examples of student work and professional reading, the author, Jennifer Serravallo first
models and then leads teachers through activities to try in their own classrooms, and finally, teachers
reflect upon their learning in a course discussion forum, facilitated by the instructor.
ASPDP Fee:
Materials Fee:
$90
$199
$0
Components:
3a : Communicating With Students
P Credits:
24
40
BUILDING ACADEMIC LANGUAGE, GRADES 712

[P01.189.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
With the adoption of college and career standards, all students need support developing their
understanding and use of language within an academic context. As students progress through school,
subject matter becomes more complex and students must use language in more sophisticated ways to
argue, to evaluate evidence, to analyze complex texts, to develop their own complex texts, and to engage
academic discussions. This course is designed to equip K-12 teachers with the knowledge, skills, and
strategies required to help their students grasp language principles and develop the academic language skills
they need to reach their highest levels of academic achievement across all grade bands and content areas.
Building Academic Language introduces teachers to the features and functions of academic language,
strategies and activities for supporting the use of academic language, techniques for modeling academic
language, and ideas for lesson planning and assessment that support academic language development. This
courses key activities include videos, readings, reflection questions, discussion prompts, and resources that
bridge course learning to classroom practice. The course also utilizes multiple assessments including a
Check for Understanding to assess learning in each unit, pre and post surveys, a Mid-course project, and a
Final Capstone Project. The KDS Theory of Action is that by learning through the combination of
Instruction (40%), Coaching (20%), and Practice (40%), educators will have the research-based learning
experiences necessary to change their practice. Three principles support our course design: Professional
development should be intensive, ongoing, and connected to practice; Modeling is highly effective in helping
teachers understand a new practice; and Teachers initial exposure to a concept should not be passive, but
should engage teachers through varied approaches so they can actively participate in making sense of a new
practice.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
P Credits:
36
41
BUILDING ACADEMIC LANGUAGE, GRADES

K-6
[P01.190.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
With the adoption of college and career standards, all students need support developing their
understanding and use of language within an academic context. As students progress through school,
subject matter becomes more complex and students must use language in more sophisticated ways to
argue, to evaluate evidence, to analyze complex texts, to develop their own complex texts, and to engage
academic discussions. This course is designed to equip K-12 teachers with the knowledge, skills, and
strategies required to help their students grasp language principles and develop the academic language skills
they need to reach their highest levels of academic achievement across all grade bands and content areas.
Building Academic Language introduces teachers to the features and functions of academic language,
strategies and activities for supporting the use of academic language, techniques for modeling academic
language, and ideas for lesson planning and assessment that support academic language development.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
P Credits:
36
42
COMMON CORE IMPLEMENTING THE

WRITING STANDARDS 9-12
[P01.192.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
In this course, participants will learn how to implement the Common Core State Standards for 9-12 writing
instruction in their own classroom, whether they teach English language arts or high school science.
Participants will examine the organization of the standards to see how the demand for more sophisticated
writing increases over time. Participants will also explore in detail the 10 anchor standards that run through
the two grade bands of K-5 and 6-12, including text types and purposes, production and distribution of
writing, research to build and present knowledge, and range of writing. This course will immerse
participants in learning all of the Common Core Writing Standards for grades 9-12.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
Students
P Credits:
36
43
IMPLEMENTING NON-FICTION RICH TEXTS

IN THE CONTENT AREAS
[P01.210.1F16]
Start Date:
10/1/2016
End Date:
10/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
Building knowledge through content rich nonfiction plays an essential role in literacy and in the Standards
for all subject areas. It is now the responsibility of all teachers to engage and promote literacy thus meeting
the needs of students to be college and career ready, areas that overwhelmingly focus on complex texts
outside of literature. This course will explore how to choose such texts to meet the needs of complex text
rigors as well as how to teach students to deconstruct and learn from them in all subject areas through
guided practice and development of teachers own resources.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Resources
P Credits:
36
44
READING STRATEGIES FOR THE NONREADING TEACHER

[P01.216.1F16]
Start Date:
11/1/2016
End Date:
11/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
The rigors of the Common Core impact all teachers regardless of subject area and one of the most integral
parts of this educational overhaul is the undeniable move forward and upward with improving reading
abilities and comprehension skills across all areas. Teachers that want to improve and inspire students to
be successful readers will benefit from this course. It has been designed to meet the needs of the teacher
by providing specific skills and strategies for both teachers and students to help decode texts, understand
variations and clues within genres, and ways in which to run a class in order to foster a developing and
subsequently strong reading community that ensures progress both academically and personally. With
literacy instruction at the forefront of the Common Core, it is essential for educators to be equipped to
design effective instruction around both literary and expository texts to enhance understanding of content
area learning. At the completion of this course, participants will have concrete reading strategies that can
be modeled and implemented to support students as they encounter all levels of text in every content area
class. Through peer and instructor interactions, participants will also discuss reading deficiencies that
present problems for students to read complex texts and identify ways to differentiate instruction to allow
all students to successfully read and understand text. The development of activities, lessons, and
assessments, allow participants to practice how to effectively design and utilize instruction that cultivates
strong readers and writers and the immediate feedback and suggestions streamline ways to improve
reading instruction.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Resources
P Credits:
36
45
ABCS OF THE COMMON CORE FOR

ELEMENTARY ENGLISH LANGUAGE ARTS
(GR K-5)
[P01.270.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This comprehensive instructional course provides elementary educators and administrators proven
methods for working with the Common Core easily and efficiently. This course provides a complete
understanding of how to use Common Core guidelines for dramatic improvement of instructional
effectiveness and greater student performance. Teachers will be supported throughout the course using
illustrations, lesson examples, videos, and job-embedded activities. Educators will incorporate Danielsons
Framework for Teaching and the Common Core Learning Standards into their teaching practice. This
course has been designed with the goal of providing a comprehensive framework which operationally
defines and demonstrates how to effectively engage students through the use of the common core
standards. Provide research-based principals in which teachers can anchor their practices and determine
effective practice which will leverage the efforts of both teacher-students.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
46
ABCS OF COMMON CORE FOR SECONDARY

ENGLISH LANGUAGE ARTS (GR 6-12)
[P01.271.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This comprehensive instructional course provides intermediate and secondary educators and
administrators proven methods for working with the Common Core easily and efficiently. This course
provides a complete understanding of how to use Common Core guidelines for dramatic improvement of
instructional effectiveness and greater student performance. Teachers will be supported throughout the
course using illustrations, lesson examples, videos, and job-embedded activities. Educators will incorporate
Danielsons Framework for Teaching and the Common Core Learning Standards into their teaching
practice. This course has been designed with the goal of providing a comprehensive framework which
operationally defines and demonstrates how to effectively engage students through the use of the common
core standards. Provide research-based principals in which teachers can anchor their practices and
determine effective practice which will leverage the efforts of both teacher-students.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
47
ADDRESSING CLOSE READING CCSS (GRADES

2-5)
[P01.274.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Selecting appropriate reading material for students is hard. For decades, teachers have known that quality
instruction requires a careful matching of reading materials to students. The goal of selecting materials that
is neither too difficult nor too easy for students is a task which needs constant attention and adjustments
on the part of the teacher. To ensure that students learn to read increasingly complex texts, teachers have
to understand not only what makes a text hard but also fun and engaging. The introduction of the
Common Core State Standards has placed a spotlight on text complexity and the art of close reading. This
course focuses on the quantitative and qualitative factors of identifying texts that are neither too difficult
nor too easy for students but rather, helps them stretch and grow as readers. We also examine how close
reading of complex texts scaffolds student understanding of what they are reading at deeper levels and
allows them to develop the skills necessary to read informational text like a detective. This interactive
course is designed for job-embedded learning and practical classroom application using our virtual lesson
study process. This virtual lesson study environment will help facilitate the process for teachers to better
incorporate the instructional practices outlined within the English Language Arts Common Core State
Standards.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
48
ADDRESSING COMPLEX TEXTUAL READING

CCSS (GRADES 6-12)
[P01.275.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Selecting appropriate reading material for students is hard. For decades, teachers have known that quality
instruction requires a careful matching of reading materials to students. The goal of selecting materials that
is neither too difficult nor too easy for students is a task which needs constant attention and adjustments
on the part of the teacher. To ensure that students learn to read increasingly complex texts, teachers have
to understand what makes a text hard but also engaging. The introduction of the Common Core State
Standards has placed a spotlight on text complexity. This course focuses on the quantitative and qualitative
factors of text complexity as well as the ways to engage students in this process. We also examine how
close readings of complex texts scaffold students understanding and allow them to develop the skills
necessary to read like a detective. This course has been divided into six modules: 1. Defining and
Implications of Deeper Text Complexity 2. Matching Readers with Text 3. Helping Students Develop Close
Reading Skills 4. Using Text-Based Evidence and Questioning 5. Deepening Student Understanding of
Complex Texts 6. Assessment for Learning with Deep Comprehension
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
49
BUILDING ACADEMIC VOCABULARY AND

DEEP COMPREHENSION (GRADES 6-12) CCSS
[P01.278.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This comprehensive instructional course provides educators and administrators proven methods to
implement Academic Vocabulary instruction into daily classroom practices, easily and efficiently. This
course also provides an understanding of how to use Academic Vocabulary instructional practices for
dramatic improvement of teacher effectiveness and achievement of greater student performance. The focus
of this course is to support teachers by helping teachers identify ways to expand student vocabulary
knowledge and usage within the content area classroom in grades 6-12. This interactive course is designed
for job-embedded learning and practical classroom application using our virtual lesson study process. This
virtual lesson study environment will help facilitate the process for teachers to better incorporate the
instructional practices outlined within the new Common Core State Standards, embed vocabulary
instruction in ongoing instruction and expand student vocabulary knowledge. In order to be College and
Career ready, students must have a rich and varied vocabulary that can help them understand what is being
said to them and what they read on a daily basis. Appendix A of the Common Core Standards states, "Key
to students' vocabulary development is building rich and flexible word knowledge. Participants will review
the Common Core Vocabulary Guidelines and specifically look to address Shift 6. This course has been
divided into six modules: 1. What is Academic Vocabulary? 2. Text Dependent Questions to Connect to
Vocabulary and the Deeper Elements of the Text 3. Implications for the Common Core Assessments 4.
Effective Vocabulary Instruction for Long-Term 5. Language Building for Diverse Learner Populations: Low
Income, ELLs and Special Needs Students 6. Developing Content Vocabulary and Reading Skills
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
50
BUILDING ACADEMIC VOCABULARY AND

DEEP COMPREHENSION (GRADES K-5) CCSS
[P01.279.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
implement Academic Vocabulary instruction into daily classroom practices, easily and efficiently. This
course also provides an understanding of how to use Academic Vocabulary instructional practices for
dramatic improvement of teacher effectiveness and achievement of greater student performance. The focus
of this course is to support teachers by helping teachers identify ways to expand student vocabulary
knowledge and usage within the content area classroom in grades K-5. This interactive course is designed
for job-embedded learning and practical classroom application using our virtual lesson study process. This
virtual lesson study environment will help facilitate the process for teachers to better incorporate the
instructional practices outlined within the new Common Core State Standards, embed vocabulary
instruction in ongoing instruction and expand student vocabulary knowledge. This course has been
designed with the goal of providing a comprehensive framework which operationally defines and
demonstrates how to effectively engage students through the use of the common core standards. Provide
research-based principals in which teachers can anchor their practices and determine effective practice
which will leverage the efforts of both teacher-students.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
51
CREATING ENTHUSIASTIC STUDENT

WRITERS (GRADES 3-5)
[P01.280.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
The goals and priorities for this course are intended to provide opportunities for teachers to create a
learning environment which allows students to thrive as writers. Teachers will master the foundations for
student authentic writing using the model and framework of Writers Workshop. These strategies can be
adapted and modified into each teachers classroom using these best writing practices. Participants will
work through the process of teaching students how to communicate clearly to an external, sometimes
unfamiliar audience, and must learn how to adapt the form and content of their writing to accomplish a
particular task and purpose. Participants will review practical methods for developing their students
capacity to build knowledge on a subject through research projects and to respond analytically to literary
and informational sources. Connections between the standards for English Language Arts and the
Danielsons Framework with real-life, hands-on application of literacy instruction within the classroom will
be provided for teachers in a variety of ways that will result in specific application of instructional
strategies, student choice, building confidence as writers and through frequent, ongoing collaboration and
dialogue. Writers Workshop is based upon the premise of three components to encourage such dialogue
and building confidence with student writing, through short, concise mini-lessons, leading into independent
writing/conferencing and concluding with share time.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
52
ME? TEACH READING AND WRITING?

TEACHING LITERACY ACROSS CONTENT
AREAS (GR 6-12)
[P01.291.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This course is for Content teachers in grades 6-12 who wish to deepen their own understanding of how to
help their students become more effective and efficient readers, writers, listeners, speakers and deep
thinkers. This course will explore how content teachers can help students master the ELA content literacy
standards for History and Social Studies or Science and Technical Subjects. Teachers will learn strategies
for helping students read content materials with deeper levels of understanding. This course will help
content teachers meet Disciplinary Literacy standards for reading, writing, listening and speaking. This
interactive course is designed for job-embedded learning and practical classroom application using our
teachers to better incorporate the instructional practices outlined within State Standards, embed writing
instruction in ongoing teaching and classroom units and lesson plans. This course has been divided into five
modules: 1. What is Disciplinary Literacy? 2. Annotating Texts and Increasing Reading Motivation 3.
Research Writing and Synthesizing Multiple Sources 4. Argumentative Writing 5. Writing Informational
Texts
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
53
HIGHLY EFFECTIVE WRITING INSTRUCTION

FOR SECONDARY ELA CLASSROOMS
[P01.289.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
The course is for ELA teachers who wish to help students become more effective and efficient writers,
listeners, speakers and deep thinkers by exploring the types of writing genres found in typical state ELA
standards. Teachers will learn more about writing genres such as narrative, informational, citing textual
evidence, argumentative writing and synthesizing research from multiple sources. Teachers will reflect on
their own understandings of these genres as well their abilities to develop these writing skills within their
students. Teachers will also explore ways to engage their students in productive listening and speaking
activities that deepen student understanding and develop more proficient written work.
The course is divided into six modules: 1) The Nature of Writing: What is teaching writing all about? 2)
Writing Narratives 3) Developing Informational Texts 4) Using Argumentation to Support Claims 5)
Researching and Synthesizing from Multiple Sources and 6) Helping Students Become Writers, Listeners,
Speakers and Thinkers based on the Research-based, National Writing Project "best practices" for writing
instruction. The course will address Danielson Domain 1: 1C and 1E as well as Domain 3: 3C.
ASPDP Fee:
Materials Fee:
$0
$0
$125
Components:
1. 1e : Designing Coherent
Instruction
1. 3c : Engaging Students in Learning
P Credits:
36
54
COMMON CORE IMPLEMENTING THE

WRITING STANDARDS 6-8
[P01.191.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
instruction in their own classroom, whether they teach English language arts or high school science.
Participants will examine the organization of the standards to see how the demand for more sophisticated
writing increases over time. Participants will also explore in detail the 10 anchor standards that run through
the two grade bands of K-5 and 6-12, including text types and purposes, production and distribution of
writing, research to build and present knowledge, and range of writing. This course will immerse
participants in learning all of the Common Core Writing Standards for grades 6-8. This course includes
multiple assessments including pre and post surveys, reflection questions at the end of each unit, a Midcourse project, and a Final Capstone Project.
This courses key activities include videos, readings, reflection questions, discussion prompts, and resources
that bridge course learning to classroom practice. The course also utilizes multiple assessments including a
practice.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
2. 1b : Demonstrating Knowledge of
Students
P Credits:
36
55
56
ENGLI
SH
LANGUAGE
LEARNERS
57
58
COMMON CORE STATE STANDARDS FOR

ENGLISH LANGUAGE LEARNERS
[P01.115.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
Of the nearly one million students enrolled in the NYCDOE, 42% speak a language other than English at
home, and almost 15% are identified as English Language Learners (ELLs). ELLs attend schools in all five
boroughs, and while Spanish and Chinese speakers make up the majority of New York Citys ELL
population, 164 other languages are also represented. The implications of these statistics are clear, all New
York City public school teachers would benefit from greater knowledge and proficiency in teaching and
supporting ELLs in their classroom. In this course, participants will learn the skills, strategies, and
instructional best practices essential for ensuring that ELLs meet the rigorous academic demands of the
Common Core State Standards (CCSS) for English Language Arts in every grade level and across content
areas. Using the Eight Shifts for Academic English Language (AEL) Development as a framework, educators
will learn how to implement effective classroom protocols, develop formative assessment strategies, work
as part of a collaborative professional learning community, and utilize data to make decisions to support
ELL families and their students on the path to academic achievement and college and career readiness.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Instruction
P Credits:
36
59
TEACHING ENGLISH LANGUAGE LEARNERS

(ELL): AN INTRODUCTION
[P01.151.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This course focuses on effective strategies for English language instruction. Participants will go beyond a
one-size-fits-all approach to explore and implement innovative ways of teaching vocabulary and grammar,
listening and speaking, reading and writing, and designing fair and accurate assessments. Learn more about
ELL (English language learner) students and their needs and how to choose the most appropriate materials
and activities for the classroom. Explore how teachers can choose and fine-tune the principles that exactly
fit their teaching situation. Participants will rethink the traditional native vs. non-native distinction, see why
teaching English is so different from teaching other subjects, and explore innovative approaches like
Communicative Language Teaching and the lexical approach. Participants will reference the Common Core
Standards when creating lesson plans, specifically taking into account their ELL learners.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Students
Responsiveness
P Credits:
36
60
ACADEMIC ACHIEVEMENT FOR ENGLISH

LANGUAGE LEARNERS (ELLS)
[P01.272.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This comprehensive instructional course provides educators and administrators with research-based
methods to effectively address the needs of English Language Learners in daily classroom practices in order
to meet state English Language Proficiency across all content areas. This interactive course will help
facilitate the process for teachers to think through how to better incorporate the instructional practices
necessary for ELLs. Participants will have access to downloadable course textbook, participant workbooks;
an expert in the area of ELLs will be available for regular communications, targeted classroom video lesson
segments, observational protocols, research documents, extended educational materials, and instructional
resources. Participants will explore real instructional challenges that many teachers face in their classroom
and identify strategies to address such complex issues. This professional development is teacher-directed
and student-centered.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
61
EFFECTIVE STRATEGIES FOR THE DUAL

LANGUAGE AND BILINGUAL LEARNER
[P01.207.1F16]
Start Date:
11/1/2016
End Date:
11/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
This course is aimed at teachers working within a Bilingual, Dual Language, or English Language Learner
classroom. This course will also significantly help those new to these types of programs or those looking to
work with this population of students. In this course, participants will discuss the emerging need for
Bilingual, Dual Language, and ELL classrooms and explore the various classroom models, which make these
programs successful for all students. There will be an emphasis on how to promote literacy within this
classroom setting and how to implement the most effective strategies for reading comprehension across all
content areas. Participants will also learn specific formative assessments to drive instruction that are
necessary to these types of learners such as a focus on communicative skills. There will also be
implementation of effective summative assessments as well that will help learners become more successful.
Participants will learn ways to increase both family and community involvement through community
outreach, classroom activities and effective parent-teacher communication. In addition, students are
required to read all the information presented and create lively discussions with their colleagues within the
course and also conduct and share some of their own research and methods with the class. Assessments
for the course, will be that students will develop lesson plans and thematic units that utilize the concepts
and techniques learned throughout the course. Specific examples and outlines will be provided to students
throughout the course via the discussion board and course homepage, specific lesson plans will include a
lesson utilizing specific formative assessments discussed, and a differentiated / scaffolding lesson.
Participants will also be required to create and share under guidance of the instructor specific examples of
both summative and formative assessments and a reflection of the outcome after utilized in the classroom.
Further, participants will also create a newsletter, flyer, activity, etc. to increase community and family
involvement within these types of classrooms.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Instruction
1. 4d : Participating in a Professional
Community
P Credits:
36
62
F
AMI
LY
ENGAGEMENT
63
64
BUILDING MEANINGFUL PARTNERSHIPS:

CONNECTING PARENTS, SCHOOLS, AND
COMMUNITIES
[P01.113.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
The academic success of students no longer rests solely in the hands of their teachers. Parents,
communities, and school districts all play an essential role in educating Americas youth; thus it is
imperative that each of these governing bodies work collaboratively to ensure students academic success.
This course is designed to offer key strategies for successfully integrating families and community partners
into our schools and districts. From meaningful examples to practical applications, this course prepares the
administrator and the educator to seek out, connect with, and facilitate meaningful partnerships with
parents, community organizations, local, state, and federal institutions, and businesses, to name a few. By
the end of the course, the learner will be able to plan effective family and community partnerships aimed at
school improvement and enhancing students academic achievement, from identifying key stakeholders and
developing a shared vision to implementing programs and evaluating partnership success.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
4d : Participating in a Professional
Community
P Credits:
36
65
BUILDING PARENT ENGAGEMENT WITH

[P01.114.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
Parents play an integral role in their childs education, and one of the biggest challenges and
opportunities for teachers is reaching and building positive relationships with all parents. These
relationships are especially important for implementing the Common Core State Standards (CCSS), which
are the largest educational shift in the past decade and impact every aspect of a students school
experience. This course helps participants learn the skills for establishing positive rapport and
communicating successfully with parents, as well as addressing parental barriers to engagement. These
barriers include parents with negative attitudes toward the CCSS, including confusion about the
Partnership for Assessment of Readiness for College and Careers (PARCC) and shifting assessment
requirements in New York; parents who are overworked or have limited time; those with special needs
children; and those with limited English language proficiency. After finishing the course, participants will be
equipped with a comprehensive set of tools for engaging and empowering all students parents to become
active partners in their childs academic success and in the implementation of the CCSS. Participants will
gain practical strategies and concrete, actionable tools to foster parental involvement, including planning
Parent Information Nights and engaging and supporting parents to understand CCSS-aligned activities and
PARCC practice assessments, empowering students as school-to-home liaisons, using technology to
maintain regular contact with parents, and working with students and parents to combat bullying and
create strong home-to-school connections. Finally, the course prepares participants to successfully reach
parents from varied cultural backgrounds as well as those of special needs students, gifted and talented
students, and English Language Learners, all of whom may need extra support in the classroom.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Respect and Rapport
1. 4d : Participating in a Professional
Community
P Credits:
36
66
ENGAGING PARENTS EFFECTIVELY TO

REMOVE BARRIERS TO LEARNING
[P01.145.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This course focuses on collaborating, cooperating, communicating and conferencing with parents to
promote student success. The teacher as leader and the teacher as manager will learn effective
communication and organizational skills for working with parents to solve academic and behavioral
challenges to ensure positive student outcomes. Based on the underlying principals inherent in the Value
Set of Safety, Order and Rights and effective teaching strategies, participants will learn to create an
effective plan for interacting with parents utilizing proven communication skills. The plan leads to a logical
discussion about the problems the child is having in school and moves parents from a defensive position to
a position where they become committed participants in the solution.
Participants will learn ways to organize observations and thoughts about a student and confidently and
professionally present a well-documented and thoughtful discussion of this sensitive topic. Participants will
also learn effective strategies for overcoming resistance from parents and how to gather relevant facts and
present them in ways that communicate with authority and impartiality, gaining parental support.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Procedures
4e : Growing and Developing
Professionally
P Credits:
36
67
FAMILIES AS PARTNERS: HOW FAMILY

ENGAGEMENT SUPPORTS STUDENT
SUCCESS
[P01.248.1F16]
Start Date:
10/11/2016
End Date:
10/27/2016
Education Partner:
New Visions for Public Schools
Location:
Course Description:
In this course, participants will examine the research and practices of family engagement, and explore the
relationship between family engagement practices and student achievement and success. Using research
based on Dr. Joyce Epstein and Karen Mapp, participants will review the history of connecting family
engagement to student success and begin connecting their current work to the established best practices
described by the Flamboyan Foundation and the National Network of Partnership Schools. Knowledge and
learning will be demonstrated with discussions, in-class writings, work groups and presentations.
Participants will bolster their knowledge of engagement practices, which they will demonstrate by
producing an initiative to put into practice in their schools and a rubric to measure the success of this
initiative.
ASPDP Fee:
Materials Fee:
$45
$0
$0
Components:
4c : Communicating with Families
Community
P Credits:
12
68
GI
FTED&
TALENTED
69
70
TEACHING GIFTED STUDENTS

[P01.222.1F16]
Start Date:
1/1/2017
End Date:
1/28/2017
Education Partner:
Educators
Location:
Online
Course Description:
Educators will study the current status of gifted education and identify the special needs of gifted students
in our classrooms. Teachers will investigate the unique obstacles gifted students face in the classroom
today and identify and select strategies that can be used to help these children realize their full potential. It
is the objective of this course to explore the reasons for which many gifted students are not sufficiently
challenged on a daily basis. The first half of the course will be dedicated to distinguishing the gifted student
from others in our classrooms in order to begin to understand his/her particular academic, social and
emotional needs. It is our objective in the second half of the course to analyze different approaches to
working with this population, identifying those which appear to be most useful, and designing materials and
lesson plans that will foster the development of our best and brightest students.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Students
P Credits:
36
71
CHALLENGING GIFTED STUDENTS IN THE

REGULAR CLASSROOM (GR K-12)
[P01.281.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This comprehensive instructional course provides educators proven ways to help classroom teachers
challenge and enrich the education of academically talented or gifted students in the regular classroom.
The course will help educators answer such questions as: What is the difference between a truly gifted
student and a hard-working, highly-motivated student? How can I best help my gifted students stretch and
grow in a heterogeneous or clustered classroom? What are disabled gifted students and how can I help
these students experience the success they deserve? How do I differentiate my lessons so that I challenge
my gifted students yet do not overwhelm my struggling students? How can I answer parent questions and
help them best support the needs of their gifted children at home and at school?
The focus of this course is to help educators: understand how giftedness is defined and identified,
understand the characteristics of various categories of giftedness; learn effective ways of supporting gifted
academic learners in the regular classroom; support and encourage the talents of non-academically gifted
students, understand and meet the needs of twice-exceptional gifted students; and finally, understand how
to help parents support the needs of their gifted child at home and at school.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
72
HEALTH &
PHYSI
CALED
73
74
LET'S MOVE! AUTHENTIC PE INSTRUCTION

FOR THE 21ST CENTURY
[P01.123.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
The health and wellness of our students does not rest solely in the hands of healthcare providers or
families. Effective Physical Education instruction plays an essential role in educating Americas youth about
the benefits of engaging in regular physical activity, which research shows leads to longer life-expectancies,
lowers risk of certain diseases, and improves mental health . Therefore, it is imperative that physical
education teachers develop teaching strategies that provide students with the knowledge and skills they
need to engage in a lifetime of fitness. A high-quality physical education program offers students more than
just skill development and physical activity; it emphasizes student learning in these three domains: cognitive,
affective, and psychomotor. This course provides teachers with the resources to develop students skills in
these three domains, as well as the knowledge, strategies, and skills necessary to advocate for, design, and
implement instruction that addresses the needs of students of all learning and physical abilities. By the end
of the course, teachers will be able to develop authentic physical education activities that are aligned to the
SHAPE America National Standards, engage students in authentic activities that intrinsically motivate them
to participate in PE, and help students understand the value of physical activity in their lives. Teachers will
also learn strategies for assessing students in PE and fostering an environment in which learning time is
maximized and students spend the majority of their time in motion.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Procedures
P Credits:
36
75
76
MATHEMATI
CS
77
78
THE COMMON CORE STATE STANDARDS IN

MATH: CONNECTING CONTENT AND
PRACTICE (K-5)
[P01.131.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
making NYC one of the earliest districts to do so. The Grade K-5 Common Core State Standards in Math
for grades K-5 (CCSSM) outline what students need to know, understand, and be able to do in order to
prepare for middle and high school. The focus of this course is on deeply familiarizing the participant with
both the content standards and the Standards of Mathematical Practice (SMP), and how to interweave
these two throughout current and future classroom activities to increase the rigor, coherence, and fluency
of math instruction and practice. This course provides both experienced and new teachers with a deep
understanding of the content, philosophy, shifts in focus, and classroom applications of the CCSSM. As the
participant moves through the course, he or she will redesign non-CCSSM aligned activities and plan new
ones that incorporate the new standards. He or she will also gain a comprehensive set of best practices for
lesson planning, using higher-order questioning and discussion techniques, and building progressive learning
into math activities. Finally, bearing in mind the cross-curricular nature of many elementary school
classrooms, the course equips teachers with strategies for incorporating English Language Arts skills into
math instruction.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
79

MATH: CONNECTING CONTENT TO
PRACTICE (9-12)
[P01.132.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
This course focuses on the Common Core State Standards in Math for Grades 9-12 (CCSSM), the
instructional shifts outlined by the standards, and best practices and strategies for implementing CCSSM
aligned instruction. This course deeply familiarizes participants with both the content standards and the
Standards of Mathematical Practice (SMP), which promote mathematical thinking and prepare students for
college and careers. Participants learn best practices and strategies to interweave the content and practice
standards throughout current and future classroom activities to increase the rigor, coherence, and fluency
of math instruction. The participant will design targeted, grade-specific math activities and lessons, practice
utilizing rigorous learning target progressions, and develop cognitively demanding questioning and
discussion techniques that help integrate the CCSSM practice and content standards into their teaching
practice. Participants also gain best practices to engage students in learning through hands-on and
technology-based activities, develop activities that improve mathematical language and vocabulary skills, and
learn to differentiate instruction to meet the diverse learning needs of their students. By the end of the
course, participants will be prepared to align instruction to the CCSSM and meet the needs of all learners.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
80
HOW TO "READ AND WRITE" IN MATH:

IMPROVING PROBLEM SOLVING AND
COMMUNICATION IN MATHEMATICS
[P01.147.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Participants learn how to create effective classroom learning experiences to help students solve word
problems successfully, with skill and confidence, and describe their solution processes clearly so others can
understand. Explore a wide range of instructional strategies for math problem solving and math
communication. Learn to create exciting math lessons that are challenging and achievable for all your
students. Burns, McTighe, NCTM, Polya, Schoenfeld, Wiggins (Grades K-12, 3P credits)
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Students
Respect and Rapport
P Credits:
36
81
GROCERY STORE MATH

[P01.162.1F16]
Start Date:
11/1/2016
End Date:
11/30/2016
Education Partner:
Location:
Online
Course Description:
Teachers will learn ways to teach a variety of math skills in a fun, exciting way through this unit on the
many ways math is used in grocery stores. Various activities, ideas, and lesson plans will be addressed in
this course that will help teachers use their local grocery store and students prior shopping experiences to
teach and reinforce math skills. The ideas presented in this course can be easily adapted to any age group.
From completing this course, teachers will have a full cart of ideas to choose from when teaching math
topics in the classroom.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
P Credits:
36
82
MATH MATTERS
[P01.240.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
NaMaYaPD
Location:
Online
Course Description:
The purpose of this course is to provide opportunities for participants to explore the eight multiple
intelligences and their impact on math instruction. All students, regardless of their learning style, are
entitled to being successful in mathematics. Participants will create integrated math lessons for a variety of
topics that include rich math vocabulary, math literature and manipulatives, as well as rubrics for
assessment.
ASPDP Fee:
Materials Fee:
$125
$169
$0
Components:
Students
P Credits:
36
83
PREPARING STUDENTS FOR THE COMMON

CORE MATH ASSESSMENTS (GR 3-10)
[P01.292.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
We have come to a tipping point in education when we must change our assessment beliefs and act
accordingly. Assessment may be the most powerful tool available to us for ensuring universal student
mastery of Common Core State Standards. This comprehensive instructional course provides educators
and administrators proven methods to implement instruction and assessments aligned to the Common
Core requirements into daily classroom practices, easily and efficiently. This course also provides an
understanding of how to use Common Core guidelines for dramatic improvement of math instruction and
achieve better student performance. This course is also fully aligned with Danielsons Framework for
Teaching Domains 1, 2, 3 and 4. Through a combination of lesson activities, online discussions, and
instructional reflection processes participants will gain insight of a wide range of strategies and resources to
incorporate into their own instructional practices.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Respect and Rapport
P Credits:
36
84
TEACHING MATHEMATICS WITH RIGOR

AND RESULTS (GR 3-10)
[P01.295.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
implement a rigorous mathematics culture which will help students to achieve better results and mastery.
This course incorporates Common Core content guidelines as well as takes a deeper look into how the
mathematics practices standards can easily be integrated into classroom lessons. Through the use of a
lesson study process, teachers will address the question of what should instruction look like with rigor in
mind?
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
85
DEVELOPING MATHEMATICAL EXPERTISE

IN A PROBLEM CENTERED CLASSROOM (GR
K-12)
[P01.285.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
The Common Core State Standards for Mathematical Practice require teachers to help their students to
develop the mathematical expertise or habits of mind that will allow them to work with challenging tasks
across mathematics domains. One way of developing this mathematical expertise is through the use of
cognitively demanding tasks as a central lesson focus. Cognitively demanding tasks require students to think
deeply, make sense of problems, productively struggle to create a solution, and then communicate their
thinking and understanding in a public way.
Developing Mathematical Expertise in a Problem Centered Classroom brings together the expertise of
mathematics education leaders such as John Van de Walle, Mary K. Stein, and Phil Daro to discover and
examine the teaching and learning benefits of focusing on a central challenging problem or set of problems
within a classroom lesson. Problem based lessons must be taught in a risk-taking supportive environment
which challenges students to apply their mathematical understandings in a variety of situations. By
participating in the course, teachers will learn how to plan these types of lessons and examine the
instructional strategies that need to be implemented in order for maximum benefits to be gained.
ASPDP Fee:
Materials Fee:
$0
$0
$125
Components:
P Credits:
36
86

MATH: CONNECTING CONTENT TO
PRACTICE (6-8)
[P01.130.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
making NYC one of the earliest districts to do so. The Common Core State Standards in Math (CCSSM)
for grades 6-8 outline what middle school students need to know, understand, and be able to do in order
to prepare for high school, college, and careers; this course provides participants with the knowledge and
skills for how to effectively meet these goals. This course deeply familiarizes participants with both the
CCSSM content standards and the Standards for Mathematical Practice (SMP) and how to interweave the
two sets of standards across instruction to increase the focus, coherence, and rigor of math instruction.
This course provides both experienced and new teachers with a deep understanding of the content,
philosophy, shifts in focus, and classroom applications of the CCSSM. As the participant moves through the
course, he or she redesigns non-CCSSM aligned activities and plans new ones that incorporate the new
content and practice standards. Participants also gain a comprehensive set of best practices for developing
higher-order questioning and discussion techniques, building learning progressions into math activities, and
designing formative assessments to gauge student learning and allow for instructional modifications as
needed. Finally, bearing in mind the cross-curricular aims of the CCSS, the course equips participants with
strategies for incorporating language and literacy skills into math instruction and techniques to create realworld math application through interactive, hands-on, and technology-based math activities.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Instruction
Instruction
P Credits:
36
87
88
ONECREDI
T
COURSES
1C
89
90
MODERN BAND MEET UP

[P01.137.1F16]
Start Date:
9/17/2016
End Date:
1/17/2017
Education Partner:
Berklee College of Music
Location:
New School University
Course Description:
This comprehensive instructional course provides NYCDOE music teachers with proven methods to
implement a popular music ensemble. Through participation in this course, teachers will be given the tools
to create a Modern Band music program that focuses on teaching students to play the music that they
know and love. By focusing on genres of music such as rock, reggae, country, pop and hip hop, Modern
Band helps get students engaged in making music quickly and easily. As a part of the training process, this
course will provide teacher training, classroom instruction, and state-of-the-art online technology that
teachers can use in their classrooms, including the Berklee PULSE Music Method.
Course content is based on best-practice research from the field of language acquisition and music learning
with approaches in sociocultural and constructivist arts learning that focus on music as a language and
includes language acquisition techniques, the affective filter, music vocabulary and fluency as music makers.
The course will also incorporate a focus on the Common Core College & Career Readiness Elements,
including fostering student independence, strong content knowledge, comprehension and critique, and
strategic use of technology and digital media.
ASPDP Fee:
Materials Fee:
$45
$0
$0
Components:
4f : Showing Professionalism
P Credits:
12
91
MAKING ROOM FOR STUDENT VOICE IN THE

CLASSROOM
[P01.139.1F16]
Start Date:
11/17/2016
End Date:
11/19/2016
Education Partner:
Brooklyn Free School
Location:
Course Description:
Through this course participants will gain specific tools for curriculum design, classroom meetings and
critical observation that increase student voice, motivation, and cooperation in the classroom. Over the
course of three inperson sessions, which take place in a school where student voice is actively cultivated,
participants will engage in key activities utilizing
democratic meeting processes that enable students to share their thoughts and listen to others
descriptive review processes which support teachers recognition of student capacity and interest
antibias exercises which inform culturally responsive curriculum.
Observation of classrooms and dialogue with Brooklyn Free School teachers and students will offer further
opportunities for inquiry. The final project will be a lesson plan which elicits student voice, include tools for
listening, and reflects antibias practices. This lesson plan can be prepared for a group of students the
teacher is currently teaching or for a staff training, or reflect on a past or future group of students if the
participant is not currently in the classroom.
Our professional development is predicated on the idea that students are more engaged with their
education when their ideas and interests are seen and heard by their teachers and their peers. As
Danielson states In a respectful environment, all students feel valued, safe, and comfortable taking
intellectual risks.
ASPDP Fee:
Materials Fee:
$45
$150
$0
Components:
Respect and Rapport
Learning
P Credits:
12
92
DEVELOPING A SOCIAL JUSTICE PRACTICE:

CRITICAL VISUAL QUESTIONING
[P01.140.1F16]
Start Date:
10/22/2016
End Date:
10/29/2016
Education Partner:
Brooklyn Museum
Location:
Brooklyn Museum
Course Description:
Combining art making, literacy in the visual arts, and interaction with Museum professionals, this course
will illuminate each strand of the Blueprint for teaching and Learning in the Visual Arts, while focusing on
developing teachers ability to create high quality questions, as detailed in Danielson Component 3. Through
these questioning techniques, teachers will develop student critical thinking, ability to articulate arguments
and critique, and active participation in discussion as detailed in the New York State Common Core
Learning Standards. Participants will learn how to integrate best practices for museum and art education in
order to design classroom experiences that build students skills for analyzing, interpreting and creating
works of art, all while reinforcing a critical lens.
Through modeling, research, reflection and application, participants will gain engaging, multimodal strategies
for facilitating meaningful interactions with art for their students in grades 6-12. Taking a behind-thescenes look at the Brooklyn Museums galleries, resources, and programs, participants will develop lesson
plans inspired by the Museums collection that support the diverse needs and learning styles of their
students.
ASPDP Fee:
Materials Fee:
$45
$130
$0
Components:
P Credits:
12
93
AN INTERDISCIPLINARY APPROACH TO THE

ENGINEERING DESIGN PROCESS
[P01.183.1F16]
Start Date:
11/5/2016
End Date:
12/10/2016
Education Partner:
Intrepid Sea, Air and Space Museum
Location:
Intrepid Sea, Air and Space
Museum
Course Description:
Grounded in a collection representing engineering innovations, the Intrepid Sea, Air & Space Museum
provides a unique learning environment where teachers will explore an interdisciplinary approach to the
Engineering Design Process. Looking through the lens of the Museums exhibits and focusing on form and
function, the course will examine ship design, advances in aircraft technology and design innovations in
space science. Working through a series of design challenges, teachers will talk through the Engineering
Design Process as it relates to these areas, and discuss with peers ways to bring in this method of thinking
to their teaching practice. The grounding of the workshop is the exhibit content at the Intrepid Sea, Air &
Space Museum, but the skills are universal and can be applied in the classroom setting.
Guided by Education staff from the Intrepid Museum participants in this course will have the opportunity to
apply the skills and strategies practiced. Participants will practice peer critique, revision and review as they
discuss the merits of a design protocol. Participants create an effective student task (lesson) that
demonstrates and models the importance of close looking and making multiple drafts to aide in scientific
understanding and design thinking to bring back and implement in their classroom. Teachers will put
practice into action after the first day of the course by conducting an Engineering Design Challenge of their
own their classroom and coming prepared to evaluate the student work that results. They will also
complete a comprehensive final assignment that evaluates the effectiveness of the classroom Engineering
Design Challenge project and make suggestions for improvements based on peer feedback. Teachers will
be expected to complete the Engineering Design Challenge in their classroom in the month between the
first and second session, and will be asked to submit their final project 10 days after the end of the course.
ASPDP Fee:
Materials Fee:
$90
$50
$0
Components:
P Credits:
12
94
FAMILIES AS PARTNERS: HOW FAMILY

ENGAGEMENT SUPPORTS STUDENT
SUCCESS
[P01.248.1F16]
Start Date:
10/11/2016
End Date:
10/27/2016
Education Partner:
Location:
Course Description:
In this course, participants will examine the research and practices of family engagement, and explore the
relationship between family engagement practices and student achievement and success. Using research
based on Dr. Joyce Epstein and Karen Mapp, participants will review the history of connecting family
engagement to student success and begin connecting their current work to the established best practices
described by the Flamboyan Foundation and the National Network of Partnership Schools. Knowledge and
learning will be demonstrated with discussions, in-class writings, work groups and presentations.
Participants will bolster their knowledge of engagement practices, which they will demonstrate by
producing an initiative to put into practice in their schools and a rubric to measure the success of this
initiative.
ASPDP Fee:
Materials Fee:
$45
$0
$0
Components:
Community
P Credits:
12
95
BEING A HISTORIAN: MUSEUM EDUCATION

STRATEGIES FOR CLASSROOM TEACHERS
[P01.258.1F16]
Start Date:
9/10/2016
End Date:
9/17/2016
Education Partner:
New York Historical Society
Location:
Course Description:
How do historians use primary sources objects, images, documents, maps, and more to make meaning
of the past? And how do museum educators translate these academic practices into hands-on strategies
that can bring history to life for students? This course will present historical inquiry as an instructional
strategy and build teachers ability to meet the demand for rigor and promote discovery in the classroom.
This two-day course will be divided into four parts, each focusing on a different type of primary source:
objects, paintings, maps, and documents. Interactive activities and model lessons will demonstrate how best
practices in museum education can enhance students ability to examine the past. Over the duration of the
course, participants will interact with original examples of each type of primary source during library and
gallery tours, discuss how such resources can be brought into the classroom, and practice immediatelyapplicable strategies for using these resources to build historical thinking skills across grade levels.
This course will touch upon a number of Danielson Components, including Demonstrating Knowledge of
Content and Pedagogy (Domain 1a) and Reflecting on Teaching (Domain 4a). Participants will be evaluated
through in-class participation and the development of two (one midterm and one final) lessons inspired by
the primary sources highlighted in the class. Ample time will be given for participants to reflect on their
own practice; collaborate with peers; and practice strategies that will be applicable to the classroom.
Participants will complete home and in-class readings and work with primary sources that will deepen their
understanding of the content and inform their midterm and final projects. It is the goal of this course that
participants leave with increased knowledge of history, a personal library of new resources, and a toolkit of
strategies that can be implemented in the classroom. This course is suggested for elementary teachers and
Social Studies middle and high school teachers, but all teachers who wish to broaden their knowledge of
historical inquiry practices are welcome.
ASPDP Fee:
Materials Fee:
$45
$65
$0
Components:
P Credits:
12

96
PEDAGOGY
97
98
AN EDUCATORS GUIDE TO THE COMMON

CORE
[P01.108.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
This course provides the teacher with an introductory overview of the Common Core State Standards
(CCSS), the implementation of which the NYCDOE has been a leader in since 2012. These standards were
developed with the aim of ensuring that students in every state be held to the same level of expectations,
as they gain the knowledge and skills to prepare them for college and careers. In the course, the teacher
will learn how and why the CCSS were developed, and come away with a practical understanding of what
CCSS implementation and assessment look like in math and English Language Arts (ELA) instruction. The
teacher will also learn how to infuse the CCSS into other subject areas, such as science and social studies.
Finally, the course contains strategies for teachers to help parents understand and support the
implementation of the CCSS in their childs classroom. All of the information and practices shared in this
course are designed to equip teachers to foster student achievement with the CCSS.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
99
WHY ARGUE: TEACHING THE ART OF ORAL

AND WRITTEN ARGUMENT
[P01.134.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
How many times have you heard a student say Just because, or use faulty reasoning when asked to
support a position theyve expressed? The Common Core State Standards in English Language Arts require
students to move beyond superficial explanations and descriptions. They must be able to comprehend and
critique complex ideas and use and evaluate evidence in order to be college and career ready. Developing
arguments requires students to engage multiple critical-thinking skills as they generate extended definitions
of concepts, articulate warrants, establish criteria, and, ultimately, defend a conclusion or judgment.
Argument also involves scrutiny of ones own values and beliefs as well as the capacity to engage in
productive dialogue with others whose values and beliefs differ from their own. The many important skills
of argument apply across disciplines and can be addressed at any stage in a middle- or high-school students
educational career as he or she engages in increasingly demanding cognitive tasks. In this course, the
teacher will learn best practices for engaging students in rich processes and procedures for oral and
written argument development, from class-wide inquiries to small-group data analysis to individual writing
tasks. By the end of the course, the teacher will be able to support all students, including those from special
populations, as they learn to argue relevant concerns with increasing complexity and express their
arguments elegantly and logically making Just because a thing of the past. All of our courses combine
research-based best practices and a variety of instructional formats including interactive presentations,
readings, annotated classroom videos, interactive activities, application activities, and discussion boards,
which are designed to be directly applicable to the learners teaching practice and support student
achievement.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
100
MAKING ROOM FOR STUDENT VOICE IN THE

CLASSROOM
[P01.139.1F16]
Start Date:
11/17/2016
End Date:
11/19/2016
Education Partner:
Location:
Course Description:
Through this course participants will gain specific tools for curriculum design, classroom meetings and
critical observation that increase student voice, motivation, and cooperation in the classroom. Over the
course of three inperson sessions, which take place in a school where student voice is actively cultivated,
participants will engage in key activities utilizing
democratic meeting processes that enable students to share their thoughts and listen to others
descriptive review processes which support teachers recognition of student capacity and interest
antibias exercises which inform culturally responsive curriculum.
Observation of classrooms and dialogue with Brooklyn Free School teachers and students will offer further
opportunities for inquiry. The final project will be a lesson plan which elicits student voice, include tools for
listening, and reflects antibias practices. This lesson plan can be prepared for a group of students the
teacher is currently teaching or for a staff training, or reflect on a past or future group of students if the
participant is not currently in the classroom.
Our professional development is predicated on the idea that students are more engaged with their
education when their ideas and interests are seen and heard by their teachers and their peers. As
Danielson states In a respectful environment, all students feel valued, safe, and comfortable taking
intellectual risks.
ASPDP Fee:
Materials Fee:
$45
$150
$0
Components:
Respect and Rapport
Learning
P Credits:
12
101
MAXIMIZING ENGAGEMENT FOR ALL

LEARNERS
[P01.149.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
As teachers continue teaching within the Common Core State Standards (CCSS) framework they will
quickly recognize an even greater emphasis needs to be placed on student engagement. There is
widespread recognition that teachers are tasked with creating favorable learning conditions for a diverse
population of learners. Teaching within the CCSS framework requires teachers to create equity of
outcomes as well as equity of access to learning. In order for teachers move deeper into teaching within
the CCSS it is important that they develop a solid understanding of the underlying principles of the CCSS
and how maximizing student engagement is an essential part of teaching effectively within the Common
Core State Standards.
To maximize engagement of all learners, teachers will learn the importance of recognizing the
achievement gap is widened by an engagement gap at the individual student level. Course participants
will learn that teachers and learners may view engagement through the lens of different enduring questions.
When answering the enduring questions of learners, teachers will learn how to avoid various engagement
traps. An important aspect of maximization will be to assess students with regard to their own orientation
toward growth as learners. The negative implications of students holding a fixed view of their own
potential as learners will be juxtaposed against a learning mindset that helps increase student willingness to
take risks. The connection between students embracing an expandable view of their ability followed by
teacher use of prescriptive teacher feedback will be made. Throughout the course teachers will have
opportunities to reflect on their own cycle of inquiry and demonstrate an impact on the achievement of
students through engagement. In doing this, a number of factors will be considered including how universal
design for learning principles can help address barriers within the learning conditions. The rationale for
personalization through a continuous cycle of re-engagement for teachers and students will be provided.
Teacher reflection strategies to guide interpretation of both overt and covert student disengagement will
provide teachers an opportunity to implement what they are learning.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
102
TODAYS CLASSROOM: FOUNDATIONS OF

AND CURRENT TRENDS IN EDUCATION
[P01.152.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This entire course addresses how to create a highly effective classroom culture that is a cognitively vibrant
place, characterized by a shared belief in the importance of learning. The teacher conveys high expectations
for learning by all students and insists on hard work; students assume responsibility for high quality by
initiating improvements, making revisions, adding detail and/or helping peers as described in Domain 2.
Learn classroom management entails: the physical setting, the way students move about and engage in the
process of learning, and the way they set up the emotional environment of the classroom impacts student
outcomes.
Participants will also learn that instructional methods and the way they present the subject matter will
impact their classroom environment. They learn ways to meet their students physical, social and emotional
needs which help the student to perform cognitively.
Participants learn skills to take a diverse student population and create a safe and secure environment
where learning can take place.
Learn the instructional process can be improved through the development of a systematic approach to
storing and retrieving materials. The specific organization is dependent on the arrangement and space in
the room and on the style and preferences of the teacher or teachers who use the room. The purpose of
organizing materials is so that both students and teachers can have access to the correct materials with a
minimum of disruption.
Learn how to create and introduce rules and procedures to their class to create an orderly and safe
environment for students. Students need to know the rules and procedures of their classroom, they need
to follow these rules and procedures, and they need to accept the consequences for choosing not to follow
them
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Procedures
Responsiveness
P Credits:
36

103
CONSCIOUS CLASSROOM MANAGEMENT:

SUCCEEDING WITH DIFFICULT STUDENTS
[P01.153.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Conscious Teaching, LLC
Location:
Online
Course Description:
Conscious Classroom Management: Succeeding with Difficult Students is an online learning course
designed to help new and veteran teachers improve their relationships with troubled students, structure
safe and engaging learning environments that will help prevent misbehaviors, and appropriately intervene
when students resist or become defiant. The goal of the course is to help empower teachers to create the
classroom environment they have always wanted. This is done by making visible some invisible elements of
effective classroom management, by reinforcing positive assumptions about students that will positively
impact the way students respond in the classroom, and by using concrete, easily implementable strategies
to connect with kids, teach personal responsibility and structure instruction for maximum engagement and
impact.
Hundreds of research studies in education have concluded that the only way to improve student
achievement is with a knowledgeable and skillful teacher (What Matters Most, 1996). The difference in
teacher effectiveness is the single largest factor affecting academic growth of populations of students
(Sanders, 2000). And the #1 teacher-controlled area influencing student achievement is classroom
management (Wang, Haertl, & Walberg, 1994). Conscious Classroom Management: Succeeding with
Difficult Students will help teachers improve their classroom management which in turn will allow them to
maximize student learning. Because no matter how great your lesson plan is, youll never get through it if
you cant appropriately manage student behaviors.
ASPDP Fee:
Materials Fee:
$125
$134
$0
Components:
Procedures
2e : Organizing Physical Space
P Credits:
36
104
COLLABORATIVE LEARNING: STUDENTS

WORKING TOGETHER
[P01.157.1F16]
Start Date:
9/1/2016
End Date:
9/29/2016
Education Partner:
Location:
Online
Course Description:
Working with others is a skill that every student needs to practice. This is not only beneficial to them
during their school years but will also help them later in life to be successful in their jobs. Too many times
teachers avoid collaborative work in their classroom because group work may become disastrous if not
planned correctly. Well, fear no more! This course will help you to become more familiar with all aspects
of students working in groups. We will practice different strategies for organizing groups, try different
types of collaborative learning and will gain confidence in our teaching while allowing students to work
together. This course is appropriate for all areas of instruction including the Arts, ELA, Social Studies, Math,
Science and Foreign Language, K -12. Educators will create appropriate classroom resources according to
their specific area of study.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
Respect and Rapport
P Credits:
36
105
DIFFERENTIATING TEACHING AND

INSTRUCTION: WHAT, HOW, WHY
[P01.194.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
As a result of this course, participants will be able to describe and implement the concept of differentiation
as a response to the needs, interests and abilities of learners by modifying curriculum, instruction, and
classroom environment. Participants will explore how to reconstruct an objective so it is responsive to the
needs, interests and abilities of diverse learners. Participants will discover how to use grouping patterns as
a differentiation strategy, and they will explore how to effectively implement Independent Study to help
their students meet their own needs within the boundaries of the learning process. Participants will explore
varied models of instruction, including direct instruction and inquiry-based teaching, in order to effectively
respond to diversity amongst their students.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
P Credits:
36
106
ENHANCING PROFESSIONAL PRACTICE:

CHARLOTTE DANIELSONS A FRAMEWORK
FOR TEACHING
[P01.195.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Charlotte Danielsons Enhancing Professional Practice: A Framework for Teaching (required reading,
available at Amazon.com and other venues), defines teachers responsibilities, which for education
consultant and expert presenter Danielson fall into four domains: planning and preparation, classroom
environment, instruction, and professional responsibilities. Through lectures, classroom observations, and
vigorous panel discussions, educators work through how to use the Framework to scrutinize and
strengthen classroom teaching practices to improve student learning. Danielson and her panel assess
classroom footage for strengths and weaknesses in each domain. At various intervals, participants pause to
consider their experiences before and after they hear the panel members describe theirs. Educators then
begin to assess their practice through Danielsons detailed levels of performance and through the ongoing
task of self-reflection. Punctuated by worksheets, reflection questions, the book, and reflection questions,
the course prepares educators to use the Framework to become their best professional selves. Charlotte
Danielsons Framework provides a tool for educators to use to evaluate their own and others practices so
that they can meet the needs of all their students with careful attention to their practice in the realms of
planning and preparation, classroom environment, instruction, and professional responsibilities. A teacher
who strives to make her practice exemplary in these realms is a teacher who will contribute to a culture of
achievement and the closing of the achievement gap.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
Learning
Procedures
P Credits:
36
107
COOPERATIVE LEARNING AND LEARNING

TEAM STRUCTURES
[P01.208.1F16]
Start Date:
12/1/2016
End Date:
12/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
This course will briefly examine the basics of cooperative learning focusing on the philosophy behind this
teaching method, how cooperative learning helps students meet common core state standards, benefit
from a variety of perspectives and viewpoints, all while integrating technology. The benefits are student
content mastery, increased intrinsic motivation through extrinsic motivation, inreased accountabilty and
engagement. An analysis of a variety of cooperative learning methods and practices will be explored. In
addition, teachers will examine overall student participation and engagement in learning teams versus
traditional classroom configurations and determine successful configurations for different content areas and
grade levels at meeitng academic expectations. During each week, there are specific themes to explore and
discussion questions to answer in the postings. Students will address the Discussion Questions (DQs) and
reflect their answers to the course content and their own instructional practice, but also their classmates
postings and opinions to examine many perceptions of how cooperative learning and learning teams can
affect classrooms, pedagogies and student outcomes.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Students
P Credits:
36
108
INFUSING RIGOR INTO YOUR CLASSROOM

[P01.211.1F16]
Start Date:
9/1/2016
End Date:
9/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
By approaching and reflecting on personal teaching practices with the goal of increasing levels of rigor and
relevance student achievement will increase.
PWBAT:
Gain an understanding of educational rigor by examining research grounded in the need for rigor
Articulate a personal understanding of rigor
Explore the key elements of rigor curriculum, instruction, differentiation, questioning and assessment
Apply design principles based on increased rigor in the analysis and design of planning, lessons, and
assessments
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Learning
P Credits:
36
109
INSTRUCTION WITH LEARNER OUTCOMES

IN MIND
[P01.212.1F16]
Start Date:
1/1/2017
End Date:
1/28/2017
Education Partner:
Educators
Location:
Online
Course Description:
Educators will incorporate Danielsons Framework for Teaching and the Common Core Learning
Standards into their teaching practice through this course. In Instruction with Learner Outcomes in Mind
we will be using Essential Questions and Differentiated Instruction to Align Classroom Practice with the
Common Core Standards. In this age of educational accountability and increasingly rigorous standards,
accountability-based assessments, and high achievement levels for all students, we, as educators search for
models and techniques to improve the delivery of our content and skills to our students. We aim to focus
on desired leaner outcomes and content and process related essential question promote, evaluate and
improve standards design, curriculum development, assessment, metacognition, instructional processes,
professional development and planning to guide and lead our students to the understanding of big ideas and
concepts that connect into a working framework from which to deepen and enrich their learning of their
world and themselves.
The objectives of this course are to examine our teaching and facilitation of our students as it leads us all
on the path of continuous learning and the valued application of those big ideas in higher education, the
work force and society. We will learn to identify points of leverage as we explore Essential Questions
to produce the most significant and positive results in our students as well as ourselves. We will use
differentiated instruction, which respects the diversity of learners in our classrooms and provides the
methodology or vehicle for communicating those essential questions to the students effectively to foster
and support growth while fostering learning, transfer, metacognition and growth.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
P Credits:
36
110
INTEGRATED CO-TEACHING IN THE

INCLUSION CLASSROOM
[P01.213.1F16]
Start Date:
1/1/2017
End Date:
1/28/2017
Education Partner:
Educators
Location:
Online
Course Description:
The inclusive classroom is one that welcomes all and provides focused differentiated instruction to not only
meet the needs of a unique special education population but also challenge those in the mainstream. This
course will not only discuss the various models for inclusion but provide all teachers with concrete
strategies to incorporate into their daily instruction that will help and empower all students in both the
academic setting as well as social. Special emphasis will be placed on exploring and implementing the
talented and expert techniques used by successful inclusion classrooms that can be easily translated into
any class.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
P Credits:
36
111
INTERACTIVE NOTEBOOKS AND OTHER

NOTE TAKING STRATEGIES
[P01.214.1F16]
Start Date:
12/1/2016
End Date:
12/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
Teach your students how to improve critical thinking, increase creativity, and become better organized.
Research has shown that personalization, relevance, and using both visual and linguistic intelligences
facilitate learning while increasing student achievement and success. Participants in this course will learn:
the value of interactive note-taking, strategies to develop right and left brain thinking in their students and
how to provide opportunities for information processing and differentiated learning including suggestions
for how to make an interactive student notebook.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
P Credits:
36
112
PROBLEM BASED LEARNING

[P01.215.1F16]
Start Date:
12/1/2016
End Date:
12/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
Participants will research and implement lessons for Problem-Based Learning in their classrooms.
Participants will differentiate between problem and project-based learning.
Participants will develop their own problem-based activities as appropriate to their respective grade levels
and/or subject areas i.e. lesson or unit.
Participants will evaluate a variety of problem-based lessons for their authenticity and feasibility within the
context of the classroom.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Respect and Rapport
P Credits:
36
113
STEAM EDUCATION
[P01.220.1F16]
Start Date:
11/1/2016
End Date:
11/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
Science, Technology, Engineering, Arts, and Mathematical elements all wrapped in one: join us in learning
more about this educational framework created for all disciplines and types of learners. It is an integrated,
multi-disciplinary avenue for teaching the inter-relationships of how subjects relate in real-life. By adding
the arts element educators will learn new ways to: stimulate and develop the imagination, refine cognitive
and creative skills, strengthen problem solving and critical thinking skills, nurture team-building, cultural and
alternative perspective values, and develop a sense of craftsmanship and goal setting skills needed in the
classroom and beyond. This course provides a detailed webpage and discussion board that houses all
documents, worksheets, rubrics and alike for each week and the associated assignments. The instructors
instructional posts and conversations with teachers detail the requirements for weekly assignments as well.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Students
P Credits:
36
114
THE SELF DRIVEN LEARNER AND

MOTIVATIONAL STRATEGIES
[P01.224.1F16]
Start Date:
9/1/2016
End Date:
9/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
. Educators will explore various research-based motivational theories in regards on how to motivate
students through instruction and classroom management. There will be an emphasis on intrinsic and
extrinsic motivational factors and how this can be applied to the classroom setting. Educators will learn
how to incorporate role-models and peer-models into classroom activities. Educators will also learn how
to promote a culture of learning by taking on supportive/coaching roles within a traditional classroom
setting. Concepts learned in this course will enable participants to meet the rigor of the Common Core
Learning Standards and motivate their students to excel with academic goals.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
Learning
P Credits:
36
115
ESSENTIAL QUESTIONS ENGAGE LEARNERS

[P01.235.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
NaMaYaPD
Location:
Online
Course Description:
Teachers will explore a variety of types of questions, consider the applications and intentions of those
questions and identify the specific characteristics of essential questions. Participants will design EQs using
various strategies and tips. Processes for implementing EQs will be provided and teachers will use those
frameworks to design a unit or to string units together where the exploration is spiral-like requiring
deeper thinking and arriving at more insightful understandings.
Using frameworks when working with EQs is not sufficient without the ability to get the most from those
EQs. The second part of the course focuses on getting the most from the discussions, addresses challenges
of implementation and provides suggestions for establishing a culture of inquiry in the classroom.
ASPDP Fee:
Materials Fee:
$125
$169
$0
Components:
P Credits:
36
116
THE FLIPPED CLASSROOM

[P01.245.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
NaMaYaPD
Location:
Online
Course Description:
One of the hottest buzz phrases in education today is the flipped classroom. The premise behind the
flipped classroom is to create an environment where the lecture and homework aspects of a course are
reversed. Todays student, who is more tech savvy than ever before, is equipped to access content at
home, replacing the traditional in-class lecture. This then allows for class time to be spent applying
concepts and completing guided practice activity with an increased opportunity for student questioning.
Flipped lessons provide for more active learning opportunities with students taking more responsibility
reaching learning objectives. This course will analyze the theories and research supporting flipped lessons,
as well as introduce educators to online tools and resources to create a successful and meaningful flipped
experience. Participants will explore and utilize many free resources including TED TALKS, Khan Academy
and the NY Times.
ASPDP Fee:
Materials Fee:
$125
$169
$0
Components:
P Credits:
36
117
THE ART OF FACILITATION: CREATING A

LEARNER-CENTERED ENVIRONMENT
[P01.256.1F16]
Start Date:
9/14/2016
End Date:
11/30/2016
Education Partner:
Location:
Course Description:
Our post-modern information-rich culture has generated constantly evolving paradigms of leadership. The
traditional, hierarchical pyramid-shaped organizational chart has been replaced by egalitarian, collaborative
circles of shared leadership. At the heart of these changes is a shift in the relationships that develop
between the members of organizations. Distinctions between leaders and followers are not as clear as in
the past. These relationships require a new set of perspectives, attitudes, and skills that enable people to
engage in dialogue, to work collaboratively, and to reflect together to assess and plan for new projects. At
the most obvious level, these relationships call upon us to speak and to listen to each other in ways that
require deep trust and the avoidance of blame and fault-finding. These changing relationships have informed
the direction of the Common Core State Standards. This course draws particular attention to the CC
Listening and Speaking Standards, which emphasize the importance of collaborative discussions among
diverse partners.
Organizations that have transformed along these lines have been called learning organizations, after the
groundbreaking work of Peter Senge and his colleagues. In education and in the realm of non-profits, such
organizations are often referred to as learning communities. In these kinds of organizations, leadership is
less about directing and more about facilitating. To move with comfort in this new environment, many
of us schooled in traditional leadership and pedagogical modes are searching for means to develop new skill
sets. This course, a series of learning experiences in the art of facilitation, is designed to support teachers,
teacher-leaders, and school leaders as they are reshaping their roles in their organizations and their
relationships with colleagues and with students.
ASPDP Fee:
Materials Fee:
$125
$0
$0
Components:
Respect and Rapport
P Credits:
36
118
21ST CENTURY LEARNING AND THE 4CS (GR

K-12)
[P01.269.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
In this course, participants will gain insight into the 21st Century skills and their relevance to education
today. Shifts in the world including the proliferation of technological resources and information will be
highlighted, as well as the skills students today will be expected to have in the workforce will be explored.
While there are some unknowns about what tomorrows work will require, we know that significant shifts
from past educational practices will be critical. This course will explore practical teaching strategies to
integrate 21st Century skills, and more specifically Critical Thinking & Problem Solving, Collaboration,
Communication, and Creativity & Innovation into classroom units and lessons. Participants will learn of the
research base and innovations in each area, including, but not limited to, Blooms Revised Taxonomy,
Webbs Depth of Knowledge and Costas Levels of Questioning, using sentence starters, frames, and signal
words in communication, explicitly teaching speaking and listening skills in addition to reading and writing,
incorporating technology in the classroom, project based learning, and more. Connections to Danielsons
Framework for Teaching will be emphasized throughout the course.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Students
P Credits:
36
119
BLENDED LEARNING: FOSTERING COLLEGE

AND CAREER READINESS (GR K-12)
[P01.277.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This course provides participants with practical strategies, resources, and ideas to effectively facilitate a
Blended Learning experience for learners with technology rich lessons and activities where students
explore; practice and apply; create, communicate and collaborate using 21st century skills in a blended
learning environment. A blended learning environment requires that teachers transform teaching and
learning experiences to engage students by utilizing available technology resources, local and global
resources, and relevant curriculum content. Blending face to face and online resources give teachers an
opportunity to organize differentiated learning opportunities which will provide multiple pathways to
concept attainment for learners. NOTE: Participants will need access to an Internet enabled computer,
Microsoft Office, and digital camera (webcam, digital cam, or phone camera will work). Participants will
develop a personal plan to effectively facilitate teaching and learning that engages students in blended
learning environment.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Students
P Credits:
36
120
CLASSROOM MANAGEMENT: KEEPING IT

POSITIVE (ELEMENTARY)
[P01.283.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
In this course, participants will gain insight into classroom management and ways to keep a positive focus in
the classroom. Shifts in common classroom practices will be highlighted, including setting up a positive
classroom culture, explicitly teaching expectations and reinforcing positive behaviors in the classroom, and
building positive relationships with students. Research shows that teachers actions, including classroom
management, have a high impact on student achievement. Numerous studies conducted over the past few
decades have outlined the importance of having a classroom where students and teachers are clear on
behavioral expectations as well as consequences for inappropriate behavior. This course will explore
practical teaching strategies to integrate positive classroom management into the classroom. Various areas
of classroom management will be explored, including classroom set-up and arrangement, teaching social
skills, teaching cooperative learning strategies, power dynamics and struggles, rewards and punishments,
rules and expectations, student buy-in, consistency, and other topics. Participants will learn about the
public praise/private conversations philosophy and how it can change the dynamic of the classroom.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Students
Learning
P Credits:
36
121
CLASSROOM MANAGEMENT: KEEPING IT

POSITIVE (SECONDARY)
[P01.284.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
In this course, participants will gain insight into classroom management and ways to keep a positive focus in
the classroom. Shifts in common classroom practices will be highlighted, including setting up a positive
classroom culture, explicitly teaching expectations and reinforcing positive behaviors in the classroom, and
building positive relationships with students. Research shows that teachers actions, including classroom
management, have a high impact on student achievement. Numerous studies conducted over the past few
decades have outlined the importance of having a classroom where students and teachers are clear on
behavioral expectations as well as consequences for inappropriate behavior. This course will explore
practical teaching strategies to integrate positive classroom management into the secondary level
classroom. Various areas of classroom management will be explored, including classroom set-up and
arrangement, teaching social skills, teaching cooperative learning strategies, power dynamics and struggles,
rewards and punishments, rules and expectations, student buy-in, consistency, and other topics.
Participants will learn about the public praise/private conversations philosophy and how it can change the
dynamic of the classroom. Because secondary teachers often deliver content to numerous groups of
students over the course of a day or days, specific strategies will be highlighted on how to differentiate for
particular classes that have differing classroom management needs. Short mini-lessons on classroom
management as well as more extensive lessons and practice will be highlighted so that teachers can see a
variety of ways to incorporate positive classroom management techniques in differing contexts, depending
on the needs of individual groups of students.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Students
Learning
P Credits:
36
122
ENGAGE YOUR STUDENTS WITH PROJECTBASED LEARNING (PBL)

[P01.286.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
implement Common Core requirements into daily classroom practices, easily and efficiently using Projectbased Learning (PBL) instructional strategies. This course provides teachers with an understanding of what
project-based learning is and what research says about the effectiveness of PBL on student achievement.
During this course, participants will learn how to create an effective PBL unit based on their grade level or
key content standards and objectives. They will learn how to create a student-centered environment which
fosters student independence and collaboration within the classroom to deepen critical thinking and
problem solving. Participants will use both formative and summative assessment to determine the depth of
student learning. They will help student reach higher levels of performance through focused self-analysis
and feedback, peer feedback and teacher feedback.
This interactive course is designed for job-embedded learning and practical classroom application using our
teachers to better incorporate the instructional practices outlined within the Common Core State
Standards.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Learning
P Credits:
36
123
INCREASING STUDENT ENGAGEMENT:

PLANNING OUTSIDE THE BOX (GR K-12)
[P01.290.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Many of todays classrooms are designed and practiced as teaching classrooms, where the actions and
learning are focused on and driven by the teacher. Teaching classrooms however, do not match the needs
and expectations for 21st Century learning. To be successful in the 21st Century students need to be
engaged in learning classrooms, where the actions and learning are focused on student outcomes and
classroom practices that strengthen and deepen not only students content knowledge but their overall
ability to think deeply, communicate, analyze, problem solve, and take responsibility for their learning.
Throughout their learning course participants will engage in critical self-assessment and reflection, goal
setting, and planning and implementation in their classroom.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Responsiveness
P Credits:
36
124
THE POWER OF TEACHER LANGUAGE

[P01.253.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
NaMaYaPD
Location:
Online
Course Description:
This course is designed to show teachers how to use their most powerful teaching tool - their words to
bring out the best in children. Teacher language helps children develop self-control, build their sense of
community and gain academic skills and knowledge. The course will explore three major types of teacher
language: reinforcing language, reminding language and redirecting language.
Effective teacher language is a skill that consists of small steps. This course is designed to encourage teachers
to take the steps that will allow them to make a change, catch themselves when using unproductive language
and begin to think in new language patterns.
ASPDP Fee:
Materials Fee:
$125
$169
$0
Components:
1. 3a : Communicating With
Students
P Credits:
36
125
126
RACE&GENDER
I
SSUES
127
128
BECOMING A CULTURALLY RESPONSIVE

TEACHER
[P01.188.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This course provides thought-provoking background and practical suggestions for teachers seeking the
answer to the question, how do you reach students who are culturally and racially different from you?
Participants explore their own assumptions about race, class, and culture; and learn strategies for creating
classrooms that are culturally inviting to all. Classroom footage illustrates principles of Culturally
Responsive Teaching, including affirming students cultural connections, stressing collectivity as well as
individuality, and managing the classroom with firm, consistent, caring control.
practice.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
1. 2a : Creating an Environment of
Respect and Rapport
2. 2b : Establishing a Culture for
Learning
P Credits:
36
129
BUILDING CULTURAL COMPETENCY TO

IMPROVE INSTRUCTION AND STUDENT
ACHIEVEMENT
[P01.112.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
New York City is one of the most diverse cities in the world, with nearly every classroom comprised of a
wide range of cultures. This diversity continues to grow and evolve so that all NYC teachers face the
challenges of teaching cross-culturally, in particular culturally diverse learners who are at risk of dropping
out of school. Each individuals cultural context is unique, but sometimes conflicting ideologies and the clash
between traditionalism and modern society can cause students to become isolated and at-risk for failure or
dropping out. This course is designed to discuss the importance of cultural competency and how it impacts
student learning, and it tackles the misconceptions about cultural competency and provides practical
resources for building competency in educators. By learning more about other cultures, as well as the
learners own culture, the course helps the learner develop best practices for handling culturally sensitive
scenarios that can impact student learning.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Students
1. 2b : Establishing a Culture for
Learning
P Credits:
36
130
UNDERSTANDING CULTURE AND RACE

[P01.201.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Interactions in classrooms and schools that recognize and respond to the cultures that shape the student
and teacher are crucial to student learning and teaching success. In Understanding Culture and Race,
participants study the building blocks of culture and why cultural differences can obstruct effective
interactions between students and teachers. They learn how acknowledging cultural behavior and
expectations should inform curriculum development, instructional and assessment strategies, and
classroom management. Participants learn how culture shapes both the student and the educator. They
learn to interpret, understand, and incorporate culture into the education setting and study how culture
shock can affect a teachers interpretations of behavior, discipline decisions, and assessment of a students
ability to learn. The course provides a framework that participants can use to pursue their learning about
culture, behaviors, and expectations in their classrooms and school environments. Participants will also
increase their capacity to develop their students awareness of these issues and their skills at negotiating
them. This course includes multiple assessments including pre and post surveys, reflection questions at the
end of each unit, a Mid-course project, and a Final Capstone Project.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
P Credits:
36
131
132
SCI
ENCE
133
134
EFFECTIVE TEACHING AND LEARNING WITH

SCIENTIFIC INQUIRY (3-8)
[P01.117.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
Teachers often hear that students cannot think critically, ask thoughtful questions, or analyze text. While
many students may find these tasks challenging, teaching through inquiry is an effective way to engage
students, improve their problem solving skills, and help them achieve long-term concept retention. Inquiry
enhances scientific literacy by engaging students in logical, scientific rationale and argumentation. Next
Generation Science Standards (NGSS) and Science, Technology, Engineering, and Mathematics (STEM)
efforts emphasize the importance of inquiry in science education. But what does inquiry look like, how is it
successfully done in the classroom, and how does a traditional science classroom evolve into an inquirybased classroom? This course is intended for upper elementary and middle school teachers (grades 3-8)
who want to learn how to successfully implement scientific inquiry in their classroom. After taking this
course, the teacher will have an understanding of what inquiry is and the benefits of inquiry-based teaching
and learning. The teacher will learn how to transform activities and experiments to inquiry-based
investigations and learn how to assess inquiry. Additionally, the course presents a developmentally
appropriate, step-by-step approach for using all levels of scientific inquiry with argumentation. By the end of
this course, the teacher will be able to effectively transform his or her current classroom into an inquirybased environment where students are supported and inspired to learn.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
135
EFFECTIVE TEACHING AND LEARNING WITH

SCIENTIFIC INQUIRY (9-12)
[P01.118.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
Teachers often hear that students cannot think critically, ask thoughtful questions, or analyze text. While
many students may find these tasks challenging, teaching through inquiry is an effective way to engage
students, improve their problem solving skills, help them achieve long-term concept retention, and gain
important skills for college and career readiness. Inquiry enhances scientific literacy by engaging students in
logical, scientific rationale and argumentation. Next Generation Science Standards (NGSS) and Science,
Technology, Engineering, and Mathematics (STEM) efforts emphasize the importance of inquiry in science
education. But what does inquiry look like, how is it successfully done in the classroom, and how does a
traditional science classroom evolve into an inquiry-based classroom? This course is intended for high
school teachers (grades 9-12) who want to learn how to successfully implement scientific inquiry in their
classroom. After taking this course, the teacher will have an understanding of what inquiry is and the
benefits of inquiry-based teaching and learning. The teacher will learn how to transform activities and
experiments to inquiry-based investigations and learn how to assess inquiry. Additionally, the course
presents a developmentally appropriate, step-by-step approach for using all levels of scientific inquiry with
argumentation. By the end of this course, the teacher will be able to effectively transform his or her
current classroom into an inquiry-based environment where students are supported and inspired to learn.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
136
AN INTERDISCIPLINARY APPROACH TO THE

ENGINEERING DESIGN PROCESS
[P01.183.1F16]
Start Date:
11/5/2016
End Date:
12/10/2016
Education Partner:
Intrepid Sea, Air and Space Museum
Location:
Intrepid Sea, Air and Space
Museum
Course Description:
Grounded in a collection representing engineering innovations, the Intrepid Sea, Air & Space Museum
provides a unique learning environment where teachers will explore an interdisciplinary approach to the
Engineering Design Process. Looking through the lens of the Museums exhibits and focusing on form and
function, the course will examine ship design, advances in aircraft technology and design innovations in
space science. Working through a series of design challenges, teachers will talk through the Engineering
Design Process as it relates to these areas, and discuss with peers ways to bring in this method of thinking
to their teaching practice. The grounding of the workshop is the exhibit content at the Intrepid Sea, Air &
Space Museum, but the skills are universal and can be applied in the classroom setting.
Guided by Education staff from the Intrepid Museum participants in this course will have the opportunity to
apply the skills and strategies practiced. Participants will practice peer critique, revision and review as they
discuss the merits of a design protocol. Participants create an effective student task (lesson) that
demonstrates and models the importance of close looking and making multiple drafts to aide in scientific
understanding and design thinking to bring back and implement in their classroom. Teachers will put
practice into action after the first day of the course by conducting an Engineering Design Challenge of their
own their classroom and coming prepared to evaluate the student work that results. They will also
complete a comprehensive final assignment that evaluates the effectiveness of the classroom Engineering
Design Challenge project and make suggestions for improvements based on peer feedback. Teachers will
be expected to complete the Engineering Design Challenge in their classroom in the month between the
first and second session, and will be asked to submit their final project 10 days after the end of the course.
ASPDP Fee:
Materials Fee:
$90
$50
$0
Components:
P Credits:
12
137
SAVE A SPECIES! TEACHING STUDENTS TO

ENGAGE DEEPLY AND CRITICALLY WITH
CLIMATE CHANGE AND WILDLIFE
CONSERVATION
[P01.252.1F16]
Start Date:
11/19/2016
End Date:
12/30/2016
Education Partner:
Wildlife Conservation Society
Location:
Central Park Zoo
Course Description:
This blended learning course is designed to provide secondary science teachers with the content and
pedagogical framework in order to implement a student-centered unit on human impact on the
environment including climate change, ecology, or conservation biology. Participants will engage in a
course-long project in which they create an evidence-based conservation plan for a chosen species.
Through interactive experiences with experts at the Central Park Zoo and virtual webinars, participants
will build a deep understanding of ecosystems, human-caused threats to key organisms, and how wildlife
biologists address mounting concerns around biodiversity loss. Special emphasis will be placed on how
climate change may exacerbate conservation challenges across the globe.
As participants develop core content knowledge in each session, they will walk away with innovative
instructional strategies that engage students in authentic ways and build scientific communication skills. For
example, through completing the course-wide project, teachers will have the opportunity to experience
individualized structured learning that incorporates choice, multiple modalities, peer review, rubric-based
evaluation, and emphasizes an evidence-based decision process. During on-site sessions, participants will
practice group learning routines (structured discussion protocols) that model purposeful student grouping,
allow opportunities to elicit prior knowledge, and provide multiple entry points for collaboration and
learning. Additionally, participants will be provided with current scientific journal articles and non-print
texts such as graphs and tables in order to research their conservation plan. Targeted literacy strategies
will be used in both synchronous and asynchronous sessions, in order to model content-specific literacy
strategies that participants can use in their own classrooms.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
P Credits:
36
138
BOTANY IN THE GARDEN

[P01.257.1F16]
Start Date:
10/1/2016
End Date:
11/5/2016
Education Partner:
New York Botanical Garden
Location:
New York Botanical Garden
Course Description:
Join us to learn the science behind the beautiful collections and exhibits of plants at the New York
Botanical Garden. What is a plant? What different kinds of plants are there? What do plants need to live,
and how do they get what they need without being able to move around? How do plants and animals
interact in their environments? How can plants survive in various environments? How do humans interact
with plants and their environments? We will use inquiry methods, including observation, experimentation,
research and the resources of the Garden to construct understandings about different kinds of plants, how
plants grow and reproduce, and the role plants play in ecology.
Teachers will connect science learning to literacy throughout the course, with attention to disciplinary
literacy in approaching science texts, and using argument and evidence in writing and speaking about
science, and aligning with a number of Common Core Learning Standards. This course will focus mainly on
Domain 1a: Content and Pedagogy, of Danielsons Framework.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
Students
P Credits:
36
139
WATER ENERGY AND WASTE: INTEGRATING

THEMES OF SUSTAINABILITY INTO YOUR
CLASSROOM
[P01.259.1F16]
Start Date:
10/15/2016
End Date:
12/3/2016
Education Partner:
New York Sun Works
Location:
PS 333 Manhattan School for
Children Greenhouse
Course Description:
This course on simple sustainability with students offers K-8 science and classroom teachers the unique
opportunity to delve deeper into global environmental issues on a local level. Situated within the setting of
a sustainable hydroponic greenhouse, this course on water, waste and energy allows teachers to learn
more about current environmental concerns through a blend of technology, discussion, and hands-on
projects. In addition, guest speakers, informative tours, videos and educational games offer a holistic
approach to learning. The key texts include photocopied articles organized in a binder, as well as access to
all powerpoint documents and website links via the course webpage found at
www.wastewaterenergy.wikispaces.com.
With a focus on the Danielson Competency 3c, Engaging Students in Learning, teachers will learn effective
ways to motivate and maintain the interest of students with special needs and students who are learning
English as a second language, as well as inspire general education and gifted students. Teachers will create
two lesson plans with rubrics to make students accountable for their work. Participants will critique each
others lessons in order to maximize rigor. After keeping track of their own progress through the
reflection of learning goals, journal entries, and a science notebook, teachers will synthesize this
information while they have students design goals in the classroom. Teachers will implement a project into
their own classrooms, record assessments, and share with the other participants in the course.
ASPDP Fee:
Materials Fee:
$125
$0
$0
Components:
P Credits:
36
140
DESIGNING AND IMPLEMENTING QUALITY

STEM INSTRUCTION, GRADES K-8
[P01.116.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
The term STEM (Science, Technology, Engineering, and Mathematics) has become more and more popular
in education and careers, but what does this look like in the classroom? Science and math are traditionally
taught separately, technology is its own class or is used to support projects, and engineering projects are
rare. While STEM is a major shift in how these disciplines are taught and understood, it mirrors how they
work in the real world. Engineering, scientific experimentation, and applied mathematics integrate science,
math, and technology concepts, processes, and skills. In this course, elementary and middle school teachers
(grades K-8) learn how to successfully plan and implement authentic, integrated STEM instruction that
engages students in the processes and work of scientists, mathematicians, and engineers. After taking this
course, teachers will have an understanding of what STEM is; the benefits of integrating STEM projectbased learning; and how to plan effective STEM instruction. Additionally, the course provides readily
available STEM unit, project, and lesson ideas; exemplars to modify projects and lessons based on individual
student needs; and practice designing integrative STEM instruction. By the end of the course, teachers will
be able to engage their students to think and act like real scientists and engineers.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
141
MOTIVATING AND ENGAGING STUDENTS

[P01.198.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
If students are not engaged, there is little if any chance for meaningful achievement. But student
engagement is not chance, especially for students disinclined to be engaged; it requires a teachers careful
planning and execution of specific, research-based strategies. In this course, educators will learn to create
classroom environments in which engagement is the norm. Interviews with teachers and students,
classroom footage, workshop activities, lecture, and the accompanying eBook bring to life this critical
subject for the educator who aspires to engage all of his or her students in all of their learning. Implicitly
and sometimes explicitlystudents ask themselves four questions that determine how engaged they are in
the classroom: A) How do I feel? B) Am I interested? C) Is this important? D) Can I do this? Educators will
learn to facilitate such emotions for students as enthusiasm, interest, enjoyment, satisfaction, and pride, so
that those students can answer, how do I feel? in the affirmative. They will learn to raise their students
energy levels, demonstrate a positive demeanor, express their own enthusiasm, and use humor to create a
classroom culture in which all students are accepted and challenged. To promote their students authentic
interest, educators will learn to use games, inconsequential competitions, friendly controversy, unusual
information, and effective questioning strategies. To help their students embrace what theyre learning as
important, educators will study how to engage their students in setting goals, one of the primary
motivators for academic achievement. Theyll learn to incorporate cognitively demanding, real world tasks
into instruction that clarify the relevance of what students are learning. Educators will also be prepared to
help their students develop strong feelings of self-efficacy, not through superfluous praise, but through
making students aware of their potential futures, which they can affect through their own efforts.
Motivating and engaging all students means finding ways to do so for African-American, Latino, and lowincome students as well as those students who may have had more benefits at home and are already more
intrinsically motivated. These strategies will empower teachers to find ways of nurturing all their students
and help them assist in closing the achievement gap. Teachers trained in motivating and engaging students
will be contributing to a culture of achievement for all students.
ASPDP Fee:
Materials Fee:
$125
$174
$0
Components:
1. 3b : Using Questioning and
P Credits:
36
142
SOCI
ALEMOTI
ONAL
LEARNI
NG
143
144
CREATING A CULTURE FOR LEARNING:

CLASSROOM AND BEHAVIOR MANAGEMENT
PLANS THAT WORK
[P01.144.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
This course is designed to teach how to create classroom and behavior management plans that create
orderly classrooms where students can and want to do the hard work that is required to succeed. The
Safety, Order and Rights value set is used as the framework for clarifying and communicating the classroom
expectations, and it is compatible with other value sets that simply and easily communicate the rationale
for expectations and procedures. This course discusses what motivates students to ensure what is
communicated to them is relevant and meaningful.
In addition to designing a classroom management plan that will work in their classroom, participants will
learn verbal techniques that help keep behaviors optimal and in line with the expectations in the classroom.
The techniques are constructed to teach students about making choices, consequences and likely outcomes
that result from their choices. Successfully implementing a classroom management plan that works to
create clarity of expectations, order (not regimentation), respect and the rewards of hard work and
learning is essential to your students' academic achievement and psychosocial development. It is also
essential in creating a work environment for yourself that results in tremendous job satisfaction.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Procedures
P Credits:
36
145
COMPLICATED GRIEF - IDENTIFYING

DEPRESSION, ANXIETY AND OTHER RISKS IN
THE CLASSROOM
[P01.231.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
NaMaYaPD
Location:
Online
Course Description:
This course is designed to offer educators insight into identifying those students as young as elementary age
who suffer from depression, anxiety, suicidal thoughts and tendencies. The class will discuss the differences
between having a bad day and depression, the difference between being anxious and having anxiety
disorder and why so many kids are suffering with these disorders. Unfortunately, untreated or undiagnosed
depression and anxiety can often lead to suicidal thoughts and tendencies. This course will take a look at
why people commit suicide, the warning signs of suicide and how we can help loved ones, friends, students
when they are in fact depressed and suicidal.
ASPDP Fee:
Materials Fee:
$125
$169
$0
Components:
P Credits:
36
146
SOCI
ALSTUDI
ES
147
148
EVERYONE HAS A STORY TO TELL:

NARRATIVE IN THE CLASSROOM
[P01.125.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
In New York, there is a wealth of unique voices with complex and interesting stories to tell. Stories
connect us to others, our world, and ourselves. By infusing personal stories, or narrative, into the
curriculum, a teacher can inspire students to be creative and expressive, while supporting the development
of their literacy skills and connection to those around them. This course is designed to engage 5th-12th
grade English Language Arts teachers in teaching narrative in the classroom. The teacher will learn what
narrative writing is and how it supports students reading, writing, and comprehension as well as criticalthinking, problem-solving, and analytical skills. The teacher will understand and develop the components of
effective narrative essays and build richly crafted personal narratives to serve as models in his or her own
classroom. In addition, the teacher will learn about the writing process, group work, peer review, formative
and summative assessment, and lesson planning. This course provides the teacher with the tools to engage
all students, including English Language Learners and exceptional students. Finally, this course will
demonstrate how narrative writing is a gateway to academic writing and research projects. Students and
teachers alike will learn the power, joy, and versatility of narrative in the classroom. After all, everyone has
a story to tell.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
149
WHO BUILT AMERICA: BADGES FOR

HISTORY EDUCATION UNIT BUILDER
[P01.136.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
American Social History Project
Location:
Online
Course Description:
This online professional development course enables middle and high school social studies teachers to
work with History Educators from the American Social History Project. The program is designed to help
grades 6-12 U.S. History and Social Studies teachers develop and hone their skills in lesson design and
modification, disciplinary literacy in history, content expertise, and Common Core proficiency, all grounded
in specific curricular examples and the experience of teaching, reflecting on, and revising a model unit in
their own classrooms.
To accomplish these goals, teachers will complete tutorials on four areas of disciplinary literacy in history
and how to incorporate them into their lesson design. After they have completed the tutorials, teachers
will select two of the disciplinary literacy skills they have studied and create lessons that help students learn
and practice that skill. Finally, teachers will scale up to select and study one of six model, document-based,
Common Core aligned six-lesson units on a variety of topics in U.S. history. After passing a quiz certifying
their knowledge of the units content and pedagogical approaches, teachers make and receive feedback
from ASHP History Educators on revisions to the unit in preparation for teaching it with their students.
After teaching the unit, teachers answer a series of reflection questions about the experience, select two
pieces of representative student work, remove student names and annotate to indicate an understanding of
student challenges and successes and how they relate to the units instructional design, and share those
reflections and annotated pieces of student work in professionally generative dialogue with ASHP History
Educators. Using their reflection and new understandings of instructional design gained from the process of
interchange with ASHP History Educators, teachers will submit a revised unit that they can use in the
future.
ASPDP Fee:
Materials Fee:
$90
$0
$0
Components:
P Credits:
24
150
BEING A HISTORIAN: MUSEUM EDUCATION

STRATEGIES FOR CLASSROOM TEACHERS
[P01.258.1F16]
Start Date:
9/10/2016
End Date:
9/17/2016
Education Partner:
Location:
Course Description:
How do historians use primary sources objects, images, documents, maps, and more to make meaning
of the past? And how do museum educators translate these academic practices into hands-on strategies
that can bring history to life for students? This course will present historical inquiry as an instructional
strategy and build teachers ability to meet the demand for rigor and promote discovery in the classroom.
This two-day course will be divided into four parts, each focusing on a different type of primary source:
objects, paintings, maps, and documents. Interactive activities and model lessons will demonstrate how best
practices in museum education can enhance students ability to examine the past. Over the duration of the
course, participants will interact with original examples of each type of primary source during library and
gallery tours, discuss how such resources can be brought into the classroom, and practice immediatelyapplicable strategies for using these resources to build historical thinking skills across grade levels.
This course will touch upon a number of Danielson Components, including Demonstrating Knowledge of
Content and Pedagogy (Domain 1a) and Reflecting on Teaching (Domain 4a). Participants will be evaluated
through in-class participation and the development of two (one midterm and one final) lessons inspired by
the primary sources highlighted in the class. Ample time will be given for participants to reflect on their
own practice; collaborate with peers; and practice strategies that will be applicable to the classroom.
Participants will complete home and in-class readings and work with primary sources that will deepen their
understanding of the content and inform their midterm and final projects. It is the goal of this course that
participants leave with increased knowledge of history, a personal library of new resources, and a toolkit of
strategies that can be implemented in the classroom. This course is suggested for elementary teachers and
Social Studies middle and high school teachers, but all teachers who wish to broaden their knowledge of
historical inquiry practices are welcome.
ASPDP Fee:
Materials Fee:
$45
$65
$0
Components:
P Credits:
12
151
COMMON CORE STANDARDS FOR HISTORY

AND SOCIAL STUDIES
[P01.268.1F16]
Start Date:
10/3/2016
End Date:
11/30/2016
Education Partner:
Tadaca Educational Solutions
Location:
Online
Course Description:
This course seeks to promote Common Core Literacy standards for ELA in History and Social Studies.
Content area teachers will focus on the creating lessons that develop literacy skills and content acquisition
simultaneously; particular attention will be given to strategies for reading informational texts and promoting
argumentation in writing. In addition, strategies presented in the course will promote college and career
readiness. Participants will delve into research strategies, integrate the use of technology and apply speaking
and listening standards.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Instruction
P Credits:
36
152
READ BETWEEN THE LINES: DEVELOPING A

CRITICAL HISTORICAL PERSPECTIVE
[P01.124.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
Why is history important to me? At some point, every history teacher has been asked this question.
Historical events lack context, students feel disconnected from the past, and/or students dont realize the
impact of historical events on their lives. When history is taught in a meaningful way that enables students
to relate to historical events and draw connections between the past and the present, they understand,
appreciate, and are able to think critically about history. In this course, teachers will learn best practices for
engaging students in building critical historical perspectives to apply objective reasoning to historical
analysis. Throughout the course, teachers will be introduced to various approaches to developing critical
historical thinkers, including using social justice frameworks to unpack race, class, and gender, and
employing a commonalities approach to help students learn how to be unbiased and reflective in their
analysis. By the end of the course, teachers will be able to teach students to ask good historical questions,
analyze primary and secondary sources, and be critical consumers of historical and current events so that
they are able to think like historians.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Instruction
P Credits:
36
153
154
SPECI
AL
EDUCATI
ON
155
156
FOSTERING READING AND WRITING

SUCCESS FOR STUDENTS WITH LEARNING
DISABILITIES
[P01.161.1F16]
Start Date:
10/1/2016
End Date:
10/30/2016
Education Partner:
Location:
Online
Course Description:
Finding meaningful reading and writing strategies that benefit all types of learners can be quite challenging
and time consuming. This course has done all of the leg work for you by outlining some of the most
important reading and writing strategies that create more successful readers and writers. Students will
learn strategies from on-line articles, web resources, and instructor notes that focus on teaching strategies
that help differentiate instruction when teaching a variety of reading and writing skills. Specifically educators
will learn the characteristics of dyslexia and dysgraphia. They will learn strategies to help improve their
students comprehension, fluency, and decoding skills. They will also learn strategies that help differentiate
different components of writing such as creating introductions, conclusions, revising, and editing work.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
P Credits:
36
157
MATH MADE SIMPLE FOR STUDENTS WITH

LEARNING DISABILITIES
[P01.164.1F16]
Start Date:
12/1/2016
End Date:
12/31/2016
Education Partner:
Location:
Online
Course Description:
Teaching math to a classroom of diverse learners can be challenging task. This course will help general and
special educators create meaningful math lessons that promote success for children with math learning
disabilities. You will be provided with valuable strategies that help build stronger math fluency,
comprehension, word problem, and test preparation skills. You will learn simple yet creative ideas that will
help your students become proficient at memorizing, retaining, and applying math processes.
This course provides useful resources such as educational websites, I Pad applications, Smart Board
activities, on-line math games, and printable activities that you can immediately use in your classroom. Most
importantly, upon completion of this class, you will have a greater understanding of how children with math
learning disabilities learn best and what you can do as an educator to foster your students success. This
course is appropriate for special and general educators in grades K-12.
ASPDP Fee:
Materials Fee:
$125
$200
$0
Components:
P Credits:
36
158
ADHD AND LEARNING DISABILITIES:

CLASSROOM INTERVENTIONS AND
INSTRUCTIONAL STRATEGIES
[P01.228.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
NaMaYaPD
Location:
Online
Course Description:
There is no teacher that hasnt come across a student in their class with ADHD or a Learning Disability.
This course will allow teachers to examine current research geared at helping all teachers work effectively
with students with ADHD and learning disabilities. Teachers will understand the impact of ADHD on a
students performance, the difference between male and female students with ADHD and be made aware
of basic instructional strategies to implement in their classrooms.
ASPDP Fee:
Materials Fee:
$125
$169
$0
Components:
4a : Reflecting on Teaching
P Credits:
36
159
COLLABORATIVE PRACTICES FOR

INCLUSIVE CLASSROOMS
[P01.230.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
NaMaYaPD
Location:
Online
Course Description:
This online learning environment explores how collaborative inclusion interventions honor the diverse
levels of students with varying learning, social, behavioral, emotional, communicative, physical, perceptual,
sensory, and cultural levels, backgrounds, and challenges. The activities allow learners multiple
opportunities to explore how to infuse instructional plans, strategies, and supports that match individual
and class needs. Organization, documentation, planning, and communication protocols are investigated.
This includes strategies to collaborate with administration, coaches, and general and special education
related staff. Research-based strategies include establishing prior knowledge, differentiated instruction,
universal design for learning, multiple intelligences, multisensory approaches, peer mentoring, selfdetermination, and cooperative learning. Evidence-based practices from experts and specific organizations;
e.g., Tomlinson, Kagan, Center for Applied and Special Technology ARC, NCLD are researched. Texts
include Inclusion Coaching for Collaborative Schools (2014)-Corwin Press, and IEPs & CCSS: Specially
Designed Instruction (National Professional Resources).
ASPDP Fee:
Materials Fee:
$125
$169
$0
Components:
P Credits:
36
160
INTERVENTIONS FOR STUDENTS WITH

DYSLEXIA AND OTHER READING
DIFFERENCES
[P01.238.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
NaMaYaPD
Location:
Online
Course Description:
This course provides strategies for staff that instructs or develops instructional programs for students with
dyslexia and other reading differences. Objectives include an investigation of the characteristics of dyslexia
and other reading differences. Learners evaluate the reading research and apply the evidence-based
strategies to strengthen skills with sound-symbol association, fluency, spelling, comprehension, and
vocabulary. Learners apply multisensory approaches and technology applications that value the reading
knowledge and levels of their students. Objectives include dyslexia action plans that honor collaboration
with staff and students, and culturally responsive practices. Activities include the alignment of appropriate
interventions to strengthen literacy skills across the curriculum. Activities in each module help staff assist
learners to develop compensatory strategies with fluency, sound-symbol association, reading
comprehension, vocabulary, written expression, and auditory processing skills to become better readers.
Specific emphasis will include how to infuse technology with the appropriate digital tools to increase the
reading skills and level of students. Learners explore The International Dyslexia Knowledge and Practice
Standards professional development requirements. Learners review research from What Works
Clearinghouse to examine the effectiveness of programs intended to increase the literacy skills of beginning
readers in K-3 and upper elementary students and adolescents in grades 4-12.
ASPDP Fee:
Materials Fee:
$125
$169
$0
Components:
Students
P Credits:
36
161
MEETING THE CHALLENGES OF THE

STUDENT WITH ADHD IN THE REGULAR
CLASSROOM (K-12)
[P01.288.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
Children with Attention Deficit Hyperactive Disorder (ADHD) and/or learning disabilities can be a
challenge for any classroom teacher. This professional development course provides proven methods that
can be used in the regular classroom as well as the special education classroom. Participants will form a
deeper level of understanding Attention Deficit Hyperactive Disorder (ADHD) and the impact that having
this disability has on students in their personal lives and at school. The course will not only help teachers
understand the nature and needs of the student with an ADHD disability, it will also provide them will
concrete skills to design engaging lessons that will help students with ADHD work more effectively,
develop organizational skills and support them in becoming a more successful student within the general
education classroom.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
P Credits:
36
162
TECHNOLOGY
163
164
21ST CENTURY CLASSROOM TECHNOLOGIES

[P01.203.1F16]
Start Date:
10/1/2016
End Date:
10/28/2016
Education Partner:
Educators
Location:
Online
Course Description:
21st Century Technology Instruction will explore the changing dynamics of new technologies and next
generation education (Learning 2.0). The Common Core Curriculum and the increase of "user generated
content" require students to hone their critical thinking skills of collaboration, creativity, research and
technological skills. Instructional strategies will include (but are not limited to) topics such as the impact
and use of social media, podcasts, blogging, electronic white boards, smart phones, video-on-demand,
internet use and websites as well as other aspects of the digital media.
ASPDP Fee:
Materials Fee:
$125
$243
$0
Components:
1. 1d : Demonstrating Knowledge of
Resources
P Credits:
36
165
BLENDED LEARNING: TEACHING IN THE

DIGITAL AGE
[P01.111.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
The world is changing rapidly. Students are now digital natives: tech-savvy individuals whose regular
interaction with technology influences how they learn, think, and communicate. From the time they are
born, digital natives have technology at their fingertips. With this major change to the way that students
understand and interact with the world, it is essential that teachers integrate technology in their instruction
to build students technological literacy, engagement, and career and college readiness. Blended learning
instruction that combines online and in classroom resources and practices is a research-based approach
that leverages technology to build a collaborative, efficient, and effective learning environment. Blended
learning takes many forms: teachers can blend a single lesson or activity or use blended learning as a
framework for an entire school year. This course is designed as a guide for teachers who are interested in
implementing blended instruction across subject areas to increase student engagement and achievement,
differentiate instruction, and connect students in community-driven learning. Participants will learn how to
develop blended instruction in alignment with the Common Core State Standards (CCSS) to meet the
specific needs of their students. By the end of the course, participants will be able to design and implement
meaningful blended learning experiences with goal- and objective-aligned assessments and activities that
address students unique characteristics as digital natives and enhance participants teaching practice in the
21st century classroom.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Instruction
P Credits:
36
166
ESSENTIAL CLASSROOM TECHNOLOGY FOR

TEACHERS
[P01.119.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
In the 21st century, technology is an integral part of education, society, and the workplace, which means
that the 21st century student must be both a digital citizen and technologically literate. Some of the
benefits of teaching with technology are that it provides unique and engaging opportunities for students to
engage with content in new ways, as well as providing a critical access point for underserved students and
those from special populations. This course is designed as a guide for New York City teachers who are
interested in using technology across subject areas to increase student engagement and achievement.
Participants will learn how to plan instruction that meets the standards for technological literacy set forth
by the International Society for Technology in Education (ISTE) and the Common Core State Standards
(CCSS). By the end of the course, the teacher will be able to utilize technology as a teaching and planning
tool, design meaningful learning experiences for students in consideration of their unique characteristics as
digital natives, and enhance the participants practice in the 21st century classroom.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
167
ESSENTIAL TEACHING PRACTICES FOR THE

21ST CENTURY TEACHER
[P01.120.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
21st century teaching requires a new approach that actively meets the needs of digital natives (students
that have always had personal technology in their lives) and the evolving workforce. In this course, teachers
will learn what it takes to inspire 21st century students to think critically about the world, engage
appropriately with digital and social media, and build the collaboration and communication skills necessary
for success in college and career. Throughout the course, teachers will review best practices and strategies
for engaging students and improving achievement, including aligning lessons to the Common Core State
Standards (CCSS) and objectives, connecting content to real-life experiences, improving classroom
management, providing targeted feedback on formative and summative assessments, and activating prior
knowledge to enhance learning experiences. Participants will also learn how to support diverse learners in
the classroom using technology, differentiation, and student-centered instruction. By the end of the course,
teachers will be able to develop their students critical and higher-order thinking skills through authentic
learning tasks, engage students in solving complex real-word problems, integrate technology into their
instruction and assessments, and foster cooperative learning in the classroom to ensure success in the 21st
century.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
P Credits:
36
168
USING TABLETS TO SUPPORT 21ST CENTURY

INSTRUCTION
[P01.133.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Advancement Courses
Location:
Online
Course Description:
According to the NYCDOE Strategic Technology Plan for 2015-2020, technology is infused in all we do.
Its not an add-on or a nice-to-have; its a driver and enabler of the way we work and live in the 21st
century. Tablets are one of the most powerful and versatile technological tools for learning in K-12
classrooms today. Not only are they practical, cost effective, and mobile, but the design also allows
students to access rich information and experiences with just one swipe of their finger. Tablets engage and
encourage students to interact with content on a more individualized and personalized level.
This course provides teachers with an in-depth exploration of how tablets can extend and enhance student
learning, improve 21st century skills, and engage reluctant learners. Moreover, teachers will learn how
tablets can assist in nearly every component of effective teaching and learning, including lesson planning,
classroom management, and meeting the needs of diverse learners. By the end of this course, teachers will
be equipped with the knowledge, skills, and resources necessary to successfully and appropriately integrate
tablet technology into their classrooms to increase student achievement and engagement. They will also
learn strategies to help students become independent technology users who can create, explore, discover,
problem solve, and innovate while fostering the 21st century skills they need to thrive in college and
careers.
ASPDP Fee:
Materials Fee:
$125
$175
$0
Components:
Resources
P Credits:
36
169
SUPPORTING UDL AND THE COMMON CORE

STANDARDS WITH INTERACTIVE
WHITEBOARD SYSTEMS
[P01.150.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Location:
Online
Course Description:
All IWB systems (regardless of brand or configuration) can be powerful instructional tools in the hands of a
trained teacher to meet the needs of diverse learners. The first section of this course explores several
current themes in instruction including the Common Core Standards, Universal Design for Learning, and
measuring effective teaching. The next section provides a brief overview of different IWB systems before
digging in deeper to build a strong foundation of IWB skills such as using the basic software tools and
integrating other software and hardware. The third section shows how these skills can be integrated into
multiple curricular areas including language arts, math, science, social studies, physical education, music, and
art. Throughout, there are connections to common core standards in multiple grade levels and UDL
differentiation suggestions. In the last section, participants will apply their knowledge to create and teach a
lesson of their own, using at least seven of the IWB skills they have learned in this course. They will identify
the standard(s) it supports and at least one differentiation extension. This course includes over 40 videos
of a credentialed, SMART certified teacher demonstrating the skills and how they support instruction.
ASPDP Fee:
Materials Fee:
$125
$170
$0
Components:
Responsiveness
P Credits:
36
170
GOOGLE APPS FOR EDUCATORS

[P01.174.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
DOE Instructor
Location:
Online
Course Description:
Using the most innovative resources to design and deliver highly effective instruction essentially requires
the use of Google. In the last decade this so-frequently-used search engine has become a commonplace
verb. Yet, average Internet searchers assume what they see online, as a top Google hit is true and accurate.
They rarely investigate beyond Google search and Gmail. Google Apps for Educators introduces
participants to Googles Advanced Search strategies, Google Drive, with Docs, Slides, and Sheets and
Forms for assessments; and the development of Google Sites and Classroom. These apps can significantly
streamline the organization of instructional resources and innovate instruction. They offer unique features
that save teachers time, motivate learning and differentiate instruction.
Google Apps for Educators is an online course for teachers to enhance curriculum by integrating technology
into standards-based instruction. Participants will examine instructional resources, and design instructional
units that integrate Google Apps into common core curricula. They will design instruction that engages
students with 21st century resources for learning. Participants will practice professional reflection, and
regularly collaborate with all course participants. Instruction will be online with frequent and ongoing
collaboration with instructor and peers. Participants will have access to multiple instructional resources to
suit their unique learning styles and abilities. To increase the capacity of teachers who are able to integrate
technology into standards-based curriculum, and to establish a professional learning community, participants
will regularly share their work and reflect on the work of others. This model of professional learning has
been deemed highly effective in that participants share, reflect and increase their body of knowledge through
the collaboration within professional learning communities. Teacher-created units of study align with
Danielsons Teaching Components in that teachers will plan and prepare instructional units (Domain 1) that
engage students in learning (3C) that is coherent and designed to address standards-based instruction for all
students (1E).
ASPDP Fee:
Materials Fee:
$225
$0
$0
Components:
Instruction
P Credits:
36
171
DIGITAL TOOLS TO DIFFERENTIATE

TEACHING
[P01.172.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
DOE Instructor
Location:
Online
Course Description:
No two students come to class with the same academic abilities, experiences, and needs. However, all
students are expected to master the same concepts, principles, skills and standards. The primary goal of
Digital Tools to Differentiate Teaching is to enhance curriculum with digital resources (i.e., podcasts,
video, interactive games, etc) that will enable teachers to enhance curriculum with audio, visual, modified
leveling tactics and interactive learning experiences so that all children can achieve success regardless of
their abilities, interest, learning styles and readiness. Key objectives include previewing and practicing a
wide variety of authoritative digital tools, determining which resources are most appropriate for their
students, and mastering the skills necessary to integrate those digital resources into standards-based CCSS
curriculum. Participants will customize and/or upgrade at least one full curriculum unit with online
resources and digital applications to address the unique needs, abilities, and learning styles of all students.
These digital resources can be teacher-created or resources already available online (i.e., teacher-created
vimeo or Khan Academy videos). To increase the capacity of teachers who are able to differentiate
instruction with digital tools, and to establish a professional learning community, participants will regularly
share their work and reflect (via peer review) on the work of others. This model of professional
development has been deemed most effective in that participants share, reflect and increase their body of
knowledge through the collaboration within professional learning communities. This work is directly
aligned to Danielsons Components in that teachers will plan and prepare instructional units that engage
students in learning (3C) that is coherent and designed to address standards-based instruction for all
students (1E).
ASPDP Fee:
Materials Fee:
$225
$0
$0
Components:
P Credits:
36
172
MAPPING 21ST CENTURY PROJECT-BASED

LEARNING
[P01.173.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
DOE Instructor
Location:
Online
Course Description:
Curriculum mapping is the process of thematically aligning content, skills, activities and assessments to
Common Core learning standards. Project-based learning is an engaging method of assessment in which
students actively explore real-world issues, consequently acquiring a deeper understanding of content.
Teacher-created curriculum maps individualize standards-based instruction, ensuring that all students are
performing to their greatest potential. Creating curriculum maps online through such applications as
Rubicon Atlas, enables ongoing collaboration, reflection and revision of instructional plans. As indicated by
Charlotte Danielson, Heidi Hayes Jacobs and other educational theorists, access to a variety of resources
and time to practice the implementation of those activities ensures success when updating educational
materials such as curriculum maps.
Mapping 21st Century Project-based Learning is an online course for teachers who would like to enhance
curriculum with innovative project-based learning activities. Participants will explore the key components of
mapping, design their own curriculum map, and develop PBL units to assess student performance.
Participants will upgrade curriculum to align with standards, practice professional reflection, and regularly
collaborate with all course participants. Instruction will be online with frequent and ongoing collaboration
with instructor and peers. Participants will have access to multiple instructional resources to suit their
unique learning styles and abilities. To increase the capacity of teachers who are able to design innovative
curriculum maps, and to establish a professional learning community, participants will regularly share their
work and reflect (via peer review) on the work of others. This model of professional development has
been deemed most effective in that participants share, reflect and increase their body of knowledge
through the collaboration within professional learning communities. This work is directly aligned to
Danielsons Components in that teachers will plan and prepare instructional units (Danielsons Teaching
Components Domain 1) that engage students in learning (3C) that is coherent and designed to address
standards-based instruction for all students (1E).
ASPDP Fee:
Materials Fee:
$225
$0
$0
Components:
P Credits:
36
173
DIGI-TALES: EMPOWERING STUDENTS WITH

DIGITAL STORYTELLING
[P01.179.1F16]
Start Date:
10/28/2016
End Date:
12/30/2016
Education Partner:
DOE internal
Location:
Online
Course Description:
Digital storytelling is a craft that uses the tools of digital technology to tell stories. Effective storytelling can
be powerful and evocative way of sharing knowledge. It also supports the development of 21st century
skills including technological expertise among teachers and students. Research has shown that the use of
multimedia in teaching helps students retain new information. Digital storytelling in the classroom can
empower the digital generation students in todays classroom by capturing their attention and increase
their interest in exploring new ideas. Participants will explore digital storytelling tools and the power of
using digital media effectively to enhance teaching and increase their students learning of curriculum.
Teachers will learn to use digital tools to create and publish digital stories that are aligned to their
curriculum and standards as well as being a potential model for students to replicate. Using online
resources, participants will develop classroom strategies to create a digital story by exploring web 2.0
tools, researching topics, selecting resources, script writing, voice-overs, video editing and publishing
online.
ASPDP Fee:
Materials Fee:
$225
$0
$0
Components:
P Credits:
36
174
BASIC EDUCATIONAL TECHNOLOGY

INTEGRATION TRAINING (BETT)
[P01.180.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Educational Technology Integration
Training
Location:
Online
Course Description:
This self-paced, online course includes 14 units, covering all of the core tools that any teacher should know
in order to be prepared to integrate technology in meaningful and appropriate ways in their teaching.
Teachers will learn both why and how for each, and will come away with a clear understanding of the tools
and the knowledge of how to use them. Note that it is not enough to simply know how to use a given tool
if you do not understand how and why to use it to enhance the teaching and learning processes. While
teaching how, the course also aims at a broader understanding of why. In each unit teachers will use the
technology they are learning about to create wikis, images, audio, presentations, documents, forms, etc.
and will see how to incorporate these. In a Developers Notebook created for the purpose, teachers will
keep notes, consider and reflect on the pedagogy and the why of each tool, as well as how they might best
incorporate them meaningfully into their teaching through an Action Plan.
ASPDP Fee:
Materials Fee:
$125
$165
$0
Components:
Resources
P Credits:
36
175
GOOGLE APPS FOR EDUCATION

[P01.181.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Educator Help
Location:
Online
Course Description:
This course will focus on the multiple uses of Google Apps for Education and how teachers can
incorporate Google Apps into their classroom in order to improve student learning and assessment in
instruction. Each session will focus on a particular application, explaining how to use it, as well as specific
examples on how it can be implemented in the classroom. We will not only cover the basics involved in
Google Apps (docs, sheets, forms, slides. classroom, sites), but we will also target specific add-ons in order
to increase productivity, student learning and assessment in instruction. These add-ons and extensions will
include speech-text/text-speech software, dictionaries and translation services so the students can access
the information with ease. By using GAFE, teachers will be able to create and share engaging lessons, and
students will be able to automatically turn in their assignments online. Teachers will also be able to create
online quizzes, and then automatically grade and email their students their scores and a personalized
message. They will also be able to track student progress, send automated emails if students are missing
any work and create lessons that allow students to virtually visit places throughout the world.
By the end of the course, participants will be able to create a Google group, create and share calendar
events, Google docs, sheets, forms, slides and utilize specific add-ons to increase productivity and student
performance. The end of the course will cover how to set up and use Google Classroom and Sites in order
to create a platform in which students can interact virtually to share resources and assignments. The goal
of this course is that participants will be able to utilize and implement the various Google Apps for
Education applications in order to engage students in learning, increase productivity and use assessment in
instruction.
ASPDP Fee:
Materials Fee:
$90
$75
$0
Components:
Responsiveness
P Credits:
24
176
EXTENDING THE FOREIGN LANGUAGE

CLASSROOM WITH TECHNOLOGY
[P01.182.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Educational Technology Integration
Training
Location:
Online
Course Description:
Teachers will learn how to make full use of a wide variety of tools and websites to extend the reach of the
foreign language classroom so that students can get meaningful content and practice at home. Teachers will
create an activity and assignment in each section using the tools covered. Research clearly indicates that
students engaged in blended learning, where part of the learning takes place using online tools and
websites, leads to better learning outcomes compared to both in-class only and online only courses.
ASPDP Fee:
Materials Fee:
$125
$145
$0
Components:
P Credits:
36
177
WRITING, TECHNOLOGY AND COMMON

CORE (9-12)
[P01.296.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Vantage Learning, LLC
Location:
Online
Course Description:
instruction in their own classroom, whether they teach English language arts, history, mathematics or high
school science. Participants will examine the organization of the standards to see how the demand for
more sophisticated writing increases over time. Participants will also explore in detail the 10 anchor
standards that run through the two grade bands of K-5 and 6-12, including text types and purposes,
production and distribution of writing, research to build and present knowledge, and range of writing. This
course will immerse participants in learning all of the Common Core Writing Standards for grades 9-12.
Final Project. At Vantage learning we believe in learning through the combination of Instruction (40%),
Coaching (20%), and Practice (40%), educators will have the research-based learning experiences necessary
to change their practice. Three principles support our course design: Professional development should be
intensive, ongoing, and connected to practice; Modeling is highly effective in helping teachers understand a
new practice; and Teachers initial exposure to a concept should not be passive, but should engage teachers
through varied approaches so they can actively participate in making sense of a new practice.
ASPDP Fee:
Materials Fee:
$125
$225
$0
Components:
Students
P Credits:
36
178
YOUR ACCESS TO MY ACCESS!

[P01.297.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Vantage Learning, LLC
Location:
Online
Course Description:
The key course outcomes for this course are: Using adaptive technology to understand the student
writing experience and process Planning for writing instruction and decision-making Using reflection
question and discussions as a means of pedagogical reflection Building student teacher connections
Using data to drive instructional decisions Creative an implementation template Exploring resource to
deliver quality writing instruction and maximize student learning growth and potential
ASPDP Fee:
Materials Fee:
$125
$215
$60
Components:
P Credits:
36
179
YOUR SCHOOL IS BYOD - NOW WHAT?

[P01.171.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Customizable Professional Development
Location:
Online
Course Description:
As schools look to integrate technology and create digitally well-versed students, many are arriving at the
decision to implement bring your own device policies (BYOD). As this allows for more students to have
devices in front of them during instruction, it does create the need for educators to experts on many
instructional technology tools. This course will focus on formative assessments, cloud syncing, content
sharing, expression, link sharing, screen casting, electronic note taking, online presentations and many other
tools to leverage the BYOD classroom. This course is appropriate for all grade level/subject teachers.
ASPDP Fee:
Materials Fee:
$125
$155
$0
Components:
P Credits:
36
180
TWOCREDI
T
COURSES
2C
181
182
WHO BUILT AMERICA: BADGES FOR

HISTORY EDUCATION UNIT BUILDER
[P01.136.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
American Social History Project
Location:
Online
Course Description:
This online professional development course enables middle and high school social studies teachers to
work with History Educators from the American Social History Project. The program is designed to help
grades 6-12 U.S. History and Social Studies teachers develop and hone their skills in lesson design and
modification, disciplinary literacy in history, content expertise, and Common Core proficiency, all grounded
in specific curricular examples and the experience of teaching, reflecting on, and revising a model unit in
their own classrooms.
To accomplish these goals, teachers will complete tutorials on four areas of disciplinary literacy in history
and how to incorporate them into their lesson design. After they have completed the tutorials, teachers
will select two of the disciplinary literacy skills they have studied and create lessons that help students learn
and practice that skill. Finally, teachers will scale up to select and study one of six model, document-based,
Common Core aligned six-lesson units on a variety of topics in U.S. history. After passing a quiz certifying
their knowledge of the units content and pedagogical approaches, teachers make and receive feedback
from ASHP History Educators on revisions to the unit in preparation for teaching it with their students.
After teaching the unit, teachers answer a series of reflection questions about the experience, select two
pieces of representative student work, remove student names and annotate to indicate an understanding of
student challenges and successes and how they relate to the units instructional design, and share those
reflections and annotated pieces of student work in professionally generative dialogue with ASHP History
Educators. Using their reflection and new understandings of instructional design gained from the process of
interchange with ASHP History Educators, teachers will submit a revised unit that they can use in the
future.
ASPDP Fee:
Materials Fee:
$90
$0
$0
Components:
P Credits:
24
183
GOOGLE APPS FOR EDUCATION

[P01.181.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Educator Help
Location:
Online
Course Description:
This course will focus on the multiple uses of Google Apps for Education and how teachers can
incorporate Google Apps into their classroom in order to improve student learning and assessment in
instruction. Each session will focus on a particular application, explaining how to use it, as well as specific
examples on how it can be implemented in the classroom. We will not only cover the basics involved in
Google Apps (docs, sheets, forms, slides. classroom, sites), but we will also target specific add-ons in order
to increase productivity, student learning and assessment in instruction. These add-ons and extensions will
include speech-text/text-speech software, dictionaries and translation services so the students can access
the information with ease. By using GAFE, teachers will be able to create and share engaging lessons, and
students will be able to automatically turn in their assignments online. Teachers will also be able to create
online quizzes, and then automatically grade and email their students their scores and a personalized
message. They will also be able to track student progress, send automated emails if students are missing
any work and create lessons that allow students to virtually visit places throughout the world.
By the end of the course, participants will be able to create a Google group, create and share calendar
events, Google docs, sheets, forms, slides and utilize specific add-ons to increase productivity and student
performance. The end of the course will cover how to set up and use Google Classroom and Sites in order
to create a platform in which students can interact virtually to share resources and assignments. The goal
of this course is that participants will be able to utilize and implement the various Google Apps for
Education applications in order to engage students in learning, increase productivity and use assessment in
instruction.
ASPDP Fee:
Materials Fee:
$90
$75
$0
Components:
Responsiveness
P Credits:
24
184
TEACHING READING IN SMALL GROUPS

[P01.184.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Heinemann
Location:
Online
Course Description:
In this 6 session, facilitator led self-paced course based upon the professional title Teaching Reading in Small
Groups by Jennifer Serravallo, teachers will become well versed in using formative assessment lenses and
tools to target reading instruction where students need it most. Using a reading workshop model informed
by the Teachers College Reading and Writing Project, teachers will also learn aspects and elements of
strong reading conferences, understand how to form groups flexibly based on what students need,
understand a variety of small-group structures to support a variety of purposes, including engagement,
fluency, comprehension, print work, and conversation skills, learn how to make purposeful instructional
choices during independent reading, and create a manageable schedule based on those choices. Teachers
will also learn to make choices about note-taking systems to help organize and manage their classroom.
Teaching Reading in Small Groups is designed to address many of Danielsons Framework components,
with a specific focus on Domain # 3, the Instruction Domain. Through the use of small group teaching
video examples, examples of student work and professional reading, the author, Jennifer Serravallo first
models and then leads teachers through activities to try in their own classrooms, and finally, teachers
reflect upon their learning in a course discussion forum, facilitated by the instructor.
ASPDP Fee:
Materials Fee:
$90
$199
$0
Components:
P Credits:
24
185
MICROSOFT POWERPOINT: INTEGRATING

TECHNOLOGY AND PRESENTATION SKILLS
INTO THE CLASSROOM TO ENHANCE
STUDENT CRITICAL THINKING AND
CREATIVITY SKILLS (GRADES PREK-12)
[P01.264.1F16]
Start Date:
9/12/2016
End Date:
1/6/2017
Education Partner:
Quikitech
Location:
Online
Course Description:
Microsoft PowerPoint: Integrating Technology and Presentation Skills into the Classroom (Grades PreK12) is part of a series of courses that help teachers integrate specific technologies into the classroom to
heighten cognitive engagement and to equip students with vital, strategic technology skills for Common
Core Standards mastery. In this course, teachers will master the skills of effective presentation building for
instructional, communicative, and collaborative purposes. They also will be trained to guide their students
into mastery of PowerPoint Presentation creation. As students engage in rigorous tasks, such as creating
their own authentic presentations of rich research in various content areas, their ownership of their
learning and hence motivation and content mastery increase. Students learn to embed hyperlinks to
connect their presentation with multiple sources of visual, written, audio, and animated text for further
clarification and elaboration of key concepts in their product. The course walks the participant from the
basics of using PowerPoints features all the way to an understanding of how to teach PowerPoint to
students to convey their ideas effectively in presentation form.
ASPDP Fee:
Materials Fee:
$125
$99
$0
Components:
P Credits:
24
186

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ASPDP

ASPDP provides high-quality, lowcost learning opportunities to NYC

FLIPPING YOUR CLASSROOM: REDEFINING

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

COACHING TO IMPROVE TEACHING AND

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

MAKING STUDENT THINKING VISIBLE

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

RTI: RESPONSE TO INTERVENTION (AND

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 12/31/2016

STRATEGIES FOR THE STRUGGLING

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 8/31/2016

EFFECTIVE USE OF IPADS IN THE

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

INTEGRATING MUSIC IN CLASSROOM

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

MICROSOFT POWERPOINT: INTEGRATING

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

PROJECT-BASED LEARNING: CONNECTING

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

PROMOTING ACADEMIC ACHIEVEMENT

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

PROMOTING MASTERY OF ESL STANDARDS

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

HELPING STRUGGLING READERS SUCCEED

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

ARTS EDUCATION FOR EARLY LEARNING

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 11/4/2016

MODERN BAND MEET UP

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 9/16/2017

DEVELOPING A SOCIAL JUSTICE PRACTICE:

Education Partner Fee:

Prof. Development Hours:

Registration Deadline: 10/21/2016

ANALYZING ART ONLINE

Education Partner Fee: