STI Program
A LEARNING COMMUNITY
TECHNOLOGY CONTENT KNOWLEDGE
TEACHING EQUITY & STRATEGIES ACCESS
REFLECTIVE SCHOOL PRACTICE COMMUNITY ENVIRONMENT
INTERDEPENDENCE STI Table of Contents Page Principles 10 Technology 10 Responding to Individual Student Needs 10 Incentives for Innovation 11 National Board for Professional Teaching Standards 11 Professional Performance Review Program 11 Educational Leadership Certification 11 Collaborations with Other Organizations 12 STI Course Requirements
To earn credit or a stipend for an STI course, participants must attend all sessions and complete an original culminating project, designed by the coordinators, that reflects course content, demonstrates a mastery of the material, and shows achievement of the course goals and objectives.
Course coordinators, and course consultants/speakers, where appropriate, will evaluate projects and offer feedback to course participants. In addition, all projects must be forwarded to the STI to appropriately archive teacher learning through the institute.
• All projects should integrate classroom practice where appropriate; should indicate how student learning will take place; and should be age and grade appropriate.
• Journal, reflection or research projects should demonstrate a depth of reflection on the course content rather than a summary of the course.
• Art or technology projects should be digitally documented through photo or video with accompanying reflection.
• Written projects must be a minimum of three pages, excluding booklists and bibliography, and be submitted in typed form.
Overview # Title Beginning Open To Credit Coordinator(s) Page REFLECTIVE PRACTICE
4713E The Mentor Support 9/2 Edgemont 2 R Farrell 14 Seminar: Edgemont 4713S The Mentor Support 8/27 Scarsdale 3 K. McGreal 14 Seminar: Scarsdale 4714 Mentoring Workshop 9/28 SHS 3 J. Lamela 14 for Senior Options Steering Committee
www.ScarsdaleSchools.org/STI 3 # Title Beginning Open To Credit Coordinator(s) Page 4715 Reflective Practice 9/24 K-12 2 H. Rodstein 15 Seminar 4716 Articulating Leadership 9/24 SMS Dept. 1 J. Gilbert 15 Across the Departments Chairs C. Parrott 4717 Professional Learning 9/24 EWS 3 D. Cadalzo 15 Through Lesson Study at S. Houseknecht Edgewood 4718 Teacher as Reader: 9/29 EWS 2 M. Mangiamele 16 Edgewood A. Stokes 4718A Teacher as Reader: 9/29 FM 2 C. Mangan 16 Fox Meadow J. Schorr 4718B Teacher as Reader: 9/29 HCS 2 D. Luciano 16 Heathcote 4718C Teacher as Reader: 9/29 All 2 A. Tripodi 17 Literature Across Boundaries 4718D Teacher as Reader: 10/28 Edgemont 2 J. Stockton 17 Edgemont 4718E Teacher as Reader: 11/24 MS/HS 1 N. Pisano 17 Science 4719 Edgemont Tri-State 1/6 EHS 1 M. Curtin 17 Math Visit Preparation B. Paul 4720 Design Thinking for 11/6-7 K-12 1 C. Boyer 18 Educators M. Favretti F. Plunkett L. Yokana 4721 Best Practices in Physical 6/17-18 PE Teachers 1 R. Keith 18 Education and Coaching and Coaches N. Roemer R. Pappalardi S. Wierl 4722 World Language and the 2/5-6 K-12 World 1 S. Whittington 19 New Standards Language 4723 Exploring the 10/20 K-6 1 A. Stokes 19 Professional Shelf: Teaching of Reading 4723A Exploring the 10/1 K-6 1 T. DeBerry 20 Professional Shelf: S. Luft Teaching of Writing 4723B Exploring the 12/1 K-8 1 M. Ferrara 20 Professional Shelf: A. Landeck Teaching of Non-Fiction CONTENT KNOWLEDGE
4724 Grand Central: A Case 12/11-12 K-12 1 J. Overbey 20 Study in Change 4725 A Look into NYC: 5/20-21 K-12 1 D. Paquette 21 Flatiron District S. Scharf
4 www.ScarsdaleSchools.org/STI # Title Beginning Open To Credit Coordinator(s) Page 4726 HHREC: Distinguished TBA K-12 1 H. Waters 21 Lecture and Seminar Series 4727 Historic New York City 5/6-7 K-12 1 H. Brandon 22 in the Curriculum F. Plunkett 4728 The World of Frida 9/25-26 K-12 1 B. Colleary 22 Kahlo at the NY Botanical Gardens 4729 Bringing the Freedom 10/1 & 3 K-12 1 C. Parrott 22 Trail to Students 4730 An Author’s Walk 4/15-16 K-12 1 L. Onofri 23 Through Historic Queens: Flushing 4731 STI@NYU: World War I 10/23-24 MS/HS 1 M. Valentin 23 and the Middle East INTERDEPENDENCE
4732 Global Networking: 9/30 K-12 1 S. Corten 24 Preparing Students for G. Johnson an Interconnected World 4733 Multiculturalism 4/12 K-12 1 C. Phillips 25 Through the Arts: Film 4734 Exploring Cultural 10/22 All 1 K. Krahl 26 Diversity Through Literature 4735 Latin American Studies 2/2 K-12 1 M. Valentin 26 4736 WITHDRAWN 4737 Spanish I 4/15-16 K-12 1 J. Toscano 27 4738 Dots and Points on the 4/1-2 K-12 1 J. Stockton 27 Map: Cuba 4739 Global Challenges: 1/29-30 K-12 1 C. Bedoya, 28 Climate Change and B. Lambrix Global Food Security M. Valentin 4740 Muslim Women: An 3/11-12 All 1 L. El-Chehabi 28 Insider’s View TEACHING STRATEGIES: ARTS
4741 LCI at STI 9/17 K-12 1,2 L. Forte 29 4742 Making Meaningful 1/8-9 K-12 1 D. Cassano 29 Murals 4743 Multiculturalism 3/4-5 K-12 1 L. Fisher 30 Through Paper Art M. Freedman-Carmen 4744 The New Whitney 3/18-19 K-12 1 B. Colleary 30 Museum of American Art as an Educational Resource 4745 Museums as Resources 4/8-9 K-12 1 B. Colleary 31
www.ScarsdaleSchools.org/STI 5 # Title Beginning Open To Credit Coordinator(s) Page 4746 Voices From the Land: 10/23-24 K-12 1 R. Clark 31 Art in Nature 4747 Early Twentieth Century 10/1 K-12 1 S. Scharf 32 Through Film 4748 Tablet to Tablet: Playful 12/18-19 K-12 1 J. Stockton 32 Books III 4749 The Art of Optical 5/6-7 K-12 1 J. Stockton 32 Illusion 4750 Bookmaking Techniques 2/26-27 K-12 1 L. Scavelli 33 from Around the World 4751 Jacob Burns TBA K-12 1 S. Dawes 33 Documentary Film Study N. Farina TEACHING STRATEGIES: ENGLISH LANGUAGE ARTS
4752 Keeping Current in 10/6 5-9 & 1,2 C. Hiller 34 Young Adult Literature Parents S. Waskow 4753 The Nuts and Bolts of 9/25-26 K-6 1 T. DeBerry 34 Writing Workshop S. Luft 4754A Teachers College 10/14 K-8 1 M. Ferrara 35 Reading and Writing A. Landeck Project Seminar (October Reunion) 4754B Teachers College TBA K-8 1 M. Ferrara 35 Reading and Writing A. Landeck Project Seminar (March Reunion) 4755A Assessing Reading 12/4-5 K-8 1 M. Ferrara 35 Through The Fountas A. Landeck and Pinnell Benchmark J. Leonard Assessment System D. Tasjian 4755B Following Up on The 4/1-2 K-8 1 M. Ferrara 36 Fountas and Pinnell A. Landeck Benchmark Assessment System 4756 Writing Workshops, 10/16-17 K-6 1 C. Boyer 36 Mini-lessons and One- T. DeBerry to-One Conferencing S. Luft 4757 Using ICT’s to Support 1/22-23 K-6 1 C. Casal 37 the Writing Workshop T. DeBerry S. Luft 4758 The Digital Writing 2/4 K-6 1 T. DeBerry 38 Workshop S. Luft P. Tomizawa 4759 Literacy Centers and 3/4-5 K-6 1 T. DeBerry 38 Response to Intervention S. Luft V. Robert
6 www.ScarsdaleSchools.org/STI # Title Beginning Open To Credit Coordinator(s) Page 4760 Picture Books in a 2/5-6 K-6 1 Scarsdale 39 Weekend Elementary Librarians 4761 Exploring New Literature 10/6 3-6 & 1 B. Horowitz 39 for ELA Instruction: Parents V. Sonnenborn Grades 3-6 4762 Read Like a Detective: 11/13-14 K-4 1 M. Ferrara 40 Close Reading Across A. Landeck the Content Areas TEACHING STRATEGIES: GENERAL
4763 Gamify This! Increase 3/11-12 K-12 1 C. Hiller 40 Student Engagement by M. Millard Gamifying your Class 4764 Improving Student 4/15-16 K-12 1 J. Castiello 41 Engagement through S. Waskow Gaming 4765 Learning Styles in the 3/4-5 K-12 1 J. Gilbert 41 Classroom 4766 The Reggio Emilia Study 10/6 K-12 & 1, 2, 3 L. Hicks 42 Group Parents L. Lamonaca 4767 Seek and Ye Shall Find: 10/13 MS/HS 1 K. Rossi 42 Digging into Databases L. Waltzman EQUITY AND ACCESS
4768 Race (Still) Matters 9/25 SHS 2 S. Chason 43 P. Healy 4769 Learning Differences 12/3 K-12 1 J. Turetzky 43 Study Group 4770 Meeting the Needs of 1/22-23 K-12 1 A. Tripodi 44 Diverse Learners E. Wixted 4771 Managing Stress in 12/18-19 K-12 1 J. Walker 44 Children, Adolescents, and Teachers 4772 Social Cognition 2/2 K-12 1 J. Turketsky 45 4773 Bullying Behavior and 12/4-5 K-12 1 J. Turketsky 45 Relational Aggression 4774 Reflecting on Special 5/13-14 K-12 1 S. LaSalle 46 Education Practices in the A. Tripodi Mainstream Classroom 4775 Developing A Better 11/21-22 K-12 1 D. Kligman 47 Understanding of the A. Tripodi Elements of Communication Skills
www.ScarsdaleSchools.org/STI 7 # Title Beginning Open To Credit Coordinator(s) Page SCHOOL, COMMUNITY, ENVIRONMENT
4776 Monarch Butterflies 6/10-11 K-12 1 R. Clark 47 4777 School Nurses Study 10/27 Nurses Stipend M. Koff 48 Group 4778 Convenient and 11/13-14 6-12 1 S. Boyar 48 Inconvenient Truths about Energy 4779A Orienteering Across the 10/23-24 K-12 1 E. Kennedy 49 Disciplines: Part I S. Wood 4779B Orienteering Across the 5/20-21 K-12 1 E. Kennedy 49 Disciplines: Part II S. Wood 4780 Stone Barns as an 11/20-21 K-12 1 M. Rothman 49 Educational Resource 4781 Challenge Course I 6/3-4 K-12 1 B. Foltman 50 R. Keith K. Roemer 4782 Water for Westchester 10/2-3 K-12 1 S. Boyar 50 E. Levine TECHNOLOGY
4783 Google Apps Educator 12/3 All 1 J. Crisci 51 Certification M. Curtin 4783A Google Basics 10/13 All 1 C. Casal 52 V. Robert 4783B Google Advanced 3/2 All 1 C. Casal 52 V. Robert 4783C Becoming A Google 11/13-14 All 1 J. Calvert 53 Ninja M. Pincus 4783D Beyond Google Ninja 5/20-21 All 1 J. Calvert 53 M. Pincus 4783E Google Classroom and 10/1 All 1 C. Cecere 53 More J. Scutero 4784 Tech Tips for Every 12/11-12 All 1 D. Scholl 54 Learner P. Tomizawa 4785 The New iWork 4/8-9 All 1 E. Holvig 55 4786 The Art of the 11/6-7 All 1 S. Scharf 55 Presentation P. Tomizawa 4787 Coding to Learn: Using 1/22-23 K-8 1 J. Crisci 55 Scratch in the P. McKenna Curriculum 4788 Interactive Digital Books 10/16-17 All 1 E. Holvig 56 4789 Star in Your Own 12/4-5 All 1 L. Fisher 56 Comics with Comic Life S. Goodman
8 www.ScarsdaleSchools.org/STI # Title Beginning Open To Credit Coordinator(s) Page 4790 iMovie in a Weekend 1/8-9 All 1 A. Verboys 57 4791 ST@C: Scarsdale Teacher TBA K-12 1 J. Calvert 57 Collaborative and S. Scharf Innovation Classrooms P. Tomizawa 4792 Getting the Most out of 10/2-3 K-12 1 D. Vermes 58 Infinite Campus 4793 Using GeoGebra in the 11/20-21 MS/HS 1 D. Vermes 58 Mathematics Classroom 4794 Geocaching: A 5/13-14 K-12 1 P. McKenna 59 High-Tech Treasure Hunt D. Rose 4795 Makerspaces and Rube 1-29/30 K-6 1 M. Fitzgerald 59 Goldberg Machines J. Huang P. McKenna 4796 Technology 101 9/25-26 All S. Chan 60 J. Lamela 4797 Middle School 10/1 MS 1 M. Pincus 60 Computer Intensive D. Rose 4798 Tell a Story with Your 2/26-27 All 1 C. Casal 60 iPad E. Holvig 4799 Creating SmartNotebook 2/5-6 All 1 H. Butler 61 Games M. Vourliotis 4800 Sharing Best Technology 10/2 SHS 1 J. Chen 61 Practices in the Science Science J. Williams Classroom 4801 The NEST (New 9/18-19 SMS 1 M. Lahey 62 Educational Studio for D. Rose Technology) M. Rothman 4802 Radio 101 5/20-21 All 1 P. Tomizawa 62 SPECIAL PROGRAMS–NON CREDIT
4803 Conversational English 9/22 Community n/c J. Adler 63 for Adult Language Members Learners: Fall 4804 CPR for Professional 2/6 Nurses stipend M. Koff 63 Rescuers
www.ScarsdaleSchools.org/STI 9 Principles
The purpose of the Scarsdale Teachers Institute is to offer planned and continuous education to the professional staff of the Scarsdale and Edgemont schools, teachers in other school districts, and community residents.
Scarsdale teachers began this program because they believe that the best teachers are alert, open- minded people who continue to learn and to translate their insights into appropriate experiences for their students.
Offering a variety of professional experiences in response to the needs of those working with children, the Institute contributes to an atmosphere of intellectual inquiry that stimulates the staff to continue learning. This professional interaction on educational issues benefits the students and the staff of the Scarsdale and Edgemont School Districts.
Scarsdale and Edgemont teachers also endorse the principle that cooperation among autonomous groups is fundamental to growth and is essential to progress in education. They view the Institute as a laboratory for this principle. Here, various groups of teachers, administrators, and community leaders may work together for a valued purpose.
Supported and sponsored by the Scarsdale Teachers Association, the Edgemont Teachers Association, and the Scarsdale and Edgemont Boards of Education, the Institute reaffirms the principles of professional autonomy and professional collaboration inherent in the highest quality of professional development. Thus, through STI organization, administration, and planning, teachers assume a large degree of responsibility for their professional growth.
The Scarsdale Teachers Institute is a member of the Teacher Resource and Computer Training Centers of New York State. The STI is governed by a Policy Board of teachers, administrators, community residents, and parents. As one of the founding members of the Lower Hudson Teacher Center Network, the Scarsdale Teachers Institute collaborates and cooperates with other teacher centers to provide professional growth opportunities for the entire educational community. Technology
The Scarsdale Teachers Institute offers a full range of beginning to advanced courses for staff and community members. Courses are designed collaboratively by teachers and administrators to meet the district goal of integrating technology into the school curriculum. Responding to Individual Student Needs
Curriculum and pedagogy must respond to individual learning differences among students. This fundamental principle of teaching and learning, stated in the Scarsdale district goals, also informs teacher practice in the classroom and in STI programs. Courses that specifically address differentiated techniques and strategies of instruction can be found in the Equity and Access section of the catalogue. Courses in all areas are designed to address the varied ways children learn.
10 www.ScarsdaleSchools.org/STI Incentives for Innovation
The Scarsdale Teachers Institute Incentives for Innovation Program enables teachers and other educators to design, implement, and assess creative projects aimed at improving learning and teaching. Teachers may collaborate with colleagues, implement a Professional Performance Review Project, design assessment, technology, cooperative learning, or other creative projects. Teachers have the opportunity to develop new teaching strategies, to engage in particular research related to teaching, or to work with other teachers on topics of specific educational interest.
Requests for proposals are sent to the Scarsdale and Edgemont faculties once each year.
National Board for Professional Teaching Standards
Teachers who are interested in applying for NBPTS certification may receive scholarships to fund the cost of the application and mentoring to support the process. The STI offers a support seminar for teachers interested in seeking National Board certification. Additional resources from the National Board will be available. For further information about this seminar call the STI office. Professional Performance Review Program
The expanded Professional Performance Review Program offers opportunities for teachers to design programs for professional growth that reflect their particular interests and goals.
STI courses are designed to support the Professional Performance Review Program by furthering inquiry based learning, alternative assessment, standards for evaluation, and student centered classrooms. Almost any STI course may be used as part of the Professional Performance Review. Educational Leadership Program
The Educational Leadership program through Long Island University is available to staff again beginning in September 2015. This cohort will be in cooperation with both Scarsdale and Rye school districts. Long Island University offers a 30-credit plan leading to certification in School Building Leadership and School District Leadership as well as a Certificate of Advanced Studies. This flexible program will be given on site and emphasizes on-the-job training and basic skills combined with theory. Taking an additional 6 credits and a comprehensive exam leads to a master’s degree. For further information, please contact the STI office.
www.ScarsdaleSchools.org/STI 11 Collaborations with Other Organizations
The Scarsdale Teachers Institute enhances its program through collaborations with other educational institutions. These relationships provide teachers from Edgemont and Scarsdale with access to extensive outside resources, including input from experts in a variety of disciplines. The STI partners with:
East-West Center’s AsiaPacificEd Program for Schools: The STI collaborates with the AsiaPacificEd Center in several course offerings, including summer institutes. AsiaPacificEd has brought international educators and scholars to the Edgemont and Scarsdale school communities.
Facing History and Ourselves: Facing History and Ourselves is an international educational and professional development organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and anti- semitism in order to promote the development of a more humane and informed citizenry. The programs of Facing History have a continuing impact on the Scarsdale schools. Teachers participate in summer institutes as well as yearlong programs.
Holocaust and Human Rights Education Center: The Holocaust and Human Rights Education Center works to enhance the teaching and learning of the Holocaust and to encourage all students to speak up and act against all forms of bigotry and prejudice. The STI continues its affiliation with the HHREC to bring distinguished scholars to the community.
Jacob Burns Film Center: The Jacob Burns Film Center supports STI programs by providing innovative film programming and resources in the teaching of visual and media literacy. The STI collaborates with Jacob Burns Film Center on the content offerings of specific courses as well as an annual summer institute.
Kennedy Center for the Performing Arts at Purchase College: The STI collaborates with the Performing Arts Center at Purchase College to offer teachers the opportunity to work with guest artists from the Kennedy Center’s Education Program.
Lincoln Center Education: Lincoln Center Education provides opportunities for engagement with the arts onstage, in the classroom, digitally, and in the community. The STI brings Lincoln Center teaching artists and performances to teachers and students through its summer institutes as well as yearlong training involving specific works performed in the Scarsdale schools.
Lower Hudson Teacher Center Network: The 21 teacher centers in the Lower Hudson region meet regularly to share resources and develop programs for local educators. Call the STI office for further information.
12 www.ScarsdaleSchools.org/STI New York Institute of Technology Educational Enterprise Zone: The Educational Enterprise Zone (EEZ) is a K-12 videoconferencing consortium of providers and receivers that meets regularly at various sites throughout New York City. EEZ offers support to members in designing and implementing videoconferencing units of study.
New York University Kevorkian Center for Near Eastern Studies: The STI collaborates with NYU’s Kevorkian Center to bring individual scholars and the most recent resources on the Middle East to Scarsdale teachers. Kevorkian’s Saturday seminars feature lectures by respected scholars in the field with occasional pedagogy workshops designed by the NYU School of Education. Past seminar topics have included: Social Movements, The Politics of Water, Teaching about Islam, The Ottoman Empire, The Multilayered Lives of Muslim Women, and many more.
Windward School Teacher Training Institute: Windward School provides an instructional program for childen with language-based learning disabilities. Windward Teacher Training Institute (WTTI) offers professional development based on scientifically validated research in child development, learning theory, and pedagogy. Courses, workshops, and lectures address a broad range of developmental and curricular topics appropriate for both mainstream and remedial settings. WTTI serves as a resource for educators and professionals in allied disciplines such as speech and language therapists and psychologists, as well as for parents.
WTTI workshops may be considered for STI credit. One credit is offered for every 12 hours of workshops. WTTI’s course offerings are available at the Windward Teacher Training Institute link on Windward School’s Web site: www.windwardny.org. Partial tuition reduction for Edgemont and Scarsdale staff is available. Call the STI for additional information.
Yale University Programs in International Educational Resources (PIER): Programs in International Educational Resources (PIER) at Yale draws upon the university’s extensive resources to advance the understanding of international and world regional issues. The STI offers credit for PIER’s summer seminars and offers weekend courses at Yale on a variety of topics.
www.ScarsdaleSchools.org/STI 13 REFLECTIVE PRACTICE 9/16, 10/28, 12/9, 1/27, 3/23, 4/13, 3:30- Mentor Support Seminars: 5:30; Location: Scarsdale High School, 170; Credit: 3 points salary credit for those Mentor support seminars provide first-year mentors eligible for salary credit, systematic support for teachers new to $1,250 stipend for Mentors not eligible for each district and recognizes and rewards salary credit, additional 2 points salary credit the knowledge and skill that experienced or $600 stipend for second-year mentors mentor teachers bring to new teachers. attending mentor course. The program is a rich opportunity for the professional development of expert Mentoring Workshop for Senior teachers who are now trained to work Options Steering Committee with their new colleagues. This year the #4714 Mentors and new teachers will continue The Senior Options Steering Committee to refine and develop the program. of Scarsdale High School supervises, organizes, reviews, and revises the Senior This seminar assists the Mentor Options Program on an annual basis teacher in defining his/her role and through this course. its relationship to the new teacher. Mentor teachers will meet together to From September to February, identify needs, discuss problems, and participants meet monthly to review the seek solutions. Course topics include previous year’s program evaluations, roles and responsibilities of mentoring, to assess the outcomes, to make teacher collaboration, and effective revisions, and to recommend policy communication. Mentor teachers changes, where called for, as directed participate in creating this unique by committee reflection. From March program designed specifically to meet through June, participants meet at least the needs of the staff. twice monthly to introduce the revised program to mentors and students. Requirements: Read materials for each Steering Committee members also class session; complete activities; meet work independently with individual with assigned new teacher for a one-hour mentors and students on project session per week. choices and proposal writing. Spring Edgemont #4713E meetings involve individual caseloads Course Coordinator: Rose Farrell; Open and subcommittee work. Committee To: Instructional staff designated as Mentor members must also read and approve teachers; Time: W 9/2, 6 sessions; Location: caseload proposals by the end of the Edgemont Junior/Senior High School; Credit: third quarter. During the Senior Options 2 points salary credit for those teachers experience, meetings focus on problems eligible for salary credit, $750 stipend for specific mentors and students may first-year Mentors not eligible for salary have in preparation for presentations, credit, $1,000 stipend for second-year on critiquing the ongoing work of the Mentors not eligible for salary credit. program, and on presenting ideas for reevaluation. Scarsdale # 4713S Course Coordinator: Kathleen McGreal; Requirements: Attend related meetings; Open To: Instructional staff designated as read required materials; work with Mentor teachers; Time: Tu, 8/27, 1-3; W caseload of mentors and seniors; be 14 www.ScarsdaleSchools.org/STI responsible for student forms; evaluate State’s Annual Professional Performance and critique program and committee. Review (APPR) has transformed teacher evaluation by using state assessments, Course Coordinator: Jose Lamela; Open To: local assessments, and other measures of SHS Senior Options Steering Committee; Time: M 9/28, 10/26, 11/16, 12/21, 1/25, effectiveness that may be determined by 2/22, 3/21, 4/18, 5/16, 3:15-6:15; Location: individual school districts. Scarsdale High School, 309; Credit: Three points salary credit or stipend; Course The Middle School department chairs, limited to 25 participants. in their role as teacher evaluators, form a study group in this course to review Reflective Practice Seminar #4715 new evaluation systems and make recommendations for modifications. In this yearlong course, participants will Participants will apply interdisciplinary look collaboratively at concrete examples techniques and consistent approaches of teacher and student work, and learn across subject areas in anticipation specific protocols for helping fellow of APPR requirements. Through this teachers reflect on their own practice. course, the chairs develop and refine Teachers will observe each other’s frameworks for the teacher evaluation classrooms and participate in activities system at the Middle School consistent designed to understand classroom and with state and local requirements. school culture. Trained coaches lead the Reflective Practice Group composed of Requirements: Complete and discuss 8-12 professional staff members. The assigned readings; modify the current group meets once a month; members evaluation process as necessary. will develop a set of reflections on their work with students and colleagues. Course Coordinators: Jennifer Gilbert, Members also will complete a set of peer Cindy Parrott; Open To: Scarsdale Middle observations as the year progresses. School Department Chairs; Time: Th 9/24, 3:30-4:30, with remaining dates to be Requirements: Develop a set of written determined by group; Location: Scarsdale reflections on work with students, Middle School, F77; Credit: One point salary colleagues, and the Reflective Practice credit or stipend Group; report on the peer observation model and its impact on the teaching Professional Learning Through and learning process. Lesson Study at Edgewood #4717 Through Lesson Study, teachers Course Coordinator: Howard Rodstein; systematically engage with one another Open To: K-12; Time: Th 9/24, 10/29, 11/19, 12/17, 1/28, 2/25, 3/31, 4/21, 5/26, 3:30-6, in an examination of their instructional with 2 hours of observation; Location: varies; methods, content, curriculum, and Credit: Two points salary credit or stipend student learning and understanding in order to improve classroom teaching and Articulating Leadership Across learning. the Departments #4716 In this year-long building-based Evolving state regulations provide a course, Edgewood teachers will take timely opportunity for the Middle School an in-depth look at Lesson Study and department chairs to explore topics work in teams to plan research lessons critical to school leadership. New York www.ScarsdaleSchools.org/STI 15 in a variety of subject areas around a and come prepared to discuss aspects common pedagogical theme related of literary form such as character to the Strategic Plan. Collaborative development, theme, plot, and more. teams of 3-4 members will research, They will gain insight into point of view plan, teach, observe, and reflect on an by listening to their colleagues’ responses actual classroom lesson. Following to each book. Participants will enhance the presentations of each lesson, group their own reading skills and learn members will reflect on the lesson and techniques for leading discussion groups consider methods to refine instruction with students. with the goal of making each lesson more effective. Requirements: Read assigned materials; keep a journal of books read with Requirements: Form a lesson study reflections and classroom application. group of 3-4 teachers and attend all sessions of the course with these Teacher as Reader: Edgewood colleagues; complete assigned readings; #4718 research, plan, implement, and reflect Course Coordinators: Michelle Mangiamele, on a group lesson; plan a conference Anne Stokes; Course Speakers: Nancy presentation. O’Rourke, Teacher, Edgewood, retired; Carol Schaeffer, Teacher, Edgewood, retired;Open Course Coordinators: Dylan Cadalzo, Scott To: Edgewood staff; Time: Tu 9/29, 10/27, Houseknecht; Open To: Edgewood faculty; 11/24, 12/22, 1/26, 2/23, 3/29, 4/19, 5/31, Time: Th 9/24, 10/8, 10/22, 11/5, 11/12, 1/21, 6/14, 3:30-6; Location: Edgewood School 2/11, 3:30-5:30, with four more sessions in Library; Credits: Two points salary credit or the spring term, five additional two-hour stipend; Course limited to15 participants. meetings scheduled flexibly, four hours of online meetings, and six hours (three per Teacher as Reader: Fox Meadow semester) of team meeting time; Location: #4718A Edgewood School library; Credit: Three Course Coordinators: Collen Mangan, Jan points salary credit or stipend Schorr; Open To: Fox Meadow Staff;Time: Tu 9/29, 10/27, 11/24, 12/22, 1/26, 2/23, Teacher as Reader 3/29, 4/19, 5/31, 6/14, 3:30-6; Location: Fox The journey of a life-long reader involves Meadow School library; Credit: 2 points gaining insight and understanding salary credit or stipend; Course limited to15 by reading, talking, and reflecting. By participants. transforming reading into a community- building event through discussion Teacher as Reader: Heathcote groups, teachers learn differing #4718B perspectives on the same work and Course Coordinator: Delia Luciano; Open To: Heathcote Staff; Time: Tu 9/29, 10/27, gain knowledge of literature, genre, 11/24, 12/22, 1/26, 2/23, 3/29, 4/19, 5/31, and technique. The commitment to 6/14, 3:30-6; Location: Heathcote School read widely and deeply is an important library; Credit: Two points salary credit or endeavor for teachers as they model the stipend; Course limited to15 participants. love of reading and the skills of reading and understanding for their students.
Participants will read assigned books
16 www.ScarsdaleSchools.org/STI Teacher as Reader: Literature to the science classroom as well as other Across Boundaries #4718C academic areas will be explored. A Course Coordinator: Andrea Tripodi; Open reading will be distributed before the first To: All; Time: Tu 9/29, 10/27, 11/24, 12/22, meeting. At the first session, participants 1/26, 2/23, 3/29, 4/19, 5/31, 6/14, 3:30-6; will suggest and discuss selections for the Location: Scarsdale Middle School library; other meetings. Credit: Two points salary credit or stipend; Course limited to15 participants. Requirements: Read assigned materials; keep a journal of books read with Teacher As Reader: Edgemont reflections and classroom application. #4718D Whenever a group of professionals Course Coordinator: Nicole Pisano; Open To: MS/HS; Time: Tu 11/24, 1/26, 3/29, 4/19, comes together to read and share insights 3:30-6:30; Location: Scarsdale High School, and gain depth of understanding of 381; Credit: One point salary credit or literature, students benefit. Teachers stipend teach students to look into literature, to probe meaning, to understand the Edgemont Mathematics Tri- narrative craft, and to apply the lessons State Visit Preparation #4719 learned to their own lives. It is important Periodic Tri-State Consortium visits for teachers to continue to develop and give teachers and administrators an to practice these skills in a collegial opportunity to improve teaching and atmosphere. learning through collection of data, One short story and six or seven novels reflection, and feedback from critical will be explored over the school year. friends in other districts. The process, an arduous journey, is a highly valuable Each class begins with some personal professional learning experience that writing about a topic or theme related to requires substantial preparation. This the reading. These writings will form the course will provide members of the math basis of the written course requirement. department and administrators the time A short story will be provided to read and opportunity to meet together in and discuss at the first session. order to gather data, to reflect upon the Tri-States Essential Questions that have Requirements: Read assigned materials; been forwarded, and refine the logistics complete written assignment. of the visit.
Course Coordinator: Jeannette Stockton; Members of Edgemont’s mathematics Open To: Edgemont; Time: W, 10/28, 11/18, Department will review the Indicators 12/16, 1/27, 2/24, 3/23, 4/20, 5/25, 3:30-6:30; Location: Edgemont Junior/Senior High of Quality and the visit process, organize School faculty lounge; Credit: Two points artifacts for the visiting team, create and salary credit or stipend; Course limited to administer stakeholder surveys, and 15 participants. prepare the logistics for the visit. These activities will ensure that the visiting Teacher as Reader: Science team the data it needs to make useful #4718E recommendations for improvement. At Participants will meet to discuss readings the same time, as they work together to on science-based themes. Applications prepare for this major event, members www.ScarsdaleSchools.org/STI 17 of the department will be able to reflect Requirements: Complete assigned with colleagues on their curriculum and readings; redesign a curriculum unit pedagogy in mathematics. integrating problem solving through design thinking. Requirements: Complete assigned tasks relating to organizing the visit; submit Course Coordinators: Christine Boyer, artifacts, as needed, as evidence to be Maggie Favretti, Fallon Plunkett, Lisa Yokana; reviewed by the visiting team. Open To: All; Time: F 11/6, 3:30-7:30; Sa 11/7, 8:30-4:30; Location: Scarsdale High Course Coordinators: Michael Curtin, Bryan School, 170; Credit: One point salary credit Paul; Open To: Edgemont Junior/Senior High or stipend School Math teachers; Time: W 1/6, 2/3, 3/2, 4/6, 5/4, 6/1, 3:30-5:30; Location: Edgemont Best Practices in Physical Junior/Senior High School, D12; Credit: One Education and Coaching #4721 point salary credit or stipend District coaches require the opportunity to meet with colleagues across levels and Design Thinking for Educators sports to explore and share successful #4720 coaching practices. This course provides This course will continue the work of participants the time and setting to expanding awareness of K-12 Design examine and discuss team-building Thinking and Making/Prototyping, a strategies, group decision-making method for teaching 21st century skills skills, gender issues, problem solving that is based on real-world collaborative techniques, communication, and problem-solving. leadership skills.
Course leaders will conduct a Friday Coaches and physical education teachers afternoon workshop that identifies and will concentrate on identifying and assesses essential 21st century skills. On implementing a variety of methods, Saturday, members of the group will strategies, and philosophies based on a participate in a design-thinking exercise specific sport and/or level. The sessions featuring an interactive collaborative will also address common issues of problem-solving process, the basis for developing character, respect, trust, curriculum redesign efforts. Participants and problem-solving skills that are will then learn about MakerSpaces emphasized throughout the athletic and by taking things apart, crafting anew, physical education program. and repurposing them. This activity encourages the application of the Requirements: Read assigned materials; MakerSpace concept to curriculum. contribute to best coaching manual. Participants will be asked to consider what elements of their own curriculum Course Coordinators: Robert Keith, Ray Pappalardi, Nicole Roemer, Stacey Wierl ; they would want to revamp to include Course Speakers: Barney Foltman, Kevin MakerSpaces, real-world problem- Roemer; Open To: District coaches and solving, and design thinking as well physical education teachers; Time: F 6/17, as the assessments that reinforce 21st 3:30-7:30; Sa 6/18, 8:30-4:30; Location: century skills. Scarsdale Middle School gym; Credit: One point salary credit or stipend
18 www.ScarsdaleSchools.org/STI World Language and the New design a lesson plan using the course Standards #4722 content. TheWorld-Readiness Standards for Course Coordinator: Sarah Whittington; Learning Languages demonstrate Open to: K-12 World Language; Time: F, a plan to guide learners to develop 2/5, 3:30-7:30; Sa, 2/6, 8:30-4:30; Location: competence to communicate effectively Scarsdale Middle School T109; Credit: One and interact with cultural understanding. point salary credit or stipend By incorporating the theme “World- Readiness,” the Council signals to Exploring the Professional teachers and students that the Standards Shelf: Teaching Reading #4723 focus on the literacy developed through The library’s professional collection is exposure to the real-world applications. designed to promote teacher growth and Language teachers will pool their development. Using these resources knowledge and share best practices from with peers provides a supportive and their use of the original Standards and congenial means to hone one’s skills discuss the evolution and future of the and explore new ways to help students new World Readiness Standards, with learn. Many of these selections are in an eye to creating new projects and support of teaching both reading and activities. writing. Combining the resources of the professional shelf with the wide selection The course line of inquiry is constructed of the rest of the library teachers are on the revised standards and their enabled to support and enhance the relationship to the original five students’ learning. standards: communication, cultures, connections, comparisons, and Participants will explore The Guide to communities. Participants will read and the Readers Workshop by Lucy Calkins react to the new publication, share ways along with other texts and articles on that they promote these goals currently, the teaching of reading and writing. discuss alternative methods to promote Teachers will reflect on their own grade exposure and preparation for the real level curriculum and assess where world, and examine activities, which picture books, poetry, informational will advance the District’s goal of Non texts, novels and other reading material Sibi, the Middle School goal of service found in the library can be integrated learning, or a similar goal special to into the curriculum. their school. Participants will explore already demonstrated projects through Requirements: Complete assigned online resources and will collaborate to readings; teachers will create one or more design and to implement new or similar annotated bibliographies to support an projects. aspect of their curriculum
Requirements: Complete assigned Course Coordinator: Anne Stokes; Open readings: World Readiness Standards for To: K-6; Time: Tu 10/20, 11/17, 12/8, 1/19, World Languages, Words and Actions: 2/9, 3/22, 3:30-5:30; Location: Edgewood School library; Credit: One point salary Teaching Languages Through the Lens credit or stipend of Social Justice, Service Learning as a pedagogical tool for language teachers;
www.ScarsdaleSchools.org/STI 19 Exploring the Professional Shelf: Course Coordinators: Marisa Ferrara, Ariel Teaching Writing #4723A Landeck; Open To: K-8; Time: Tu 12/1, 12/8, 12/15, 1/5, 1/12, 1/19, 3:30-5:30; Location: In this course, teachers will work with Greenville School library; Credit: One point colleagues on research issues related to salary credit or stipend classroom practice in the area of writing. Participants will read and discuss CONTENT KNOWLEDGE the theory and learning application Grand Central: A Case Study in presented in Colleen Cruz’s book, The Change #4724 Unstoppable Writing Teacher. Teachers will use various strategies suggested by The course examines the impact of Cruz, share their own experiences, and a political decision making process connect the reading with their growth as that transformed the Grand Central writing teachers in this six-week course. neighborhood with consequences for Online communication with the author the city and the nation. Teachers will will be part of the work sessions. research primary source documents as they track the monumental shifts Course Coordinators: Trent DeBerry, that occurred over the last century in Sue Luft;Open To: K-6; Time: Th 10/1, transportation, technology, sociology, 10/15, 3:30-5:30, with remaining dates to science, art, architecture, and economics be determined by group; Location: Various in the Grand Central area and beyond. Elementary Schools; Credit: One point salary credit or stipend Through multimedia resources including documentary film, photographs, books, Exploring the Professional primary source documents, internet Shelf: Teaching Non-Fiction resources, a guided walking tour, and #4723B discussion, participants will examine In Notice and Note: Strategies for Close the Grand Central neighborhood as a Reading, Kylene Beers and Bob Probst study in change over the last century. introduced six “signposts” that alert Instruction will model the case-study readers to significant moments in approach to facilitate integration of an a work of literature and encourage event into enriching and meaningful students to read closely. Their new lessons for students in technology, publication, Reading Nonfiction science, math, art, architecture, introduces signposts that support the sociology, and economics. Highlighted in close reading of informational texts. the walking tour will be Grand Central This course examines Beers and Probst’s Terminal, the Chrysler, Lincoln, and newest publication and supports Daily News buildings, and the East 42nd teachers as they discuss the essential Street area. The course will focus on questions that the nonfiction signposts attributes of the Beaux Arts, Art Deco, each lead to, ultimately supporting an and Neo-Gothic architectural styles as informed, mature, sophisticated reading they are featured in these buildings. The of nonfiction texts by their students. historical time frame in which each style Teachers will plan and reflect on their was in vogue in America will also be lessons throughout the six-week course. emphasized.
20 www.ScarsdaleSchools.org/STI Requirements: Read assigned materials; Requirements: Read assigned materials; create a curriculum application of course complete a multimedia presentation for content. classroom use or develop lesson plans incorporating the course content. Course Coordinator: James Overbey; Course Speaker: Dan Brucker, Grand Central Course Coordinators: David Paquette, Terminal Guide; Open To: K-12; Time: Steven Scharf; Course Speakers: Art and F 12/11, 3:30-7:30; Sa 12/12, 8:30-4:30; Susan Zuckerman, hosts of the WVOX show Location: Scarsdale Middle School, B129 and contributors to the Travel Channel; and Grand Central and surrounding areas; Open To: K-12; Time: F 5/20, 3:30-7:30; Sa, Credit: One point salary credit or stipend; 5/21, 8:30-4:30; Location: Scarsdale Middle Course limited to 18 participants. School library and New York City; Credit: One point salary credit or stipend; Course A Look into NYC: The Flatiron limited to 20 participants. District #4725 The Flatiron District in New York City Holocaust and Human Rights overlaps a stretch of Manhattan known Education Center Distinguished as Ladies’ Mile, a designated a historic Lecture and Seminar Series district by the New York City Landmarks #4726 Preservation Commission. The area is The continuing affiliation between the framed to the north by Madison Square Holocaust and Human Rights Education Park, an early model of urban public Center and the Scarsdale Teachers space; and to the south by Union Square, Institute offers the faculty and the a gathering place for over a century community an exceptional opportunity of political activism. The area invites to examine the contemporary relevance a study of the history of American of the Holocaust as it illuminates such consumerism and entrepreneurship as issues as bigotry, racism, and human the original home of Macy’s, Lord & rights violations. The lecture and Taylor, B. Altman, Best & Company, seminar series presents leading scholars Bonwit Teller, and Seigel-Cooper & and experienced educators on a variety Company. Studying the architecture, of Holocaust-related topics directly history, and commerce of this area will applicable to the Social Studies and enhance and enliven any study of urban English curriculum and mandated by history or geography. New York State. Participants in these programs are also invited to make use Through primary source documents, of the many other services for teachers lecture and discussion, multimedia offered by the Westchester Holocaust and resources including data on population Human Rights Education Center. trends, a review of literary history, and a guided tour of the area, participants will The schedule of Lectures and Seminars learn about significance of the Flatiron will be distributed once it is set by the District. Teachers will be able to use Holocaust and Human Rights Education aspects of the course to develop lesson Center. plans and case studies for their students in a variety of disciplines.
www.ScarsdaleSchools.org/STI 21 Course Coordinator: Heather Waters; indigenous pride, feminism and social Open To: All; Location: TBA; Time: TBA; justice. Her complex use of plant imagery Credit: One point salary credit or stipend in her paintings and her famed garden and studio also show her appreciation Historic New York City in the for the beauty and variety of the natural Curriculum #4727 world. In this course, participants This course will explore the early will model Visual Thinking Strategies Dutch beginnings of New York to interpret and utilize art, botanical City, the takeover by the British, the subjects, and Mexican history for Revolutionary War period, and the early interdisciplinary lessons. Friday’s class days of the Republic when New York will introduce the life and work of Frida functioned as the capital for the young Kahlo, including an historical context nation. Included will be the development for her work. Saturday will focus on of New York City from its Wall Street the “Frida Kahlo: Art, Garden, Life” origins to the financial capital of the exhibition at the New York Botanical world is an important part of the city’s Garden, including the Frida Kahlo garden story. display in the greenhouse, and a tour of the small display of her art in the Library. Participants will learn the major Participants will also learn about the 250- social, political, cultural and economic acre NYBG grounds and environmental developments that shaped New York educational outreach initiatives fostered City and, through it, the young United there. The group will meet with NYBG States. Instruction will include the use staff to discuss interdisciplinary lessons of primary source documents, multi- inspired by the exhibition, as well as media sources on the history of New the grounds and plant collections, and York, books and a guided walking tour sustainability initiatives. of lower Manhattan. Teachers at all grade levels will gain valuable information for Course Coordinator: Elizabeth Colleary; creating meaningful lessons. Course Speakers: Maria Valentin, Teacher, Scarsdale High School, and staff from the Requirements: Read assigned materials; New York Botanical Gardens; Open To: K-12; complete a multimedia presentation for Time: F 9/25, 3:30-7:30; Sa 9/26, 8:30-4:30; classroom use or develop lesson plans Location: Scarsdale High School, 170 and incorporating the course content. NYBG; Additional Costs: Entrance fee to Botanical Gardens; Credit: One point salary Course Coordinators: Heather Brandon, credit or stipend; Course limited to12 Fallon Plunkett;Open To: K-12; Time: F 5/6, participants. 3:30-7:30; Sa, 5/7, 8:30-4:30; Location: Scarsdale High School, 170 and New York Bringing the Freedom Trail to City; Credit: One point salary credit or Students #4729 stipend; Course limited to 20 participants. When a teacher walks in the footsteps of history, a connection with the past is The World of Frida Kahlo at the made that can enrich the subject matter NY Botanical Gardens #4728 for students. The walk alone is powerful, Frida Kahlo is known as one of Mexico’s but the experience can be greatly greatest artists, whose life and work enhanced when shared with colleagues. celebrated Mexican nationalism, Bringing the Freedom Trail to Students 22 www.ScarsdaleSchools.org/STI provides a departmental collaboration by An Author’s Walk through the Middle School social studies teachers Historic Queens: Flushing #4730 and their related team members around As New York City’s largest borough the ideas and ideals of the American and the most ethnically diverse place Revolution and how best to teach them on Earth, Queens is of immense value to students. The course will deepen to educators. With its historical sites, teacher understanding of key events and natural features including waterways and personalities of the time period through woodlands, multicultural communities, researching in advance, walking the and an ever-expanding arts scene, Historic Freedom Trail in Boston, and Queens provides teachers a far-reaching incorporating technology to illustrate the narrative with applications in a variety of experience for students. disciplines.
In preparation for the Boston excursion, Through Friday’s classroom session, participants will gather for a session to participants learn about the history, research specific components of several communities, and natural and cultural Freedom Trail highlights assigned to attributes of Flushing. On Saturday, them from related topics that include participants will take a walking tour the Boston Massacre, Dr. Warren’s that traces Flushing’s history from Tavern, and fourteen other historic sites. colonial village to horticultural capital Participants will make a presentation to the crossroads of Queens and home of their research to fellow participants of New York City’s largest Chinatown. at their assigned location along the Throughout the course, curriculum Freedom Trail. During the actual 2.5 applications will be emphasized for all miles walk of the trail, teachers will create grade levels. a journal with images documenting their experiences in a manner to be shared Course Coordinator: Lisa Onofri; Course with students. The second session of Speaker: Adrienne Onofri, journalist, tour guide and author of Walking the class will take place after the trip for Queens (Wilderness Press, 2014); Open To: the purpose of editing journals and for K-12; Time: F, 4/15, 3:30-7:30; Sa 4/16, 8:30- preparing classroom presentations. 4:30; Location: Heathcote School library and Queens; Additional costs: $10 admission Requirements: Complete assigned fees; Credit: One point salary credit or readings; complete a photo journal and stipend create a presentation for classroom use. Course Coordinator: Cindy Parrott; Course STI@NYU: World War I and the Speakers: Len Tallevi, Social Studies Chair, Middle East #4731 Scarsdale Middle School, retired; Marie World War I and the resulting settlements Tallevi, Quaker Ridge Teacher, retired; have had lasting consequences on the Open To: K-12; Time: Th 10/1, 3:30- development of the modern Middle East. 5:30; Sa 10/3, 8:30-4:30, TBD 3:30-5:30; Arab unrest in the Ottoman Empire, the Location: Sarsdale Middle School library Balfour Declaration, the formation of and Boston; Additional Costs: Overnight British and French Mandates, and new accommodations, one night; Credit: One point salary credit or stipend; Course borders drawn by post-war victors have limited to12 participants. contributed to the complex geopolitical struggles in the Middle East today, but www.ScarsdaleSchools.org/STI 23 are often ignored by standard history global topics and programs and discuss textbooks. ways for students to achieve global competency. This workshop, in partnership with the Kevorkian Center for Near Eastern This seminar will create a global learning Studies at NYU, seeks to rectify this network of teachers, students and experts gap by providing teachers with the engaged in global pursuits to learn from opportunity to discuss World War I with each other and create opportunities for scholars of this era of Middle Eastern students (K-12) to engage in “real-world” history. They will engage with new global problem-solving. Participants resources on the teaching of World War I, will reflect upon their own classroom create tools for curriculum development, practices that foster cross-cultural and network with like-minded peers who awareness as they consider new avenues are interested in enhancing their teaching to expand students’ global knowledge. as it relates to the Middle East. Saturday’s session will take place at the Kevorkian Session I: Global Networking and Center at NYU. International Collaboration: Speaker: Bridget Stout, Member Services & Course Coordinator: Maria Valentin; Course Professional Development, iEARN; Date: Speakers: Scholars from NYU; Open To: W 9/30 Middle School/High School; Time: F 10/23, 3:30-7:30; Sa 10/24, 8:30-4:30; Location: Session II: Balancing Development with Scarsdale High School, 170 and NYU; Preserving Water Security: Speaker: Optional additional session, 10/25 at NYU; Krisna Uk, The Center for Khmer Studies Additional Cost: $30; Credit: One point (CKS), Siem Reap, Cambodia; Date: W salary credit or stipend 10/28
INTERDEPENDENCE Session III: International Public Health Global Networking: Preparing Speaker: TBA; Date: W11/18 Students for an Interdependent World #4732 Session IV: Sharing Global Classroom Borders as we have known them are Strategies with Japanese Teachers being challenged and redesigned, and from Hiroshima, Japan Speaker: Namji people representing diverse backgrounds Steinemann, East West Center, and are connecting in person and online. teachers from Hiroshima; Date: W 2/3 How does one continue to support Session V: Going Global with Former existing activities and encourage new SHS Students Speakers: SHS graduates, initiatives for students that will foster Date: W 3/16 cross-cultural understanding? This year-long seminar is designed to explore Session VI: An Education for ways to prepare students to be culturally Tomorrow Speaker: Dr. Michael McGill, aware, to view the world through Director, Program for District Leadership multiple perspectives, to participate and Reform, Bank Street Graduate School in experiential and service-learning of Education Date: TBD opportunities, and to understand what it means to be a global citizen. Speakers Course Coordinators: Sylvie Corten, Gwen will share their expertise on a variety of Johnson; Open To: All; Time: W 9/30, 10/28, 24 www.ScarsdaleSchools.org/STI 11/18, 2/3, 3/16, with one more date to be servitude, Tita learns to express herself determined, 3:30-5:30; Location: Scarsdale through cooking. Her recipes blend local High School, 172; Credit: One point salary ingredients with personal emotions, credit or stipend. producing extraordinary effects on those who eat her food. Based on a 1989 Multiculturalism Through the novel by Laura Esquivel, Alfonso Arau’s Arts: Film #4733 film is a melodrama rooted in the Latin To implement the goal of educating for American tradition of magical realism, diversity, the Scarsdale Interdependence infusing ordinary life with moments Institute has been charged with that defy reason. With its strong supporting programs for teachers and focus on women and the emotional students that explore cultures other than chemistry of cooking, Like Water for one’s own, providing a global perspective Chocolate highlights the role food as a on current events, and preparing students focus of desire and restraint, a medium for the interdependent world in which for carrying and communicating the they will live and work. With the purpose deepest longings of the heart. In Spanish of widening the international focus of the and English, with English subtitles. (123 school community, the Interdependence minutes) Institute and the STI are jointly sponsoring a program of multiculturalism Tu 5/10 Jiro Dreams of Sushi (US/Japan, through the arts in film. 2011)
This contribution to the global film series At 85, Jiro is master of the art to which explores the role of food in different he has dedicated his entire life. In the cultures. Movies that highlight national tiny Michelin three-star restaurant where cuisines raise important questions about he practices his craft, he continues to history, politics, identity, and ideology. refine and perfect his culinary creations What can we learn about a people by with simplicity, patience, and demanding focusing on what and how they eat? How exactitude. Meanwhile, his 50-year-old did certain foods become associated elder son waits for his chance to take with certain groups? How do distinctive over the business while his younger practices of preparing and consuming son operates a similar sushi restaurant. meals influence the nature of family American director David Gelb made and the society at large? How can we, as this documentary film to explore “the teachers, exploit the power of cinema to mystery of this man” whose tragedy is help students understand the lifecycle “that there are not, and will never be, of foods (production, distribution, four stars.” In Japanese, with English presentation, consumption, and disposal) subtitles. (81 minutes) and appreciate the many ways that food figures in their lives and in our Tu 5/17 Chef (US, 2014) multicultural world? After several big-budget Hollywood Tu 4/12 Like Water for films, Jon Favreau decided to write, Chocolate (Mexico, 1992) direct, produce, and star in this independent film about a well paid chef Forced by her overbearing mother who quits his job to take a food truck into a life of self-sacrifice and family through America. The analogy between www.ScarsdaleSchools.org/STI 25 filmmaking and cooking runs through 6:30; Location: Scarsdale High School, 170; the entire movie. En route from Miami Credit: One point salary credit or stipend to Los Angeles with his business partner and his son, Favreau’s chef treats us to a Exploring Cultural Diversity cross section of regional cuisines while Through Literature #4734 rediscovering the importance of family, Teachers in a global community local traditions, a sense of humor, and must understand the diverse customs the basics of his craft. (114 minutes) and traditions of their students and colleagues. Literature selected from Tu 5/24 The Trip to Italy (UK, 2014) across the globe can foster a deep understanding of the racial, ethnic, After the success of Michael and cultural groups within the school Winterbottom’s TV series The Trip, soon community, the nation, and the world. followed by an even more popular movie version, the British indie film director Through the reading of selected works continues the hilarious journey of his of literature and group discussion, odd couple protagonists in The Trip to participants will learn about the daily Italy. Steve Coogan and Roby Brydon lives and perspectives that exist within play fictionalized versions of themselves different ethnic, socio-economic, and on a gastronomic road trip from Liguria cultural groups. Teachers will develop to Pompeii, retracing the grand tour of classroom activities that promote England’s great Romantic poets. Against empathy, interest, and respect for the a panorama of Italian landscapes, global community based upon the history, and food, the two comic actors readings. The first book will be The engage in a series of largely improvised Invention of Wings by Sume Monk Kidd. conversations about acting, friendship, family, cuisine, and much else. In English Requirements: Complete assigned and Italian, with English subtitles. (108 readings; develop a curriculum minutes) application of course content.
Requirements: Read assigned materials, Course Coordinator: Kate Krahl; Open including selections from Appetites and To: All; Time: Th 10/22, 3:30-5:30, with Anxieites: Food, Film, and the Politics of remaining dates to be determined by group; Location: Scarsdale High School library; Representation, by Cynthia Baron, Diane Credit: One point salary credit or stipend; Carson, and Mark Bernard (Wayne State Course limited to 15 participants. University Press: Detroit, 2014); create classroom applications through a unit of Latin American Studies #4735 study based on the films and discussion Teachers of world history and U.S. that will extend the global studies history require a sound foundation curriculum. of knowledge about Latin American Course Coordinator: Carole Phillips; Course history and culture. This course will help Speaker: Bill Costanzo, Distinguished SUNY teachers prepare lessons ranging from Teaching Professor of English and Film; Open Mesoamerica and Andean societies to To: All; Time: Th 4/12, 5/10, 5/17, 5/24, 3:30- Colonial Latin America; from Latin America in the 19th century to today’s immigration policy.
26 www.ScarsdaleSchools.org/STI Teachers will research and evaluate Participants will learn to converse in extensive resources to prepare Spanish and will explore the varied interdisciplinary lessons that reference cultures of Spanish speaking people. an aspect of Latin American history, Course topics include the festivals, art, politics, culture and/or comparative music, food, literature, and art of Spain lessons with other regions of the world. and Latin America, and exotic cultural In each of six sessions, a specific region traditions especially the running of or topic will be examined through the bulls and flamenco and mariachi lecture and discussion, guest speakers, music and dance. Spanish language collaborative lesson planning, and close learners will practice basic conversations examination of classroom resources. while they work in groups producing a Spanish iMovie and practicing their oral Requirements: Complete assigned skills. Instructional activities include readings; the project must have a practical vocabulary and grammar and a classroom/curriculum application and consideration of techniques to integrate must be shared in a common folder Spanish into curriculum across the available to course participants. grades.
Course Coordinator: Maria Valentin; Requirements: Complete assigned Course Speakers: TBA; Open To: K-12; readings; complete a curriculum project Time: Tu, 2/2, 2/9, 3/1, 3/8, 3/15, 3/22, 3:30- 5:30; Location: Scarsdale High School, 170; based on course content. Credit: One point salary credit or stipend Course Coordinator: Jose Toscano; Open To: All; Time: F 4/15, 3:30-7:30; Sa 4/16, #4736 - WITHDRAWN 8:30-4:30; Location: Scarsdale Middle School, T104; Credit: One point salary credit Spanish I—Conversation and or stipend Culture for Beginners #4737 American history, politics, and Dots and Points on the Map: economics are intertwined with the Cuba #4738 Spanish-speaking world. Nationally, The integration of creative arts into there are over 42 million Spanish the academic curriculum, a mandate speakers in the United States, and, of state and national arts standards, locally, elementary students in Scarsdale exposes students to the imagination study Spanish in grades 2-12. The and innovation embedded in classic art District’s endeavors to expose students to forms of people around the globe. An languages in the first grade highlight the exploration of painting, film, fashion, importance of languages as an avenue to stained glass, cuisine, and even games, broaden horizons and deepen cultural inspires an appreciation of the multiple awareness. Educators in a country modes in which creativity is expressed where Spanish is so widely spoken through different cultures. Students of have a responsibility to understand all learning styles respond to hands-on, this language and culture. Knowledge multi-sensory teaching as they examine of Spanish can help teachers connect and replicate the design features evident with their students, support the district in the realities of historical and everyday language initiative, and prepare children artifacts developed through the culture for an interdependent world. of Cuba. www.ScarsdaleSchools.org/STI 27 This course will introduce participants Educators will examine the latest to the country of Cuba as it begins to scholarship from researchers and policy open a new chapter in its history with advisors about climate variability and the United States. Participants will explore the programs established to explore Cuban history and culture address these challenges. Participants through literature, film, lectures, and will also meet with grassroots leaders discussions with Cuban immigrants. who will provide them with resources Cuban art will be explored through to address food security and adapting creation of projects that can be replicated to climate change at a local level. in the classroom. The colorful history of Additional activities include delving into Cuba, including a discussion of recent international resources for use in the events, will be explored in depth and will classroom, and learning about agencies have participants walking away with a that assist vulnerable populations. greater understanding of this important Caribbean nation. Requirements: Complete assigned readings provided by the course Requirements: Complete assigned coordinators; create a unit of study or readings and work; create an art project lesson plan based upon the materials for curriculum using course content. shared in the course.
Course Coordinator: Jeannette Stockton; Course Coordinators: Carlos Bedoya, Brittan Course Speaker: TBA; Open To: K-12; Lambrix, Maria Valentin; Open To: K-12; Time: F 4/1, 3:30-7:30; Sa 4/2, 8:30-4:30; Time: F, 1/29, 3:30-7:30; Sa, 1/30, 8:30- Location: Edgemont Junior/Senior High 4:30; Location: Scarsdale High School, 170; School art rm; Materials fee: $15; Credit: Credit: One point salary credit or stipend One point salary credit or stipend; Course limited to 15 participants. Muslim Women: An Insider’s View #4740 Global Challenges: Climate Female religious actors and ordinary Change and Food Security #4739 women of faith are under the microscope Two of the most urgent issues facing in many traditions today. This course the 21st century are the environmental takes a rigorous look at the diverse lives effects of climate change and food and circumstances of Muslim women security for a global population in cultures abroad and at home in the expected to exceed nine billion by 2050. USA. In this seminar, participants will Climate change will continue to lead to read texts, unpack stereotypes, and peek frequent and intense extreme weather into the lives of real people – many events in the short term, and changing of whom the course instructor has weather patterns and temperatures interviewed during her 20-year career in the longer term. This, in turn, will as a journalist and documentarian affect all dimensions of food security covering Islam around the globe. The — availability, accessibility, utilization course is structured to explore this topic and stability. This course will empower by geographic regions: East and Central teachers to better understand and Asia, Middle East, Africa, and the USA explain to their students the basic science and will enliven cultural study in a of climate change and the significant variety of classroom contexts. Resources impact it can pose to global security. ranging from film clips to ethnic and 28 www.ScarsdaleSchools.org/STI religious dress will be explored. who share a profound interest in integrating the world of the arts into Requirements: Development of a project their students’ lives and learning. that enhances classroom instruction around the theme of the course. Requirements: Complete required readings; develop and share curriculum Course Coordinator: Leila El-Chehabi; applications of the course. Course Speaker: Anisa Mehdi, Journalist and award-winning filmmaker; Open To: Course Coordinator: Lisa Forte; Course All; Time: F 3/11, 3:30-7:30; Sa 3/12, 8:30- Speaker: Diane Celentano, Dance/Lincoln 4:40; Location: Scarsdale High School, 170; Center Coordinator, Scarsdale, retired; Open Credit: One point salary credit or stipend; To: K-12; Time: Th 9/17, 10/29, 11/19, 12/17, Course limited to 25 participants. 1/28, 2/25, 3/31, 4/21, 5/26, 6/16, 3:30-5:30; Location: Scarsdale High School, 170; TEACHING STRATEGIES: Credit: One or two points salary credit or THE ARTS stipend LCE@STI #4741 Lincoln Center Education is devoted Making Meaningful Murals #4742 to embedding meaningful aesthetic Throughout history, people have created education in elementary, middle, and images on walls to celebrate religious high school curricula for all students. ceremonies, to commemorate important LCE offers a coherently structured events, and to document the values of a program that features teaching artists society. The conception and planning of working in close partnership with a mural, its design and execution, and classroom teachers during an intensive the gathering of materials and division summer workshop and through follow- of work all engage participants in group up activities during the school year. cooperation and decision-making. The use of images and symbols in murals can Monthly workshops continue the be applied to all subject areas. Lincoln Center Education experience, its philosophy, its capacities for The course begins with a presentation aesthetic learning, and its practices for on how artists and teachers have introducing and integrating aesthetic incorporated murals into their education into curriculum. In pursuit curriculum. Participants will work of this rich experience with the arts, either alone or in groups to develop a course activities for participants include: concept for a mural in their school or working with teacher artists to develop community, plan the procedure, and and integrate a Line of Inquiry into execute a painted mural. Murals may be curriculum; exploring works of art interdisciplinary, thematic, or specific to with colleagues across the grades and a particular curriculum. Instruction on subject areas; experiencing the LCE the elements of art will guide participants workshop model; using the Capacities for to design murals that are dramatic as Aesthetic Education to design curriculum well as effective. Painting techniques to around a work of art. Through this be used with students of all ages will also rich experience of learning over time, be taught. Participants will leave with a participants will become members of a mural design tailored to their curriculum professional community of educators and students’ needs.
www.ScarsdaleSchools.org/STI 29 Requirements: Design and complete a Requirements: Complete assigned mural that integrates with a classroom readings provided by instructors to project. enhance understanding of the cultures and symbols; complete a paper cutting Course Coordinator: Denise Cassano; project and reflection that fits with the Open To: K-12; Time: F 1/8, 3:30-7:30; Sa participant’s curriculum and expresses a 1/9, 8:30-4:30; Location: Scarsdale Middle School, T17; Additional Costs: $25; Credit: cultural connection. One point salary credit or stipend; Course Course Coordinator: Linda Fisher, Miriam limited to 12 participants. Freedman-Carmen; Open To: K-12; Time: F 3/4, 3:30-7:30; Sa 3/5, 8:30-4:30; Location: Multiculturalism Through Paper Scarsdale Middle School, T117; Additional Art #4743 Costs: $25; Credit: One point salary Relating artistic ideas and works with credit or stipend; Course limited to 20 societal, cultural and historical contexts participants. deepens understanding and is a National Standard for Arts Education that can be The New Whitney Museum of applied to all disciplines to motivate student American Art as an Educational learning. The art of paper cutting has Resource #4744 represented cultural values of diverse groups In addition to exhibiting art objects, since the sixth century. Understanding museums provide abundant resources cultural symbols and celebrations through for teachers to use at the museums observing paper cutting will stimulate an and in their classrooms. Museum web interest in world cultures and help students sites, teacher resource and education to experiment with symbols and storytelling centers, and museum libraries in a unique format. offer access to electronic and print educational materials at minimal or no This course will examine the ancient cost. Webcasts and opportunities for folk art of paper cutting as lens for videoconferencing are also available, and understanding world cultures. In China, will be tailored to the specific needs of paper cutting, known as jianzhi, is one teachers and their curricula. of the oldest and most popular folk arts. Some Chinese designs express This course will offer participants a the wish for a harvest or a wealthy life, guide to educational resources available while others illustrate scenes from at the Whitney Museum of American traditional myths or stories. In Mexico, Art. Friday evening’s class at Scarsdale papel picado is used for both secular High School will introduce participants and religious occasions. The beautifully to classroom resources available through layered wycinanki cutting of Poland, the museum website. On Saturday, the kamikiri of Japan and the festive paper class will meet at the Whitney Museum cutting of Israel are associated with of American Art for guided tours holidays and ceremonies in each country. of the galleries with an overview of Participants in this course will examine object-based teaching strategies to both the techniques and cultural traditions integrate artwork into curriculum and associated with paper cutting for establish focal points in planning field incorporation into their classrooms. trips for students.
30 www.ScarsdaleSchools.org/STI Requirements: Complete assigned Voices from the Land: Art in readings; create a project that integrates Nature #4746 art museum educational materials into Voices from the Land is a network of curricula. teachers and students in exploration and Course Coordinator: Beth Colleary; Open celebration of nature, of oral and written To: K-12; Time: F 3/18, 3:30-7:30; Sa 3/19, language, of science, art, performance, and 8:30-4:30; Location: Scarsdale High School, the human imagination. The Voices project 354 and New York City; Fee: Museum invites participants to investigate language entrance fee; Credit: One point salary and cultural diversity, biodiversity, and the credit or stipend; Course limited to 15 fragile relationship between people, nature, participants. and the passage of time.
Art Museums as Resources for Brian Hayes, Educational Information Teachers #4745 and Resource Center, Voices from the This course will offer participants a Land, will guide participants in the use guide to educational resources available of natural landscapes as inspiration for at museums such as the Metropolitan students to explore the power of written Museum of Art, the Guggenheim and oral language, digital photography, Museum, and the Smithsonian. Friday performing arts, online publishing, and the evening’s class will introduce participants strength of working collaboratively with to classroom resources available through other people. Teams of 3-4 teachers will museum websites. Saturday’s class will explore the character of a local landscape: meet at two New York City museum a forest, meadow, stream, beach, or Education Centers, the Uris Center at other natural site. Each team will gather the Metropolitan Museum and another natural materials to work with on-site: selected by class participants based on their leaves, sticks, ice, snow, mud, stone, sand, classroom needs. Guided tours of galleries pine cones, acorns, etc. As teams create in the museum will also be included with art from these materials, they use color, an overview of object-based teaching shape, light, pattern, and the landscape to strategies to integrate into curriculum discover the simple miracles of everyday and focal points in planning field trips for life. Participants will design a unit of study students. that integrates and showcases the art and poetry developed through the course. Requirements: Complete assigned readings; create a project that integrates Requirements: Complete assigned art museum educational materials into readings; develop a lesson for curriculum curricula. centered on the Voices from the Land-Art in Nature. Course Coordinator: Beth Colleary; Open To: K-12; Time: F 4/8, 3:30-7:30; Sa 4/9, 8:30- Course Coordinator: Rich Clark; Course 4:30; Location: Scarsdale High School, 354 Speaker: Brian Hayes, Educational and New York City; Fee: Museum entrance Information and Resource Center; Open To: fees; Credit: One point salary credit or K-12; Time: F 10/23, 3:30-7:30; Sa 10/24, stipend 8:30-4:30; Location: Scarsdale High School, 170; Additional Costs: $30 materials fee; Credit: One point salary credit or stipend
www.ScarsdaleSchools.org/STI 31 Early Twentieth Century determination provides a unique and Through Film #4747 fascinating multisensory exploration into Films can be effective teaching resources, the history of the human race. offering a window into American Playful books, as well as toys, have been cultural and social history while fostering used to stimulate curiosity and learning critical thinking through guided analysis in the young across cultures throughout of the medium. The Common Core history. Innovative authors and artists, standards highlight the importance of not content with the flat page, have such media literacy, calling on teachers developed flipbooks to represent time to “integrate and evaluate content sequences and popup books to add presented in diverse media and formats, dimension to storybook reading. A including visually and quantitatively, as new series of historically relevant toy well as in words.” Storytelling in visual and book forms will provide teachers format stimulates students’ senses and fun-filled and stimulating multi-sensory engages their interest. When planning to strategies to integrate art and other use film in the classroom, teachers need curriculum across the disciplines. A to examine each for historical value, pop-up book can be a fresh way to point of view and purpose. explore a story and origami a unique Participants will analyze a range of films method to review course content. The as they explore the global political and creation of these hands-on books will social climate of the early 20th century. bring new options to classroom practice. Participants will use these films as a basis As always, course activities will feature for examining key historical events and interdisciplinary, hands-on activities to elements of plot, theme, and storytelling. help establish original ways to present Historical essays, mini-lessons, and student and teacher work. critical analyses will add depth and Requirements: Complete assigned understanding to each film. Film readings; develop a curriculum selections include Reds, Michael Collins, connection to classroom practice based Gallipoli, The Last Emperor, Cabaret. on course content and resources. Requirements: Complete assigned Course Coordinator: Jeannette Stockton; readings; develop a project that reflects Open To: K-12; Time: F 12/18, 3:30-7:30; Sa themes of the course. 12/19, 8:30-4:30; Location: Edgemont Junior/ Senior High School, E-9; Credit: One point Course Coordinator: Steven Scharf; Open salary credit or stipend; Course limited to To: K-12; Time: Tu, 3/1, 3/8, 3/15, 3/22, 15 participants. 3:30-6:30; Location: Scarsdale Middle School library; Credit: One point salary credit or stipend The Art of Optical Illusion #4749 The National Standards for Arts Tablet-to-Tablet: Playful Books Education directs teachers to make and Toys III #4748 connections between the visual arts and other academic subjects. Teachers know From clay tablets to the printing press from experience that interdisciplinary to the iPad, the record of the human art projects can motivate student need to tell stories and the materials and interest and learning in many areas. technologies developed in support of this 32 www.ScarsdaleSchools.org/STI Optical illusions are a seemingly magical a unique curriculum integration of the melding of science and art that engage arts and classroom studies. The making the observer in asking how such images of books in the classroom will allow are possible. This course will explore each child to experiment creatively with science through the peculiarities of content and decoration, and will excite human vision that make illusions and stimulate learning in reading and possible and the art of the famous writing, as well as social studies, the deceptive images and their creators. sciences, and mathematics. This course is The work of artists such as Guiseppe suitable for any grade level. Arcimboldo and M.C. Escher will be the basis for close observation and the Requirements: Complete assigned inspiration for participants to create bookmaking structures for integration works that can be used in the classroom. into a curriculum unit.
Course Coordinator: Jeannette Stockton; Course Coordinator: Lisa Scavelli; Course Open To: K-12; Time: F 5/6, 3:30-7:30; Sa Speakers: Mary Dee Merrell, Artist; Karin 5/7, 8:30-4:30; Location: Edgemont Junior/ Reetz, Artist; Open To: K-12; Time: F 2/26, Senior High School, E9; Materials fee: $15; 3:30-7:30; Sa 2/27, 8:30-4:30; Location: Credit: One point salary credit or stipend; Scarsdale High School art rm; Materials Course limited to 15 participants. fee: $30; Credit: One point salary credit or stipend; Course limited to 20 participants. Bookmaking Techniques from Around the World #4750 Jacob Burns Documentary Film Throughout history, people have Study #4751 recorded information about themselves The resources at the Jacob Burns Film and their lives using materials and Center assist teachers in developing surfaces available in their environments. students who are equipped to analyze, The human story has been passed on assess, and communicate using the visual st through the ages and around the globe in and aural media of the 21 century. Jacob pictures and symbols, graphics and text. Burns programs guide teachers in media From cave painting to e-books, the same literacy and teach them to empower urge to make life’s fleeting moments students to be active viewers, critical more permanent and to communicate thinkers, engaged world citizens, and with others can be used in the classroom inspired creators. to stimulate interest in world cultures, to Through lecture, instruction, connect the present to the past, and to demonstration, and screenings, this encourage self-reflection through artistic weekend institute, Documentary as a and innovative endeavors in classroom Teaching Tool, will examine nonfiction learners. film. The course will explore the relative The course encompasses a wondrous terms of truth and realism through a variety of book styles from around the study of the documentary form and its world. Each participant will create a evolution over time. Filmmakers such series of books using materials native as the Lumiere Brothers, Errol Morris, to many regions and also applicable for Werner Herzog, Gillo Pontecorvo, Alex many curriculum areas. The objective Gibney, and other transcendent artists of the course is to provide participants will be used as case studies on teaching www.ScarsdaleSchools.org/STI 33 rhetoric, argument, and history in the dates to be determined; Location: Scarsdale classroom. Specific content areas will be Middle School library; Credit: One or two addressed, with curriculum connections points salary credit or stipend; Course made to the New York State Learning limited to 24 participants. Standards. Lesson planning, conception, and design will inspire immediate The Nuts and Bolts of the application in the classroom. Writing Workshop #4753 Ensuring that all students develop high Course Coordinators: Stacey Dawes, levels of literacy requires teachers to Natalie Farina; Open To: K-12; Time: TBA; make a concerted, coordinated effort to Location: Scarsdale High School,170 and improve students’ proficiency as readers, Jacob Burns Film Center; Credit: One point writers, and critical and creative thinkers. salary credit or stipend; Course limited to 20 participants. As the Scarsdale elementary schools continue to review and improve reading and writing instruction and assessment, TEACHING STRATEGIES: teachers will benefit from engaging with ENGLISH LANGUAGE ARTS researchers in the field and discussing Keeping Current with Young the teaching of reading and writing with Adult Literature #4752 their colleagues. The Scarsdale Schools Teachers need to stay current with high- have partnered with Teachers College quality fiction that holds strong appeal Reading and Writing Project (TCRWP) for young readers. With the knowledge to support the teaching of literacy across of trends and themes in age-appropriate elementary grade levels throughout the literature, teachers can inspire district. As they study the teaching of enthusiasm for reading. With enhanced writing, participants must understand awareness of new titles, participants the elements of a successful writing can be confident in recommending workshop and the structures of the Units appropriate literature for young adults. of Study. This course will serve as an Book discussions will focus on literary introduction to TCRWP and facilitate elements, themes, and publishing trends cross-district dialogue about the teaching in young adult literature. An annotated of writing in the elementary schools. list of current well-reviewed titles will be This course is a condensed version provided for each session. Participants of the Teachers College Reading and will be required to read two titles from Writing Summer Institute. During this each list. Relevant reading materials, two-day workshop, teachers will begin activities, and speakers will be offered to tackle the central role of curriculum from time to time to supplement development and planning in the discussion. The first two books will be teaching of writing. They will explore announced before the first session. units of study in writing workshop, Requirements: Read two books per discuss the importance of assessment- session; prepare reader responses. based instruction, and examine methods of holding students accountable for Course Coordinators: Cara Hiller, Sharon doing their best work. In addition, Waskow; Open To: 5-9; Time: Tu 10/6, participants will practice using literature 11/10, 12/8, 1/5, 2/2, 3:30-6, with remaining to help students craft their writing, and
34 www.ScarsdaleSchools.org/STI model classroom structures that support choose from literacy-based workshops, inquiry and collaboration. including argumentative writing, aligning instruction to the Common Requirements: Read assignments Core Standards, utilizing performance from The Guide to the Common Core based-assessments, guided reading, Writing Workshop and Writing Pathways; nonfiction through text sets, and many participants will submit at least one, more. The third session will include four-to-six week unit plan and a debriefing and reflecting on reflection about the course. workshops attended. Participants will Course Coordinators: Trent DeBerry, Sue create a plan for updating best practices Luft;Open To: K-6; Time: F 9/25, 3:30-7:30; in their own classrooms. This course Sa 9/26, 8:30-4:30; Location: Scarsdale High offers the opportunity for follow-up School, 170; Credit: One point salary credit available in the spring Saturday Seminar or stipend in March.
Teachers College Reading Requirements: Complete assigned and Writing Project Saturday readings; written reflection on two Seminar—Fall #4754A and workshops including a create a plan of action for implementing components of Spring #4754B the workshops into classroom practice. As Edgemont and Scarsdale districts continue to review and improve reading Fall: TCRWP Seminar #4754A instruction and assessment, teachers will Course Coordinators: Marisa Ferrara, Arielle benefit from engaging with researchers Landeck; Open To: K-8; Time: Tu 10/14, in the field and discussing the teaching 3:30-5:30; Sa 10/17, 9-4; additional Tu date of reading and writing with their TBA; Location: Greenville School library and colleagues. The Reading and Writing Teachers College; Credit: One point salary Project of Teachers College at Columbia credit or stipend University has been a think tank in the area of literacy for 25 years, developing Spring: TCRWP Seminar #4754B state of the art teaching methods and This course follows the same format of offering professional development in the fall Teachers College Reading and using these methods. Through this Writing Project. The Spring Reunion will course, participants will combine be in March 2016. information from researchers at Teachers Course Coordinators: Marisa Ferrara, College Reading and Writing Project Arielle Landeck; Open To: K-8; Time: TBA; with discussion with colleagues to tailor Location: Greenville School library and best practices to the needs of their Teachers College; Credit: One point salary students. credit or stipend
The first session will include conducting Assessing Reading Through The and discussing relevant research on Fountas and Pinnell Benchmark best practices in developing literacy. Assessment System #4755A In the second session, participants The Fountas and Pinnell Benchmark will attend Teachers College Reading Assessment System provides a and Writing Project Saturday Seminar, comprehensive assessment of reading. where they will have the opportunity to www.ScarsdaleSchools.org/STI 35 This assessment allows students Following up on The Fountas to engage in authentic fiction and and Pinnell Benchmark nonfiction texts giving teachers valuable Assessment System #4755B information on decoding, fluency, After administering The Fountas comprehension, and reading behaviors. and Pinnell Benchmark Assessment The Fountas and Pinnell Benchmark System, the link from assessment to Assessment System offers suggestions for instruction via proven classroom instruction and allows teachers to make practices such as guided reading and informed decisions about the placement read aloud must be examined. Strong of students. teacher planning and organization is required to implement these strategies so In this course, teachers will explore the that they meet the needs of all learners. materials in The Fountas and Pinnell Benchmark Assessment System. Teachers This course will provide background will have the opportunity to learn knowledge on the importance of more about the implementation of the planning instruction based on assessment. Through the use of videos assessments. Participants will learn how and sample running records, teachers to analyze data from reading assessments will learn about each component of the to plan instruction. Through this assessment. After dissecting and using analysis, participants will decide how the assessment, teachers will discuss to target student needs in whole class the implications for instruction with mini-lessons, small group instruction, a focus on accuracy, comprehension, and individual conferences. Participants fluency, and writing. This course will will plan instruction based on the needs provide teachers with time to collaborate of their students, utilizing reading on using the assessment and identify assessments as their guide. implications for instruction. Requirements: Create a written action Requirements: Complete assigned plan for individual students based upon readings; written reflection onThe methodology studied in the course. Fountas and Pinnell Benchmark Assessment System and how this Course Coordinators: Marisa Ferarra, Arielle assessment can be used within the Landeck; Open To: K-8 Edgemont; Time: F classroom, and create a written plan for 4/1, 3:30-7:30; Sa 4/2, 8:30-4:30; Location: incorporating this assessment in the Greenville School library; Credit: One point salary credit or stipend classroom.
Course Coordinators: Marisa Ferrara, Arielle Writing Workshops, Mini- Landeck, Jessica Leonard, Deborah Tashjan; lessons, and One-to-One Open To: K-8 Edgemont; Time: F 12/4, Conferencing #4756 3:30-7:30; Sa, 12/5, 8:30-4:30; Location: The Scarsdale Schools have partnered Seely Place School library; Credit: One point salary credit or stipend; Course limited to with Teachers College Reading and 20 participants. Writing Project (TCRWP) to support the teaching of literacy across elementary grade levels throughout the district. The Teachers College Reading and Writing
36 www.ScarsdaleSchools.org/STI Project at Columbia University has been century technologies. According to a think tank in the area of literacy for the International Literacy Association, over thirty years, developing state of literacy educators have a responsibility the art teaching methods and offering to integrate information and professional development in using these communication technologies (ICTs) methods. The Units of Study in Opinion, into the curriculum. Apps for recording Information, and Narrative Writing is keeping and assessment, tools for one example of this community’s work. publishing and instruction, and blogs Participants in this course will examine and microblogs for students and teachers the use of mini-lessons in the Units of evolve constantly, requiring teachers to Study and prepare for writing workshop reassess their uses to stay current. This conferences. course will focus on how teachers and students can seamlessly integrate The first portion of this course will technology during the writing workshop. focus on the heart of the writing workshop: conferences. Teachers will This course will improve teacher study structures that help with general and student documentation and one-to-one conferencing, prepare for communication in the writing conferences within specificUnits of workshop through the use of the latest Study, and create toolkits to use with technological tools. Participants will their students during conferences. be introduced to online apps on how Saturday will focus on the mini-lesson, to record and communicate useful including why mini-lessons are effective, information efficiently. Teachers will structures that support mini-lessons, and become familiar with the technological how to decide what content to address tools for record keeping, assessment, through a mini-lesson. Teachers will instruction, publishing and micro- collaborate by studying, writing, and blogging that are best suited to their demonstrating mini-lessons. classroom communication goals.
Requirements: Read excerpts from The Requirements: Teachers will create Units of Study in Opinion, Information, technology toolkits to use in their rooms, and Narrative Writing; create a establish their own teacher blog page, conferring toolkit for writing and and write their first blog entry; teachers personalize one mini-lesson for a Unit of will provide a written reflection of their Study. learning and describe their plan for using some of the tools. Course Coordinators: Christine Boyer, Trent DeBerry, Sue Luft ;Open To: K-6; Course Coordinators: Chris Casal, Trent Time: F 10/16, 3:30-7:30; Sa 10/17, 8:30- DeBerry, Sue Luft;Open To: K-6; Time: F, 4:30; Location: Scarsdale High School, 170; 1/22, 3:30-7:30; Sa 1/23, 8:30-4:30; Location: Credit: One point salary credit or stipend Scarsdale High School,170-172; Credit: One point salary credit or stipend Using ICTs to Support the Writing Workshop #4757 To become fully literate in today’s world, students must become proficient in the new literacies of twenty-first www.ScarsdaleSchools.org/STI 37 The Digital Writing Workshop Requirements: Read excerpts supplied #4758 by course coordinators (Serafini, 2015; Reading and writing have changed Hicks, 2009, 2014; Goudvis et al. 2014); with computer-mediated, networked teachers will outline Digital Reading environments, and so too have our and or Writing Workshop Unit of Study conceptions about what it means to be used with their students. Unit will to be literate. In the digital world, include mini lessons. reading, thinking, and multimodal Course Coordinators: Trent DeBerry, Sue communication strategies matter more Luft, Paul Tomizawa; Open To: K-6; Time: than ever. Offline texts reside in familiar Th 2/4, 2/11, 2/25, 3/3, 3/10, 3/17, 3:30-5:30; and bounded spaces that remain static Location: Quaker Ridge School computer over time, but online texts are a part of lab; Credit: One point salary credit or a dynamic and unbounded information stipend system that changes daily in structure, form and content. Our students are Literacy Centers and Response growing up in this constantly shifting to Intervention #4759 environment and as a result, teachers Response to Intervention (RTI) has must expand their literacy toolkit to required teachers to provide Tier 1 help students adapt to a constantly intervention in the classroom. New changing landscape. This course will York State has mandated that all school focus on supporting teachers in active districts take appropriate steps to literacy environments to reimagine how ensure RTI implementation, including technology can enhance their literacy providing professional development. practices and student’s learning through RTI requires that teachers coordinate the digital writing workshop. The course discipline-specific intervention for a few will bring together the key elements from students while overseeing whole group the theoretically sound framework of instruction. The use of content-area the traditional writing workshop model centers and the creation of prepared and the principles that will have direct materials to address the needs of Tier 1 implications for the successful teaching students can aid teachers in the work of of digital writing. providing appropriate instruction for all students throughout the day. This course The three components of digital literacy: will provide teachers an opportunity to reading digital text, writing digital text, collaborate with colleagues and refine and developing the technical skills strategies for maximum effectiveness in necessary to consume and produce addressing RTI. multimodal communications will be the focus of this coursework. Participants This course will introduce the idea will study and develop a repertoire of of using and creating skill-specific materials that will be used to teach their centers for teachers to use with students students how to think critically and identified for Tier 1 RTI. Participants creatively, to navigate an increasingly will also learn about supporting and digital world safely, and to construct collaborating with each other about RTI meaningful communication through strategies via a Google community and digital writing workshop. micro-blogging sites.
38 www.ScarsdaleSchools.org/STI Requirements: Complete all assigned Requirements: Read all assigned readings; create skill-specific centers material; create lessons reflecting course consistent with evidence-based best content. practices. Course Coordinators: Scarsdale Elementary Course Coordinators: Trent DeBerry, Sue Librarians; Course Speaker: Picture Book Luft, Vivan Robert;Open To: K-6; Time: F, author/illustrator to be announced; Open 3/4, 3:30-7:30; Sa, 3/5, 8:30-4:30; Location: To: K-6; Time: F 2/5, 3:30-7:30; Sa 2/6, 8:30- Scarsdale High School, 170; Credit: One 4:30; Location: Quaker Ridge School library; point salary credit or stipend Credit: One point salary credit or stipend; Course limited to 25 participants. Picture Books in a Weekend #4760 Exploring New Literature Children’s literature is constantly for English Language Arts changing and teachers need to stay Instruction: Grades 3-6 #4761 current and informed about the newest To promote a love of reading in students, and most notable picture books available. teachers will gather together to share Teachers also need time to discuss new children’s books, both fiction and and collaborate with colleagues and nonfiction. As participants read and to model the use of picture books in review books in collaboration with classroom practice. This course will colleagues, they will determine which explore literature as participants examine ones integrate into the English Language new picture books and develop ways to Arts program and which support other integrate them into current language subject areas on their grade level. arts, social studies, math and science programs. Participants will read new works. In class, the literature will be discussed This course explores picture books and related teaching strategies will be published in the last three years. reviewed. Teachers will develop ideas Scarsdale Elementary Librarians will to link these materials to instruction. highlight various titles by comparing At the completion of the course, each and contrasting literary quality, artwork, participant will have read several books pertinent themes, expressive language, and reflected on how to integrate them curriculum connections, readability into curriculum. levels, and more. Participants will read and discuss a wide variety of picture Requirements: Read a book and share a books, keep readers’ journals to record description of an appropriate activity to personal responses to the material, and be used in connection with the new title. plan how each title may be used with Course Coordinators: Barbara Horowitz, students. Participants will also learn Vivian Sonnenborn; Open To: 3-6 and about various awards for the picture parents; Time: Tu 10/6, 11/17, 1/12, 3/1, book genre, including the Caldecott 4/12, 5/24, 3:30-5:30; Location: Greenville Medal, and discuss the important School library; Credit: One point salary criteria that award committees consider credit or stipend; Participants should be when choosing the “best” picture book prepared to buy/borrow copies of new titles. published. Course limited to 20 participants.
www.ScarsdaleSchools.org/STI 39 Read Like A Detective: Close TEACHING STRATEGIES: Reading Across the Content GENERAL Areas #4762 Gamify This! Increase Student Close reading is an instructional practice Engagement Through Gaming that guides students to examine text #4763 through multiple readings for the Gamification is listed in the Top 10 purpose of uncovering layers of meaning emerging educational technologies (The and gaining deeper comprehension. New Media Consortium) as an effective When students engage with a text, they method to increase student engagement, are able to think critically about what critical thinking, problem-solving, they are reading and why it is important. teamwork, and persistence required The Common Core State Standards for active learning. Games give players emphasize the worth of close reading permission to take risks that would not and highlight its use in content area be considered in a traditional academic texts. Teachers will benefit from learning setting, and inspire students to create, strategies that help students apply close question, share, mix, modify, curate, reading techniques to both literature and critique, and comment on content to informational works. which they might otherwise be indifferent. Through game-like elements, such as Participants will learn the strategies quests and narratives, students control that help students “read like detectives” their learning path, and along the way as they explore text structure, and the develop a set of “need to know” questions author’s purpose. Teachers will research to guide them. close reading theory and application and identify ways to incorporate this Participants will examine how gaming practice into reading and content transforms a student’s receptive role of area units. Group members will work learning to a more self-directed and active collaboratively to integrate close reading mode of inquiry. Course participants will into their classroom practice as they learn about gaming principles, systems link close reading with text-dependent thinking framework, and examples of how questions, requiring students to cite using quests, score cards and narratives specific evidence from the texts in order increases student engagement and critical to answer. By the end of the course, thinking skills. Participants will identify participants will have developed several an area of their curriculum to gamify lessons that integrate close reading into using existing templates. The gamification the curriculum. model can be used to enhance the curriculum in all levels from K to 12. Requirements: Complete assigned readings; develop lessons that integrate Requirements: Articles and website links close reading within the content areas. will be provided as required reading; Course Coordinators: Marisa Ferrara, Arielle describe and complete a new gamified Landeck; Open To: K-6; Time: F 11/12, skill or lesson/unit of study. 3:30-7:30; Sa 11/13, 8:30-4:30; Location: Course Coordinators: Cara Hiller, Melanie Greenville School library; Credit: One point Millard; Course Speakers: Denise DelBazo, salary credit or stipend English Chair, Scarsdale Middle School; Megan Troy, Social Studies Chair, Scarsdale 40 www.ScarsdaleSchools.org/STI Middle School; Open To: K-12; Time: F Course Coordinators: Jeanne-Marie 3/11, 3:30-7:30; Sa 3/12, 8:30-4:30; Location: Castiello; Sharon Waskow; Open To: K-12; Scarsdale Middle School, T17; Credit: Time: F 4/15, 3:30-7:30; Sa 4/16, 8:30-4:30; One point salary credit or stipend; Course Location: Scarsdale Middle School, T102; limited to 12 participants. Credit: One point salary credit or stipend; Course limited to 20 participants. Improving Student Engagement through Gaming #4764 Learning Styles in the Research shows that play cultivates Classroom #4765 the tenacity and persistence that leads In recent years, educational research to effective learning. Moreover, when and programming have emphasized the students participate in games they are accommodation of individual student more open to risk-taking they would differences in the classroom. Materials, not consider in traditional academic methods, and management systems have settings. Games inspire players to create, proliferated rapidly. While strategies share, mix, modify, curate, critique, have been developed that provide and comment on content to which alternative learning opportunities for they might otherwise be indifferent. children and adults, the technologies Educational research validates the value needed to assess and classify children of games in motivating students to take have been slower in coming. The control of their own learning as they Murphy-Meisgeier Type Indicator for develop a personal set of questions to Children (MMTIC) was developed out guide further exploration of a topic. of this need. Type Theory provides the knowledge and skills for recognizing Participants will begin the course why and how learning and teaching style by joining an online Scarsdale differences occur, what they mean, and game network. The group will be a how educators can more effectively deal part of a Google community where with these differences. current research, resources, games, simulations, and game templates can Just as every teacher has a preferred style be shared for classroom practice. of teaching, every student has a preferred During course sessions, teachers will style of learning. In this course, work collaboratively to create games, participants will explore ways to improve playtest their games, and improve or student learning through the use of the modify current games. Teachers will Myers-Briggs Type Indicator (MBTI). also experiment with digital gaming Before teachers can apply the MBTI to platforms and coding, as well as classroom use, they must learn about gamification systems. their type and see how type relates to the classroom. The workshop will develop Requirements: Participate actively in activities designed to accommodate a Scarsdale Game Google community; differences in teaching and learning design and present to the group a fully styles in order to maximize student completed game or gamified unit ready success. to use with students. Requirements: Read assigned materials; take the Myers-Briggs Type Indicator;
www.ScarsdaleSchools.org/STI 41 Write a paper that applies Type Theory to conference visits. Participants will classroom or develop a unit of study that deepen their understanding of the incorporates Type instruction. concepts of project-based learning, design thinking, the studio and maker Course Coordinator: Jennifer Gilbert; spaces, and making thinking and Course Speakers: Len Tallevi, Chair, Social learning visible through documentation Studies, Scarsdale Middle School, retired, and Education Coordinator for the Association of in order to enrich their practice and Psychological Type; Marie Tallevi, Teacher, context. Participants will be introduced Quaker Ridge, retired; Open To: K-12; Time: to the concept of classroom mini-studios F 3/4, 3:30-7:30; Sa 3/5, 8:30-4:30; Location: and maker spaces with guest studio Scarsdale Middle School library; Materials designer, Robin Koo. Guest presenters fee: $15 for MBTI test; Credit: One point will include: Lella Gandini, Ben Mardell, salary credit or stipend Robin Koo, and Scarsdale and NY area teachers. The Reggio Emilia Study Group: In the Spirit of the Studio #4766 Requirements: Complete assigned The Reggio Emilia study group is a readings; create and share a project with place of encounter and dialogue where classroom/curriculum application. teachers explore contemporary issues Course Coordinators: Lindsey Hicks; Lorella in teaching and learning. Now in its Lamonaca; Course Speakers: Lella Gandini, tenth year, the study group has explored United States Liaison for Reggio Emilia; Ben socio-constructivist pedagogy and the Mardell, Lesley University professor and roles of students, teachers, parents, Project Zero researcher; Robin Koo, Studio curricula, and the environment in the teacher, Beginnings School; Open To: All; 21st century context. Essential questions Time: Tu 10/6, 11/2, 12/1, 1/5, 2/2, 3/1, 4/5, have guided teachers in their research: 5/3, 3:30-6:30, and Th 6/2, 3:30-6:30, with what is the nature of learning and how additioan time for school visits; Location: Heathcote/Edgewood school libraries; can classrooms become cultures of Additional Costs: Purchase of the second thinking and problem solving? How edition of the book In the Spirit of the Studio. can teachers make visible the thinking Eds. Lella Gandini, et al; Credit: One, two, or and learning that take place in their three points salary credit or stipend classrooms? What is the role of the environment in learning? The atelier Seek and Ye Shall Find: (studio) was a fundamental component Digging into Databases #4767 of the first Reggio schools and continues Understanding the wealth of primary and to evolve. In the words of Vea Vecchi, secondary resources available through “Theatelier brings the strength and our vast array of online subscription joy of the unexpected to the process of resources will allow teachers to construct learning… and favors the construction of lessons and research projects with a clear the imagination, and renders the process focus. Learning about these resources will of education more complete and whole.” facilitate interdisciplinary and departmental collaboration and conversation. The study group will explore current constructivist pedagogy (Reggio Teachers will refine their understanding Emilia, Project Zero) through readings, of the depth and breadth of what can discussions, videos, and school and 42 www.ScarsdaleSchools.org/STI be accessed through the databases. events and will revisit some topics Participants will work on developing previously covered to prompt evolving skills which will allow them to make perspective and fresh thought. maximum use of these sources; they will be able to find materials for instruction Requirements: Complete assigned and will be better able to guide students readings; develop a curriculum project or in the research process. This class will reflection paper based on course content. be a laboratory for teachers to work Course Coordinators: Sheilah Chason, independently and collaboratively within Patrick Healy; Open To: Scardale High and across subject areas. School; Time: F 9/25, 2:15-3:30, with remaining dates to be determined by group; Requirements: Use material found in the Location: Sarsdale High School, 362; Credit: databases to construct class lessons or Two points salary credit or stipend design/redesign a collaborative or subject specific research project. Learning Differences Study Group #4769 Course Coordinators: Katja Rossi, Liz Waltzman; Open To: Middle and High Knowledge of the human brain and School teachers; Time: Tu 10/13, 10/20, its functioning is essential to an 11/17, 12/1, 12/15, 12/12, 3:30-5:30; understanding of how children learn. Location: Scarsdale High School library; Research in cognitive neuropsychology Credit: One point salary credit or stipend has much to offer teachers in comprehending a child’s individual EQUITY AND ACCESS difficulties in reading, writing, or Race (Still) Matters #4768 math skills, and in understanding the The Scarsdale High School study group development of remedial approaches. on race relations provides a vehicle An exploration of the specific neural for heightening awareness of racial pathways involved with phonological issues through discussion, reading, and and orthographical functioning – the multi-media resources. Participants elementary components of language, will examine the impact of race and executive functioning skills, and motor racial perspectives on classroom life, skill output offers new and promising the community, and the nation. They strategies to identify and remediate will explore their own backgrounds individual learning needs and difficulties. and take an introspective look at how biography shapes personal attitudes Members of the course will participate toward race and ethnicity. Topics will in a study group to explore the work of include affirmative action, the Obama Dr. Steven Feifer on the neuropsychology presidency, white privilege, and racially- of learning disabilities in reading, influenced personal choices. Speakers writing, and math. Dr. Feifer, a nationally and readings include Shelby Steele, renowned speaker and author in the field Randall Kennedy, Peggy McIntosh, and of learning disabilities and emotional Tim Wise. Participants can anticipate the disorders, is a valuable resource for involvement of the Jacob Burns Center educators. Participants will read from and Facing History And Ourselves. his books and participate in webinars The course, open to returnees and new with him. Psychologists and teachers participants, will include relevant current will analyze the underlying skills that www.ScarsdaleSchools.org/STI 43 enable children to learn and discover described by Howard Gardner in the how to design interventions tailored context of differentiation. They will to individual student needs. The group examine best practices, case studies, may decide to focus on one aspect of hands-on activities, video resources, learning — reading, writing, or math shared articulation, and assessment. — and opt to continue with other areas Participants will then incorporate these in the future. Participants will use what concepts into lessons that make the most they learn from the class to guide their of the diverse cognitive abilities of their assessment of and interventions with students. Teachers will also evaluate children. their own lessons in the light of course techniques for meeting the learning Requirements: Complete assigned needs of diverse learners. readings; write a reflection paper based on an analysis or intervention inspired Requirements: Complete assigned by course content. readings; create a lesson plan that incorporates Gardner’s Theory of Course Coordinator: Jennifer Turetzky; Multiple Intelligence. Open To: K-12; Time: Th 12/3, 12/10, 12/17, 1/7, 1/14, 1/21, 4/7, 4/14, 4/21, 5/5, 5/12, Course Coordinators: Andrea Tripodi; 5/19, 3:30-5:30; Location: Heathcote School Emma Wixted; Open To: K-12; Time: F 1/22, staff lounge; Credit: Two points salary credit 3:30-7:30; Sa 1/23, 8:30-4:30; Location: or stipend Scarsdale Middle School library; Credit: One point salary credit or stipend Meeting the Needs of Diverse Learners #4770 Stress in Children and Young people come to school with a Adolescents #4771 variety of special needs. Some come At each stage of development, a shifting from other countries speaking little or balance occurs between demanding no English; others may be considered life events that heighten vulnerability at risk for various reasons; and all have and the protective factors that enhance unique prior experiences, abilities, and resilience. As long as the balance between educational readiness. In addition, the stressful life events and protective factors average classroom is a mix of learning is favorable, successful adaptation is preferences and styles that challenge possible. Stress affects the functioning of the teacher to engage all students. children and adolescents at home, with Howard Gardner’s classic work on their peers, and in school. Teachers need Multiple Intelligences provides teachers to be aware of the tensions faced by 21st strategies for using students’ cognitive century students and knowledgeable abilities, the eight intelligences, to create about strategies to increase youth coping a differentiated learning community skills. within the classroom. When students and teachers are partners in the learning The goal of this course is to encourage process, academic success for all students the development of coping strategies can be achieved. in participants and in students. Course members will be guided through a During this weekend course, participants clinical exploration of stress in school- will explore each of the eight intelligences age children: psychological origins; 44 www.ScarsdaleSchools.org/STI environmental factors; physiological A growing number of students are and psychological responses; related being diagnosed with conditions such influences including developmental stage, as Asperger’s Syndrome, Learning gender, and culture. Participants will look Disabilities, PDD, ADHD, and others. at the pressures in their own lives and While the names vary, deficits in the the methods they rely on to cope. Staff area of social thinking are common will exchange concerns and issues that to all these diagnoses. In addition, they have experienced with students and many students, not considered to have suggestions for individual and classroom identifiable learning problems, can activities that promote stress reduction present with several of the same social including role plays, movie clips, songs, challenges. Course participants will learn and poetry. Increased knowledge and the theoretical basis of social thinking sensitivity gained from course content and explore ways to help children will help teachers to identify and develop this essential type of cognition. intervene more effectively with students Participants will share their classroom who are experiencing stress. experiences that result from the application of course content to practice. Requirements: Complete assigned readings; complete a curriculum-based Requirements: Complete assigned project from course content. readings; develop lessons that teach social thinking. Course Coordinator: Jennifer Walker; Open To: K-12; Time: F 12/18, 3:30-7:30; Sa 12/19, Course Coordinator: Jennifer Turetzky; 8:30-4:30; Location: Scarsdale High School, Open To: K-12; Time: Tu 2/2, 2/9, 3/1, 3/8, 170; Credit: One point salary credit or 3/15, 3/22, 3:30-5:30; Location: Heathcote stipend School staff lounge;Credit: One point salary credit or stipend Social Thinking #4772 The ability to view the world from the Bullying Behavior and perspective of others, also understood Relational Aggression #4773 as perspective taking, is an important As children of today rehearse their adult developmental achievement. At best, behaviors of tomorrow, schools have it is a normal and intuitive process, an a responsibility to combat bullying. evolving ability to integrate information Through targeted strategies, the sharing from home and school, and to participate of classroom best practices, and access in the classroom community. Most to professional resources, teachers can children develop communication skills guide students to develop empathy, as they grow by observing and acquiring engage in healthy conflict resolution, social information and learning how explore feelings, and promote a positive to respond to the people around them. change in peer relationships where However, many of the young have great needed. difficulty with this process. Students will benefit when teachers deepen their Participants in this course will understanding of social thinking and explore the subject of the “mean girl” have access to the resources to address phenomena in the schools: the behaviors the needs of students with social the term captures and the impact of thinking deficits. those behaviors, in both boys and girls, www.ScarsdaleSchools.org/STI 45 on classroom community. Resources classified students. When faced with and instruction will provide effective these circumstances, teachers must be strategies to create a caring classroom confident of their ability to strategize community that is supportive of all and utilize accommodations in the most learners. The works of Diane Senn - effective and efficient ways. Teachers Bullying in the Girls’ World, Julia Taylor and their students will benefit from -The Girl’s Guide to Friends, Jodi Picoult professional development that focuses - 19 Minutes, and the works of Rosalind on the types of intervention that can Wiseman all offer an examination address and even prevent problems in the of social emotional development classroom from escalating. and the importance of community. Participants will examine news stories In order to establish connections with from across the country and explore colleagues and on-going peer support, videos such as Bullying: It’s Not Just a participants will use experiences that Guy Thing and the Dateline episode, have challenged them by presenting My Kid Would Never Bully. Readings case studies at all levels of instruction. If will inform the discussions as well as one teacher is experiencing a particular suggest a framework for developing difficulty with a student, the chances lessons that teach essential social skills. are very good that at least one other Participants will share their classroom participant has had a similar experience. experiences, adapt strategies from the Professional articles and other resources course to professional practice, and write that relate to specific disorders and reflections on activities applied to the conditions can provide insight and offer classroom as a result of the course. proven strategies. Resources will include sample IEPs, 504 Accommodation Plans, Requirements: Complete assigned NYS laws and definitions, information readings; create and implement a on standardized tests, and video clips classroom activity based on course from films such as F.A.T. City and other material and write a reflection paper on Rick LaVoie videos, Autism, The Musical, the experience. etc. Participants will gain a repertoire of strategies to incorporate into their Course Coordinator: Jennifer Turetzky; teaching practice. Open To: K-12; Time: F 12/4, 3:30-7:30; Sa 12/5, 8:30-4:30; Location: Heathcote School Requirements: Complete assigned staff lounge; Credit: One point salary credit readings; write a reflection paper or a case or stipend study analysis that reflects course content. Reflecting on Special Education Course Coordinators: Susan LaSalle, Andrea Practices in the Mainstream Tripodi; Open To: K-12; Time: F 5/13, 3:30- Classroom #4774 7:30; Sa 5/14, 8:30-4:30; Location: Teachers in Scarsdale and Edgemont, Scarsdale Middle School library; Credit: One point salary credit or stipend as elsewhere, face a variety of complex situations that present in their classrooms and can impact the overall success they may achieve with students. Emotional, behavioral, and health issues may affect learning for both classified and non- 46 www.ScarsdaleSchools.org/STI Developing A Better Course Coordinators: Dana Kligman, Understanding of the Elements Andrea Tripodi; Open To: K-12; Time: F 11/20, 3:30-7:30; Sa 11/21, 8:30-4:30; of Communication Skills #4775 Location: Scarsdale Middle School library; Educators in Scarsdale and Edgemont Credit: One point salary credit or stipend frequently encounter children classified by the Committee on Special Education SCHOOL, COMMUNITY AND as learning disabled by virtue of a ENVIRONMENT language-based learning disability Teaching and Learning with or speech/language impairment. Monarch Butterflies #4776 Teachers want to know more about The story of the monarch butterfly is a these disabilities and their impact on a story about North America, its people, child’s functioning and learning in the and the land that sustains all. Each fall, classroom. Teachers and related service monarch butterflies migrate. Many providers must be aware of the nature of travel east of the Rocky Mountains these deficits, their potential effects, ways making a 2,000 mile trip to Mexico, to recognize when a child is struggling while more go west of the Rockies because of these difficulties, and what heading for the California coast. The can be done to enable children with monarch’s journey provides a unifying language processing disorders to be theme to teach essential skills in science, productive, successful, and self-assured literacy, geography, mathematics, world learners. languages, and more in a combination During this weekend course, participants of hands-on classroom and field will examine issues of language experiences. Participants will gain processing within the classroom setting. the knowledge, skills, and materials Topics to be addressed are: theories of necessary to raise monarchs in the normal language development including classroom and create an outstanding Piaget’s developmental theory; theories learning experience for students. of language acquisition; case study The course will be led by experts from presentations; methods of detecting the Monarch Teacher Network, a program learning disabilities in the classroom; of the Educational Information and evaluation of language impairment; Resource Center (EIRC) of New Jersey. accommodation of language-based Participants will develop lessons that disabilities. Participants will have ample integrate multidisciplinary aspects opportunity for discussion, sharing of of the monarch butterfly’s story into knowledge, and development of lessons curriculum. Course sessions will guide and strategies to help children with teachers through standards-based language-based disabilities to reach their activities for students of all ages and potential as learners. abilities, with instructions on raising Requirements: Complete assigned monarchs, developing butterfly gardens, readings; prepare a curriculum applying inquiry-based science, application or a reflection paper that exploring Mexican/pre-Hispanic culture, demonstrates an understanding of the and much more. Participants interested course content. in distance learning will be able to connect with schools in Canada, the United States, and Mexico. www.ScarsdaleSchools.org/STI 47 Requirements: Complete assigned The Quest for U.S. Energy readings; develop lesson plans centered Independence: Parsing the on the monarch butterfly. Facts from the Hype #4778 Course Coordinator: Rich Clark; Course Future fossil energy supply comes with Speaker: Brian Hayes, Educational technical challenges and significant Information and Resource Center; Open To: environmental, financial, and geopolitical K-12; Time: F 6/10, 3:30-7:30; Sa 6/11, 8:30- risks. As demand outstrips cheap 4:30; Location: Scarsdale High School, 170; supply, higher prices and volatility will Additional Costs: $30; Credit: One point recur with far-reaching consequences salary credit or stipend extending into the adult lives of today’s students. The topic of energy resources School Nurse Study Group #4777 and sustainability is therefore growing in Teachers, parents, and students often importance and relevance across grade look to district nurses as resources for levels. Will energy price increases lead to advice on health issues that arise in the development of newer, cleaner forms the news or in the schools. Medical of energy that may ultimately benefit the information is constantly being updated, nation and the world? What are the time, and the school nurses require adequate substitution, and scalability issues? time and opportunity to meet with colleagues to discuss the latest findings Former petroleum geologist and peak oil in their field. Study group participation expert Sally Odland will lead this course, provides the nurses a venue to read, focusing on the energy requirements of listen, and share information that will our current lifestyle, the process by which enhance health office practices. fossil fuels are extracted and changed into usable forms of energy, and the Participants will choose books and prospects for U.S. energy independence. articles on topics that are relevant to Focus will be on the interchangeability, or school health office concerns. Through not, of energy types, net energy returns, reading, participation in discussions, and and tradeoffs/challenges involved in sharing daily-based practice information, moving to the ‘new energy economy.’ school nurses will become better- Issues surrounding unconventional informed advocates and resources for oil and gas production by hydraulic their students and families. fracturing of shale’s like the Marcellus formation in Pennsylvania and New York Requirements: Complete assigned will be examined in depth. Instruction, readings and discussion questions; participant questions, and group maintain reflection journal. discussion will separate hype from fact Course Coordinators: Marcia Koff; Open to inform a better understanding of the To: Nurses; Time: Session 1: Tu 10/27, realities behind a potentially frightening 11/24, 12/11, 1/26, 3:30-6:30; Session 2: Tu energy situation. Throughout the course, 3/29, 4/19, 5/31, 6/14, 3:30-6:30; Location: connections to curriculum will be Scarsdale Middle School nurses office; emphasized. Teachers will develop critical Credit: Stipend evaluation activities about energy that can be incorporated into units of study at any grade level.
48 www.ScarsdaleSchools.org/STI Requirements: Complete assigned Murphy, Jr., Outdoor Environment Education readings; develop a curriculum Consultant; Open To: K-12; Time: F 10/23, application of course content. 3:30-8; Sa 10/24, 8:30-4; Location: Seely Place School, 209 and outdoor locations; Course Coordinator: Steve Boyar; Course Credit: One point salary credit or stipend Speaker: Sally Odland, Dept. of Earth & Environmental Sciences, Columbia University; Orienteering: Part II #4779B Open To: 6-12; Time: F 11/13, 3:30-7:30; Sa This follow-up course to Orienteering 11/14, 8:30-4:30; Location: Scarsdale High Across the Disciplies Part I takes School,170; Credit: One point salary credit orienteering to a new level, outdoors. or stipend On Friday, each participant will review Orienteering Across Disciplines: orienteering skills and apply them to Part I #4779A and Part II math, science and physical education #4779B activities and instruction. On Saturday, Orienteering combines vigorous activities in experiential education exercise with the development and use at county parks will hone participant of compass and map reading skills in orienteering skills. The foundation of the the context of cooperative learning and outdoor experience will be orienteering collaborative decision-making. The skill and how individuals can use their of orienteering and the use of a compass knowledge to create an experiential, can be powerful tools in elementary interdisciplinary experience for students. and secondary education across the disciplines. Prerequisite: Orienteering Across the Disciplines Part I. This course will teach participants how to use a compass and to apply this skill Requirements: Read assigned materials; with students using highly motivating create a lesson plan from the material activities in the classroom. Orienteering learned in the course. requires participants to follow directions, Course Coordinators: Edward Kennedy, adapt to new situations, and cooperate in Sean Wood; Course Speaker: Gerald C. developing plans as well as reading maps Murphy, Jr., Outdoor Environment Education and compasses. Teachers will participate Consultant; Open To: K-12; Time: F 5/20, in group problem solving activities that 3:30-8; Sa 5/21, 8:30-4; Location: Seely Place can be readily used in the classroom in School, 209 and outdoor locations; Credit: many subject areas. Each participant One point salary credit or stipend will design an interdisciplinary learning unit that includes math, science, social Stone Barns as an Educational studies, reading, writing, technology and Resource #4780 physical education. Many schools have created their own school gardens to help teachers and Requirements: Read assigned materials; students explore and understand create a lesson plan from the material sustainability. In this course, which learned in the course. supports the Scarsdale Green Schools Course Coordinators: Edward Kennedy, Initiative, teachers across all disciplines Sean Wood; Course Speaker: Gerald C. will explore how food is produced and
www.ScarsdaleSchools.org/STI 49 consumed to bring new lessons to their decision-making. Through challenging classrooms and gardens. group and individual experiences, teachers deepen their capacities for This course will allow teachers the problem solving and working with opportunity to spend time at Stone Barns others as they complete a succession of Educational Center to learn the inner tasks. When teachers take on the role working of their farm and understand of learners in the face of demanding the importance of sustainable agriculture activities, they can better empathize with in today’s world. Stone Barns is a facility the challenges their own students face. devoted to environmental sustainability and educating teachers, students and the Participants will test their problem- general public about how food affects our solving strategies and communication health, land and environment. Teachers skills through a series of experiences will explore the meaning of how food designed to foster effective teamwork. affects our health, land and environment. They will examine realistic goal-setting On Friday, teachers will tour the farm and collaborative decision-making, with the head of education and other observe different leadership styles, Stone Barns employees to learn about and identify their own management inner workings of Stone Barns. On skills. Participants will experience Saturday, teachers will partake in a growth related activities in the area of hands-on gardening program run by the physical, social, and emotional risk- education program. It will focus on tips taking. Strategies that create a classroom and tools for connecting a garden to the environment fostering self-esteem will be curriculum. Resources will be shared emphasized. and activities for using school gardens across all disciplines will be explored. Requirements: Participate in all course activities; select a “challenge by choice” Requirements: Read assigned materials; alternative based on readiness for specific create a lesson plan from the material physical challenges; keep a journal learned in the course. reflecting on personal experiences and observations gained from participation Course Coordinator: Marci Rothman; in activities and prepare a presentation Course Speaker: Jennifer Rothman, Head for the group based on journal of Education at Stone Barns; Open To: K-12; Time: F 11/20, 3:30-7:30; Sa 11/21, 8:30- reflections. 4:30; Location: Stone Barns Educational Course Coordinators: Barney Foltman, Center, Pocantico Hills; Additional Costs: A Robert Keith, Kevin Roemer; Open To: K-12; $25 fee is required to cover the cost of dinner Time: F 6/3, 3:30-7:30; Sa 6/4, 8:30-4:30; Friday night and lunch Saturday; Credit: One Location: Scarsdale Middle School, gyms A & point salary credit or stipend B; Credit: One point salary credit or stipend; Course limited to 15 participants. Challenge Course Workshop I #4781 Water for Westchester #4782 Challenge Course Workshop I creates Clean water from the Croton reservoir a setting for participants to develop system has serviced New York City essential skills that enhance personal and Westchester for over one hundred leadership, effective teamwork, and years. Nine million individuals consume
50 www.ScarsdaleSchools.org/STI approximately 1.4 billion gallons of water TECHNOLOGY per day and over 500 billion gallons Google and the STI per year from this remarkable system, The introduction of the Google Apps a unique feat of engineering. The story suite in Edgemont and Scarsdale has of the construction and development of opened new and exciting avenues for the Croton reservoir system recounts the creation of digital content and a fascinating intersection of science, collaboration among students and politics, and the environment with vital teachers. Google Apps is a massive policy implications for today. Teachers new technology platform with many and their students will find important components and features. While some lessons in this history. teachers are novices in the world of Google, others have requested instruction Through readings and discussion, in Google’s more advanced features. participants will deepen their knowledge To move to the next level of expertise, and awareness of Westchester’s water beginners and experienced Google users supply and the system through which it alike will benefit from guided instruction, travels. On Saturday, the class will tour collaboration, and hands-on learning to the Croton Watershed area and learn of master Google’s resources for classroom the ecology, evolution, and development use. The STI courses that follow are of the Croton Reservoir system from a offered at a range of levels and meeting local historian. In addition, the impact times to accommodate the professional of individual and community actions development of Edgemont and Scarsdale to sustain a clean water supply for teachers and staff. the future will be explored, and the chemistry of water will be examined as it relates to the maintenance of this Google Apps Educator complex water system. Throughout Certification #4783 the course, classroom applications Google has developed a “Google and curriculum integration will be Certified Teacher” curriculum whose emphasized. goal is to arm classroom teachers with a working knowledge of the main Requirements: Complete assigned pieces of the Google Apps platform. readings; based on course content, The goal of this course is to review the develop a curriculum project reflecting Google curriculum to help Edgemont on policy alternatives to preserve the and Scarsdale teachers become Google reservoir system. Certified. In addition to preparing participants to take the five online exams Course Coordinators: Steve Boyar, Elise required to achieve the certification, Levine; Course Speaker: Friends of the attaining this level of knowledge of Old Croton Aqueduct; Open To: K-12; Time: F 10/2, 3:30-7:30; Sa 10/3, 8:30am- Google Apps will enable participants to 4:30; Location: Scarsdale High School, 391; identify and deploy tools to support a Additional Costs: $5.50 Materials Fee for wide range of classroom and professional The Old Croton Aqueduct;Credit: One activities with confidence. point salary credit or stipend This course will consist of six sessions that will cover content to help
www.ScarsdaleSchools.org/STI 51 participants prepare for and take exams on practice and collaboration with for Google Educator Certification. The colleagues that will allow teachers to sessions will include training in Google more fully understand how Google apps apps technical capabilities as well as can transform their classrooms. profiling curriculum integration projects. All sessions will include time for hands- The Google Basics course should on practice, and real-time collaborative be considered a prerequisite for learning experiences that will allow the Advanced Course, except with teachers to understand how the use of permission from the instructors. Google apps can transform learning. Requirements: Complete assigned Requirements: Complete at least one readings; design a project or classroom exam to qualify for Google Certified use demonstrating competence with Educator status (cost of exam is not Google features. included in the course); teachers will Fall: Google Basics #4783A design a lesson that incorporates one or more of the tools introduced in the The Basic course will provide in-depth course, document it using one of the coverage of basic skills, tips, and tricks Google tools, and present it to the group to use each platform effectively. Each during the final class session. session will focus on one platform: Gmail, Calendar, Drive, or Chrome. Course Coordinator: Bryan Paul; Course Speakers: Jerry Crisci, Director of Course Coordinators: Chris Casal, Vivian Instructional Technology and co-Director, Robert; Open To: All; Time: W 10/7, the Center for Innovation, Scarsdale; Michael 10/14, 10/21, 11/4, 11/12, 11/16, 3:30-5:30; Curtin, Director of K-12 Curriculum and Location: Heathcote computer lab; Credit: Instructional Technology, Edgemont; Open One point salary credit or stipend; Course To: All; Time: Tu 12/1, 12/8, 12/15, 1/5, limited to 20 participants. 1/12, 1/19, 3:30-5:30; Location: Edgemont Junior/Senior High School, A11, and Scarsdale Spring: Google Advanced High School, 170; Materials fee: To achieve #4783B Google Educator Certification, teachers The Advanced sessions will build upon must pass five online exams, each of which basic skills, leading to eventual expertise costs $15. While taking the full suite of five as a “Google Ninja.” Each session will exams is optional, participants must pass a minimum of one Google exam in order to focus on more advanced training in each meet the requirements of the course; Credit: platform: Gmail, Calendar, Drive, or One point salary credit or stipend; Course Chrome. limited to 20 participants. Course Coordinators: Chris Casal, Vivian Robert; Open To: All; Time: W 3/2, 3/9, Google Basics #4783A and 3/30, 4/6, 4/20, 5/4, 3:30-5:30; Location: Google Advanced #4783B Heathcote computer lab; Credit: One point Google Basics is an introduction to the salary credit or stipend; Course limited to suite of Google Apps, while Google 20 participants. Advanced will serve as a follow-up course to build on skills and techniques learned in the first course. Direct instruction will be followed by hands- 52 www.ScarsdaleSchools.org/STI Become a Google Ninja #4783C Become a Google Ninja #4783D and Beyond Google Ninja Beyond Google Ninja continues to #4783D explore the latest additions to Google Become a Google Ninja is a course Apps for the classroom in the spring. designed for teachers who are already As with Becoming a Google Ninja, users of the core tools of the Google apps participants in this course are expected suite in the classroom: Docs, Calendar, to have experience using Google Docs, and Sites. The Google toolbox is deep, Calendar and Sites. and the most familiar apps only begin to tap Google’s full power and potential with Course Coordinators: John Calvert, Michael Pincus; Open To: All; Time: F 5/20, 3:30- students. This advanced exploration of 7:30; Sa 5/21, 8:30-4:30; Location: Scarsdale Google software features demonstrations, Middle School, P183; Credit: One point instruction, and hands-on experience salary credit or stipend; Course limited to with Google’s revolutionary tools 20 participants. including Google Archive, Books, News, and Maps. Participants will become Google Classroom and More familiar with new technological advances developed through Google’s fabled #4783E 20 percent program. The 20 percent Google Classroom is one of the newest program, heralded by Tony Wagner as education apps available through Google. a model for encouraging innovation, Classroom offers teachers a way to extend provides for Google employees to the classroom virtually, to manage the devote 20 percent of their time to flow of papers/assignments, and to passion-based projects. Participants provide feedback to students in real- will also consider power-user strategies time. In addition, the platform allows to leverage the unique capabilities of teachers to manage online discussions, Google into curriculum. Sessions will share resources, and communicate include examples of best practices as one-on-one with students, all within a models for participants to develop their controlled, secure environment. Mastery own projects for sharing with the group. of Google Classroom can enhance teacher Newly minted Google Ninjas will return and student communication, personalize to their classrooms with a full toolbox of instruction, and engage students at many strategies and tools to employ. levels.
Requirements: Complete assigned In this course, participants will readings; design a project or classroom experience Classroom both as teachers use demonstrating competence with and as students. Participants will join Google Docs features. the Classroom and will participate in discussions, submit assignments, Become a Google Ninja #4783C revise and resubmit assignments as if Course Coordinators: John Calvert, Michael they were students. This experience Pincus; Open To: All; Time: F 11/13, 3:30- will enable teachers to appreciate and 7:30; Sa 11/14, 8:30-4:30; Location: Scardale understand how their students view Middle School, P183; Credit: One point and experience Google Classroom. It salary credit or stipend; Course limited to will also enable them to troubleshoot 20 participants. issues and concerns that may arise for
www.ScarsdaleSchools.org/STI 53 their students. Participants will also addressing the academic, social, and create their own Classroom classes, add emotional needs of any child. students and co-teachers (if applicable), create assignments, comment on, Teachers will examine examples of grade, and return assignments, facilitate hardware and software and the strategies discussions, and post announcements. for using them to remediate specific learning difficulties. Participants will also Requirements: Join the STI Classroom, explore a variety of websites, for example, complete assignments, revise and Stanford University’s www.Lumosity. resubmit assignments, create a com, developed for learners with special Classroom class for classroom use needs. Students with learning difficulties and create assignments, comment on, often benefit from the multisensory grade, and return assignments, facilitate approaches and interactive software that discussions, and post announcements; touch technology and well-designed present a lesson or project using one or SMARTBoard activities can provide. a variety of the tools available through Decoding lessons take on new vibrancy Classroom. when delivered through PowerPoint and Keynote connected with PAF Course Coordinators: Christine Cecere, (Preventing Academic Failure), support John Scutero; Open To: All; Time: Th 10/1, program for teaching reading, spelling, 10/8, 10/15, 10/22, 10/29, 11/5, 3:30-5:30; Location: Edgemont Junior/Senior High and handwriting. Students also benefit School library; Credit: One point salary when able to communicate and credit or stipend collaborate through online venues in videochats, Wikis, Google Docs, and Tech Tips for Every Learner more. Participants will also consider #4784 the use of educational apps for the Learning Resource teachers, teachers of iPad, iPod, iPhone, and Android-based self-contained classrooms, and general phones. Teachers will collaborate education teachers will enhance their and pool strategies for intervention, practice through technology resources reinforcement, and enrichment that that are effective with special needs address the wide range of needs in the students. Various applications, suitable classroom. for children of all abilities, have been Requirements: Complete assigned particularly successful for students with readings; develop a project that can be disabilities such as ADD/ADHD, LD, used as a lesson or unit in the classroom and speech and language difficulties. for students with disabilities including These technology resources provide ADD/ADHD, LD and speech and students learning experiences that are language difficulties. multimedia, interactive, highly visual, auditory, tactile, and enjoyable. With Course Coordinators: David Scholl, Paul knowledge of these resources, IEP Tomizawa; Open To: All; Time: F 12/11, team members can make informed 3:30-7:30; Sa 12/12, 8:30-4:30; Location: choices regarding appropriate assistive Fox Meadow School computer lab; Credit: technologies to develop strategies One point salary credit or stipend; Course for differentiating instruction, and limited to 20 participants.
54 www.ScarsdaleSchools.org/STI The New iWork #4785 presentations through guided instruction Traditional use of computers in the and will experiment with a variety of classroom includes word processing, digital tools that support and enhance a desktop publishing, spreadsheets, range of personal styles while effectively and presentations. Apple’s iWork is a communicating: PowerPoint, Keynote, newly updated suite of software that Google Presentation, and iMovie. includes Keynote for presentations, In addition, they will explore the Pages for desktop publishing, and elements that capture the attention of Numbers, Apple’s spreadsheet program. an audience including text, voice, video, Curriculum applications for the use of music, animations, and transitions. the iWork suite in classroom practice The weekend will culminate in a spans all grades and subject areas. final curriculum based project that demonstrates an understanding of these Participants will learn the basics of the elements as well as design concepts three iWork applications along with in creating digital presentations that the newest features and the curriculum illuminate curriculum skills and possibilities of each. Online tutorials knowledge. will support direct instruction and serve as an on-going resource for Requirements: Complete assigned participants. Exemplars will be offered readings; complete a curriculum based and participants will design and create a project using the programs learned in the detailed curriculum lesson to meet the course. specific needs of their students using one Course Coordinators: Steve Scharf, Paul or all of the iWork suite applications. Tomizawa; Open To: All; Time: F 11/6, 3:30- Requirements: Complete assigned 7:30; Sa 11/7, 8:30-4:30; Location: Scarsdale Middle School, P183; Credit: One point readings; design a curriculum project salary credit or stipend utilizing the iWork suite.
Course Coordinator: Erik Holvig; Open To: Coding to Learn: Using Scratch All; Time: F 4/8, 3:30-7:30; Sa 4/9, 8:30-4:30; in the Curriculum #4787 Location: Greenacres School computer lab; National and local interest in having Credit: One point salary credit or stipend; students learn computer programming Course limited to 15 participants. as a way to promote computational thinking is growing. The Lifelong The Art of the Presentation Kindergarten group at MIT created a #4786 programming language called Scratch Presentation software has evolved to to help elementary and middle school allow teachers and students to integrate students understand basic coding images, music, and video with stunning concepts. Scratch allows virtually anyone results. With a wealth of software to create online interactive projects that available in the classroom, students and can be used by others around the world. teachers now have the opportunity to A course is needed to help teachers design and deliver presentations that understand the power of using Scratch in educate and inspire their audiences. the classroom to allow students to create instructional projects that can be shared Participants will learn the art of with their peers. www.ScarsdaleSchools.org/STI 55 This course will help participants Course Coordinator: Erik Holvig; Open To: understand how to use Scratch with All; Time: F 10/16, 3:30-7:30; Sa 10/17, 8:30- students. In addition to covering the 4:30; Location: Greenacres School computer basic elements of coding, participants lab; Credit: One point salary credit or stipend; Course limited to 15 participants. will see examples of Scratch projects in the curriculum. Star in Your Own Comic #4789 Requirements: Create a project using the Comics and graphic literature offer Scratch programming language that has teachers a powerful and innovative a classroom/curriculum application. means for students to envision the future, understand historical events, explore Course Coordinators: Jerry Crisci, Peter their own narratives, and learn about McKenna; Open To: K-8; Time: F 1/23, 3:30-7:30; Sa 1/24, 8:30-4:30; Location: Fox graphic images, text, technology, and Meadow School computer lab; Credit: One design. By engaging students to become point salary credit or stipend the figure in their own comics, they will participate, be heard, and explore Interactive Digital Books #4788 their story in a visually meaningful way. Interactive Digital Books can enhance The project nature of the work provides journals, research projects, poetry deeper and more comprehensive assignments, and even notetaking. In learning, an appreciation of the this course, teachers will learn how to collaborative process, and improved create stunning digital books with their social skills in a mode compatible with students using both iBooks Author for the digital generation’s affinity for visual Mac and Book Creator for iPad. Teachers representation. can also develop classroom resources, Participants will use Comic Life and textbooks and other content material for photographic images to make comics. students to access through the iPad and During the first session of the weekend other devices. course, participants will review and Teachers will learn how to make expand their Photoshop skills. They will handouts, video and audio lectures, also learn about Comic Life, the basics internet links, and their iBooks of digital photography, and use of a more accessible to their students and green screen. During the second session, colleagues. By the end of the course, participants will develop ideas as they participants will know how to transform design, photograph, and create high existing curriculum into rich online quality, curriculum-based digital comics lessons with 3-D models, graphics, using photography and images they interactive quizzes, and embedded produce. movies or sound clips for student use Requirements: Complete assigned and sharing with colleagues. readings; create a curriculum-based Requirements: Design and share an comic using photographic images. iTunes U course supporting current Course Coordinators: Linda Fisher, Steve curriculum using iTunes U Course Goodman; Open To: All; Time: F 12/4, 3:30- Manager. 7:30; Sa 12/5, 8:30-4:30; Location: Scarsdale
56 www.ScarsdaleSchools.org/STI Middle School, P183; Credit: One point ST@C: Scarsdale Teacher salary credit or stipend; Course limited to Collaborative and Innovation 15 participants. Classrooms #4791 iMovie In a Weekend #4790 Changing conditions in the world of education raise serious questions Beginners and experienced users alike about school and school reform, and will iMovie video production software many experts identify innovation as to be a versatile tool in the classroom. the essential driver for keeping up with Novices to iMovie will appreciate the an evolving education landscape. In ease of features like “drag-and-drop” that order to achieve innovation, teachers facilitate the addition of video and audio must broaden their understanding clips to a project. iMovie veterans will of the content, skills, strategies, and note the new dynamic themes with titles, dispositions necessary for students transitions, and credits, including an to adapt to a world in transition. Indiana Jones style animated travel map Teachers also need time and space that identifies shoot locations. iMovie’s to research and design new ways of accessibility and ease of application enable teaching with technologies that facilitate teachers at all levels of video editing creative, critical, and higher order expertise to apply the latest technology in thinking environments for students. By the classroom examining the best of traditional and Participants will learn to use iMovie current theories of education, including to enhance classroom lessons and to technologies for the dissemination of facilitate project-based learning. Teachers ideas, teacher capacity for innovation and students can create high-quality will expand, leading to a culture of video presentations to illustrate abstract learning where knowledge is shared and concepts or documentaries that highlight continuous. the relevance of social issues. Compelling Participants will engage in a yearlong projects combine digital video, photos, course exploring aspects of innovation and music, and voice narration. Even in education. Teachers will gain an beginners will be able to use iMovie’s new overview of specific technological and “green screen” feature. In addition, with pedagogical tools for the classroom while knowledge of iMovie ‘13, participants establishing a professional network for will be able to make use of advanced tools more in-depth study. Over the course readily available in their schools. of the school year, brief workshops will Requirements: Complete a 4-6 minute be offered and teachers will choose at curriculum-related video including edited least ten to focus on bringing to their footage and music; complete a journal or classrooms. reflection on the weekend’s activities. Requirements: Attend a 2-hour Course Coordinator: Andy Verboys; Open introductory overview of Innovation in To: All; Time: F 1/8, 3:30-7:30; Sa 1/9, 8:30-4: Scarsdale in October; participate in a 30; Location: Scarsdale Middle School, T14; minimum of 10 one-hour seminar topics; Credit: One point salary credit or stipend; complete an action research project that Course limited to 15 participants. communicate discoveries and challenges using these tools in the classroom.
www.ScarsdaleSchools.org/STI 57 Course Coordinators: John Calvert, Steven Course Coordinator: Douglas Vermes; Scharf, Paul Tomizawa; Open To: K-12; Time: Open To: K-12; Time: F 10/2, 3:30-7:30; 2-hour Introductory Workshop in October; Sa 10/3, 8:30-4:30; Location: Scarsdale Choice of 10 sessions over the course of High School, 351; Credit: One point salary the school year; Location: Scarsdale Public credit or stipend; Course limited to 20 Schools; Credit: One point salary credit or participants. stipend
Using GeoGebra in the Math Getting the Most Out of Infinite Classroom #4793 Campus #4792 When math teachers integrate Using technology to track student technology into instruction, they learning and maintain communication facilitate discovery-based learning, an with parents is increasingly important important strategy in the teaching of in today’s world. For the past nine years, mathematics. GeoGebra is an interactive Scarsdale has been making increasing geometry, algebra, and calculus use of Infinite Campus (IC) to track application that can be used with a Mac student information. Over time, many or PC. With a proper understanding new features have been added to IC to of the many features of this software, make it even more useful for teachers mathematics teachers can design and administrators. Knowing how to dynamic demonstrations and make better use of IC can help teachers discovery activities to incorporate save time, track student progress, and into their lessons. Additionally, these keep parents even better informed of activities can be posted online for their child’s progress in class. students to access at home. Participants in this course will learn how to use the Infinite Campus Gradebook, Through lectures, demonstrations, the various reports to which we have and hands-on activities, participants access, and Campus Messenger. In will learn new ways to invigorate math addition, participants will learn how to instruction by using GeoGebra in the use Campus Instruction, the new teacher classroom. GeoGebra’s preconfigured interface that has recently been added to tools make it easy for teachers to Infinite Campus. create and project points, vectors, lines, segments, conic sections, and Requirements: Use Infinite Campus more. Once students master the basic outside of class sessions to develop a technology, the class will learn how to list of questions for us to address in embed a GeoGebra applet in a webpage the course; participants will set up a for classroom use and to create sliders, gradebook in Infinite Campus, a seating those controls that appear on the screen chart, and at least one message template in a computer program. A button can that can be used to communicate with easily change the value associated with a parents. slider and change functions dynamically. Using the software, participants will create curricular activities and demonstrations to be presented to and discussed by the group.
58 www.ScarsdaleSchools.org/STI Requirements: Complete assigned nearby. Participants will engage in a team readings; create a GeoGebra applet for building experience, a learn-by-doing use in a math course. activity that can enhance and enrich classroom learning across the grades. Course Coordinator: Doug Vermes; Open Participants will plan and implement To: MS/HS Math; Time: F 11/20, 3:30-7:30; Sa 11/21, 8:30-4:30; Location: Scarsdale High curricular units that utilize GPS units and School, 351; Credit: One point salary credit geocaching in the classroom. or stipend Requirements: Complete assigned Geocaching: A High Tech readings; create a lesson plan that integrates geocaching in the classroom. Treasure Hunt #4794 Geocaching, a term coined in 2000, Course Coordinators: Peter McKenna, Doug combines the prefix geo for earth with Rose; Open To: All; Time: F 5/13, 3:30-7:30; cache for a hiding place. Geocaching is an Sa 5/14, 8:30-4:30; Location: Fox Meadow outdoor treasure hunting game, similar to computer lab; Credit: One point salary orienteering, with the standard compass credit or stipend; Course limited to 16 participants. replaced by a GPS-enabled device set to specific coordinates where a geocache container is hidden. The successful finder MakerSpaces and Rube of a cache signs a log at the site and shares Goldberg #4795 the treasure find with geocachers online. For educators, this maker movement There are 1,796,434 active geocaches and overlaps with the natural inclinations over 5 million geocachers worldwide. of children and the power of learning by Participating in a geocaching activity doing. The active learner is at the center engages students in a highly motivating of the learning process, amplifying the best activity that enhances mapping skills, traditions of progressive education. reinforces knowledge of latitude/ Invent to Learn, Stager and Martinez longitude, creates a global community of geocachers, and reinforces awareness of Participants will experience the GPS operations and their use. Geocaching makerspace process from start to finish, engages teachers and students in a observing examples of makerspace scientific process of exploring the world projects from paper to electronics. around them using new technologies. They will learn the rationale for school makerspaces and how to document In this course, teachers will learn how to and assess student learning. Working in use GPS units to gather and record digital teams, teachers will research a topic and data and to access related online resources build a related project. Large group and and maps. Workshop participants, with small group activities will guide teachers GPS devices in hand, will collaborate in designing, planning, and structuring with colleagues to find the location of makerspace areas and projects in their geocaches set at hidden places around the schools. Some examples of final projects Fox Meadow property. Course activities are: 3-D printing, wearable electronics, include instruction on setting caches and interactive robotics, cardboard arcade, marking waypoints, using Google Earth interactive electronic books, and circuits. for mapping and navigating, and taking a field trip to locate real world caches www.ScarsdaleSchools.org/STI 59 Course Coordinators: Matthew Fitzpatrick, associated with this kind of access. The Julia Huang, Peter McKenna; Open To: K-6; course will examine best practices in the Time: F 1/29, 3:30-7:30; Sa 1/30, 8:30-4:30; use of one-to-one technology. Location: Fox Meadow School; Materials fee: $30; Credit: One point salary credit or The course will introduce and stipend consolidate essential principles of using Chromebooks and iPads in the Middle Technology 101 #4796 School. Topics covered will include a The world of educational technology review of the Google Chrome browser is constantly changing with an and Google Drive and Apps as a overwhelming number of software platform for student work. In addition, programs, apps, and websites designed teachers will be introduced to a core for and marketed to schools. Teachers suite of apps available for the iPad, as need guidance to stay abreast of these well as procedures for learning about developments, to choose programs that and making available additional apps best meet curricular needs in specific for student use. Teachers will create subject areas, and to gain competence in model lessons – both for original work programs already in the classrooms. and revisions of existing lessons -- that demonstrate approaches for both teacher This course is designed for teachers who and student that would not be possible have limited experience or seek further without the use of these resources. advice in using Microsoft Office software Teachers will design assessment tools such PowerPoint, various Google Apps appropriate for a one-to-one setting. such as Google Docs, and SmartBoard functions in their classrooms. They Course Coordinators: Michael Pincus, Doug will be guided through several Rose; Open To: Scarsdale Middle School; applications and new technologies will Time: Th, 10/1, 10/8, 10/15, 10/22, 10/29, be demonstrated and used in ways 11/5, 3:30-5:30; Location: Scarsdale Middle that will allow teachers to implement School, T119; Credit: One point salary credit or stipend; Course limited to 20 this technology in their classrooms participants. immediately. This is a course designed for beginners. Tell a Story with iPad #4798 Course Coordinators: Sandra Chan, Jose The iPad is one of the most robust Lamela; Open To: All; Time: F 9/25, 3:30- creative devices available to students and 7:30; Sa 9/26, 8:30-4:30; Location: Scarsdale teachers: a video camera, a photo editor, High School computer lab; Credit: One point a video editor, a communication device salary credit or stipend; Course limited to all in one. The iPad enables students to 20 participants. express creative stories through pictures, sound and video. Middle School Computer Intensive #4797 In this course, participants will learn how This course provides support for the to use apps to tell polished stories and Middle School technology program of share them with the community using one-to-one computing, introducing the iPad. Apps such as Adobe Voice and teachers to central principles of each Tellagami can replace a static poster in device as well as benefits and challenges communicating ideas. Teachers can share
60 www.ScarsdaleSchools.org/STI information about their classrooms to create at least one SmartNotebook parents by making the paper bulletin game to incorporate into a class lesson; board come to life by playing media-rich implement the SmartNotebook game stories off any piece of paper with an app in class and submit an evaluation of the on your iPad. In this weekend course, lesson. participants will learn how to improve storytelling from start to finish using the Course Coordinators: Heather Butler, Michele Vourliotis; Open To: K-12; Time: F latest App technologies for the iPad. 2/6, 3:30-7:30; Sa 2/7, 8:30-4:30; Location: Course Coordinators: Chris Casal, Erik Greenville School library; Credit: One point Holvig; Open To: K-6; Time: F 2/26, salary credit or stipend 3:30-7:30; Sa 2/27, 8:30-4:30; Location: Heathcote School computer lab; Credit: One Sharing Best Technology point salary credit or stipend Practices in the Science Classroom #4800 Creating SmartNotebook Games Automated testing equipment, new #4799 computer software and technology Because of their interactive nature, for scientific collaboration continue lessons and activities designed for to revolutionize the teaching of the SMARTBoard are engaging and science. Science teachers must stay encourage dialogue and participation in current with changes in classroom the learning process. Teachers require technology to enhance the experience opportunities to collaborate using of their students Tools specific to the this technology to enhance their own sciences such as Vernier LabQuest and practice. Through this class, participants LoggerPro encourage collaboration will utilize SmartBoard tools to create and personalized learning. LabQuest interactive games in various subjects. collects, analyze, and shares data from Creating Smart Notebook Games will experiments, while LoggerPro assists help teachers reach multiple learning students through graphic analysis. In styles within the classroom through the addition, general education tools such use of SmartBoard technology. as Google Classroom, SmartNotebook, and ExamGen can be used in ways This course is designed to assist beginner specific to science education. This course to intermediate SmartBoard users create will provide a systematic platform for meaningful activities for whole class, teachers to learn and implement these small group and individual instruction. new technologies and communicate their The course will provide opportunities to first-hand knowledge of each tool with become more comfortable with the many their colleagues. functions of SmartNotebook in an effort to create interactive and educational Participants will become proficient in games as content review, interactive numerous new hardware and software lessons, and assessment. Teachers will applications available to Scarsdale gain experience with incorporating science classrooms. Each course session the latest tools and templates into will focus upon a department need SmartNotebook presentations. specified by the participants. The format follows in which experts in each specific Requirements: Each participant will topic will (1) share a brief overview of www.ScarsdaleSchools.org/STI 61 the technology (2) explain how they use Participants in this course will form the it in their classroom and any the benefits first study group to develop protocols, and problems associated, and (3) instruct curricular units, and launch the and guide participants in implementing NEST. The NEST course will create the new technology in their classrooms. opportunities for teachers from different Each session will also include sharing disciplines to redesign units and lessons of accomplishments, ideas, needs and and think of ways to use this new challenges from the classroom. creative technology space to enhance student experiences. The NEST study Requirements: Participants must group will also develop the protocols for implement at least two new technology use of the space to ensure that all faculty tools in their classroom over the have the ability to take full advantage course of the school year; summary of the NEST. Opportunities to connect and reflection of these changes will be via Google Hangout with educators submitted by the participants. from nearby schools with maker spaces/ learning labs will help the NEST study Course Coordinators: Julie Chen, Jim Williams; Open To: Scarsdale High School group learn from others and expand our science; Time: F 10/2, 12/4, 1/8, 3/11, professional network. 5/15, 2-3:15, with remaining dates to be determined by group; Location: Scarsdale Requirements: Participants will establish High School, 384; Credit: One point salary the protocols for the NEST and will credit or stipend develop curricular units or projects that they will teach in the NEST during The NEST (New Educational 2015-2016; the NEST study group will Studio for Technology) #4801 collaborate and contribute to a Google Research shows that alternative learning Site/Doc which will help the rest of the spaces, founded on the principle of faculty plan for future use of the NEST. design education, are essential to Course Coordinators: Meghan Lahey, Doug fostering innovation, collaboration, Rose, Marci Rothman; Open To: Scarsdale and creativity. In September 2015, the Middle School; Time: F 9/18, 3:30-7:30; Sa Cooper lab will re-open as the NEST: 9/19, 8:30-4:30; Location: Scarsdale Middle New Educational (Experimental, School Cooper computer lab now NEST; Engineering, Energizing, Everyday) Credit: One point salary credit or stipend Studio for Technology. The NEST will incorporate elements of learning Radio 101 #4802 studios and maker-spaces, which Radio 101 seeks to promote aural support essential learning modalities literacy skills through the arts and including project-based learning, student technology using radio. In creating and presentation, collaboration, independent listening to radio broadcasts produced study, play-based learning, and mobile by participants, teachers will enhance technology use. This course will allow student listening skills and achieve the teachers to work collaboratively in the larger goal of communicating their new space to create innovative lessons stories. that enhance student experiences with technology. Teachers and students will create short and long format radio productions
62 www.ScarsdaleSchools.org/STI that allow the storyteller to deliver the to address cultural questions related to news of the day written and performed living in the United States, and Scarsdale in the comedic and dramatic style of in particular. broadcasts from radio’s Golden Age of the 1930s and ‘40s. In crafting these Course Coordinator: Jennifer Adler; Open To: English Language learners; Time: Tu 9/22, stories, course participants will receive noon-1; Location: Fox Meadow School; Fee: instruction in writing stories for the ear, No fee; Course limited to 10 participants. creating storyboards, gathering sound elements with desktop and portable CPR for Professional Rescuers microphones, editing these elements #4804 in an audio editing computer program This course is consistent with the called GarageBand, and presenting their Guidelines 2000 for Emergency finished programs to an audience. All Cardiopulmonary Resuscitation and producers will learn the importance of Emergency Cardiovascular Care. If writing for the ear, which is similar to participants wish, the use of the writing poetry, and knowing the value of Automatic External Defibrillator can be reading and performing their work. taught. Requirements: Discuss opportunities CPR for Professional Rescuers will for use of audio in the classroom be given as a new certification, nine curriculum; write and produce short and to twelve hours, depending on the long format radio productions. amount of time needed for completion. Course Coordinator: Paul Tomizawa; Recertification requires seven to nine Open To: All; Time: F 3/18, 3:30-7:30; hours, depending on participant Sa 3/19, 8:30-4:30; Location: Edgewood proficiency with new skills and computer lab; Credit: One point salary credit familiarity with CPR. or stipend Requirements: Read assigned materials; SPECIAL PROGRAMS demonstrate competence with Conversational English for Adult techniques taught. Language Learners #4803 Course Coordinator: Marcia Koff;Course The Scarsdale Teachers Institute in Speaker: Joyce Hoffman, Nurse, Quaker collaboration with the Interdependence Ridge, Retired; Open To: Nurses, Institute offers this class for adults professional rescuers; Time: Sa, 2/6, 8-5; whose primary language is not English. Location: Scarsdale Middle School nurses Participants practice and refine spoken office;Credit: Stipend; Materials Fees: $12 English to improve communication and for book (send check made out to American pronunciation skills. Red Cross to Joyce Hoffman), $15 for new card (check made out to the American Red In each weekly session, participants Cross after completing course) will talk about local and current events. Through newspaper articles and engaging activities, participants learn new vocabulary and expressions. Ample time is provided for discussion. The course also provides the opportunity www.ScarsdaleSchools.org/STI 63 NOTES
64 www.ScarsdaleSchools.org/STI Course coordinators and speakers Page Jennifer Adler, Teacher, Fox Meadow...... 63 Carlos Bedoya, Teacher, Scarsdale High School...... 28 Steve Boyar, Teacher, Scarsdale High School...... 49, 51 Christine Boyer, Teacher, Heathcote...... 18, 37 Heather Brandon, Teacher, Edgemont Jr/Sr. High School...... 22 Dan Brucker, Grand Central Terminal Guide...... 21 Heather Butler, Teacher, Greenville...... 61 Dylan Cadalzo, Teacher, Edgewood...... 16 John Calvert, Teacher, Quaker Ridge and Google Certified Teacher...... 53, 58 Chris Casal, Teacher, Heathcote...... 37, 52, 61 Denise Cassano, Teacher, Scarsdale Middle School...... 30 Jeanne-Marie Castiello, Teacher, Scarsdale Middle School...... 41 Christine Cecere, Teacher, Edgemont Junior/Senior High School...... 54 Diane Celentano, Dance/Lincoln Center Coordinator, Scarsdale, retired...... 29 Sandra Chan, Teacher, Scarsdale High School...... 60 Sheilah Chason, Teacher, Scarsdale High School...... 43 Julie Chen, Teacher, Scarsdale High School...... 62 Rich Clark, Teacher, Scarsdale High School...... 31, 48 Elizabeth Colleary, Teacher, Scarsdale High School...... 22, 31 Sylvie Corten, World Language Chair, Scarsdale High School...... 24 Bill Costanzo, Distinguished SUNY Teaching Professor of English and Film...... 26 Jerry Crisci, Instructional Director of Technology, co-Director Center for Innovation, Scarsdale...... 52, 56 Michael Curtin, Director of Curriculum and Instructional Technology, Edgemont 18, 52 Stacey Dawes, Teacher, Scarsdale High School...... 34 Trent DeBerry, ELA Helping Teacher, Scarsdale...... 20, 35, 37, 38, 39 Denise DelBazo, English Chair, Scarsdale Middle School...... 40 Leila El-Chehabi, Teacher, Fox Meadow...... 29 Natalie Farina, Teacher, Scarsdale High School...... 34 Rose Farrell, Teacher, Greenville...... 14 Maggie Favretti,Teacher, Scarsdale High School...... 18 Marisa Ferrara, Teacher, Greenville...... 20, 35, 36, 40 Linda Fisher, Related Arts Chair, Scarsdale Middle School...... 30, 56 Matthew Fitzpatrick,Teacher, Edgewood...... 60 Barney Foltman, Teacher, Scarsdale Middle School...... 18, 50 Lisa Forte, Teacher, Edgewood...... 29 Miriam Freedman-Carmen, Teacher, Scarsdale Middle School...... 30 Lella Gandini, United States Liaison for Reggio Emilia...... 42 Jennifer Gilbert, Science Chair, Scarsdale Middle School...... 15, 42 Steve Goodman, Teacher, Scarsdale Middle School...... 56 Brian Hayes, Educational Information and Resource Center...... 31, 48 Patrick Healy, Teacher, Scarsdale High School...... 43 Lindsey Hicks, Teacher, Heathcote...... 42 Cara Hiller, Teacher, Scarsdale Middle School...... 34, 40 Joyce Hoffman,Nurse, Quaker Ridge, Retired...... 63 Erik Holvig, Teacher, Greenacres...... 55, 56, 61 Barbara Horowitz, Librarian, Greenville...... 39 Scott Houseknecht, Principal, Edgewood...... 16 www.ScarsdaleSchools.org/STI 65 Page Julia Huang, Teacher, Edgewood...... 60 Gwen Johnson, Teacher, Scarsdale High School...... 24 Robert Keith, Physical Education Chair, Scarsdale Middle School...... 18, 50 Edward Kennedy, Principal, Seely Place...... 49 Dana Kligman, Speech Pathologist, Scarsdale Middle School...... 47 Marcia Koff, Nurse, Scarsdale Middle School...... 48, 63 Robin Koo, Studio teacher, Beginnings School...... 42 Kate Krahl, Teacher, Scarsdale High School...... 26 Meghan Lahey, Teacher Scarsdale Middle School...... 62 Brittan Lambrix,Teacher, Scarsdale High School...... 28 Jose Lamela, Senior Options Coordinator, Scarsdale High School...... 15, 62 Lorella Lamonaca, Teacher, Edgewood...... 42 Arielle Landeck, Teacher, Greenville...... 20, 35, 36, 40 Susan LaSalle, CSE Chair, Scarsdale High School...... 46 Jessica Leonard, Teacher, Seely Place...... 36 Elise Levine, Teacher, Scarsdale High School...... 51 Delia Luciano, Teacher, Heathcote...... 16 Sue Luft,ELA Helping Teacher, Scarsdale Schools...... 35, 37, 38, 39 Collen Mangan, Teacher in Charge, Fox Meadow...... 16 Michelle Mangiamele, Teacher, Edgewood...... 16 Ben Mardell, Lesley University professor and Project Zero researcher...... 42 Kathleen McGreal, Teacher, Scarsdale High School...... 14 Peter McKenna, Teacher, Fox Meadow...... 56, 59, 60 Anisa Mehdi, Journalist and award-winning filmmaker...... 29 Mary Dee Merrell, Artist...... 33 Melanie Millard, Teacher, Scarsdale Middle School...... 40 Gerald C. Murphy, Jr., Outdoor Environment Education Consultant...... 49 Sally Odland, Dept. of Earth & Environmental Sciences, Columbia University...... 49 Lisa Onofri, Teacher, Heathcote...... 23 Adrienne Onofri, journalist, tour guide and author of Walking Queens (Wilderness Press, 2014)...... 23 Nancy O’Rourke, Teacher, Edgewood, retired...... 16 James Overbey, Teacher, Scarsdale Middle School...... 21 Ray Pappalardi, Athletic Director, Scarsdale...... 18 David Paquette, Teacher, Scarsdale Middle School...... 21 Cindy Parrott, Math Department Chair, Teacher in Charge, CHOICE...... 15, 23 Bryan Paul, Math Chair, Edgemont Jr/Sr High School...... 18, 52 Carole Phillips, Librarian, Greenacres...... 26 Michael Pincus, Teacher, Scarsdale Middle School...... 53, 60 Nicole Pisano, Science Chair, Scarsdale High School...... 17 Fallon Plunkett,Teacher, Scarsdale High School...... 18, 22 Karin Reetz, Artist...... 33 Vivan Robert, Teacher, Heathcote...... 39, 52 Howard Rodstein, Teacher in Charge, Scarsdale Alternative School...... 15 Kevin Roemer, Teacher, Scarsdale Middle School...... 18, 50 Nicole Roemer, Physical Education Chair, Scarsdale High School...... 18 Doug Rose, Teacher, Scarsdale Middle School...... 59, 60, 62 Katja Rossi, Librarian, Scarsdale High School...... 43 Jennifer Rothman, Head of Education at Stone Barns...... 50 Marci Rothman, Teacher, Scarsdale Middle School...... 50, 62 66 www.ScarsdaleSchools.org/STI Page Lisa Scavelli, Teacher, Scarsdale High School...... 33 Carol Schaeffer, Teacher, Edgewood, retired...... 16 Steven Scharf, Teacher, Scarsdale Middle School...... 21, 32, 55, 58 David Scholl, Teacher, Fox Meadow...... 54 Jan Schorr, Librarian, Fox Meadow...... 16 John Scutero, Teacher, Edgemont Jr/Sr High School...... 54 Vivian Sonnenborn, Teacher, Greenville...... 39 Jeannette Stockton,Teacher, Edgemont Jr/Sr High School...... 17, 28, 32, 33 Anne Stokes, Librarian, Edgewood...... 16, 19 Len Tallevi, Social Studies Chair, Scarsdale Middle School, retired and Education Coordinator for the Association of Psychological Type...... 23, 42 Marie Tallevi, Teacher, Quaker Ridge, retired...... 23, 42 Deborah Tasjian, Teacher, Seely Place...... 36 Paul Tomizawa, Teacher, Edgewood...... 38, 54, 55, 58, 63 Jose Toscano, Teacher, Scarsdale Middle School...... 27 Andrea Tripodi, Psychologist, Scarsdale Middle School...... 17, 44, 46, 47 Megan Troy, Social Studies Chair, Scarsdale Middle School...... 40 Jennifer Turetzky, Psychologist, Heathcote...... 44, 45, 46 Maria Valentin, Teacher, Scarsdale High School...... 22, 24, 27, 28 Andy Verboys, Teacher, Scarsdale Middle School...... 57 Douglas Vermes, Teacher, Scarsdale High School...... 58, 59 Michele Vourliotis, Teacher, Greenville...... 61 Jennifer Walker, Psychologist, Scarsdale High School...... 45 Liz Waltzman, Librarian, Scarsdale High School...... 43 Sharon Waskow, Librarian, Scarsdale Middle School...... 34, 41 Heather Waters, Teacher, Scarsdale High School...... 22 Sarah Whittington, K-8 World Language Coordinator, Scarsdale...... 19 Stacey Wierl, K-5 Physical Education Coordinator, Scarsdale...... 18 Jim Williams, Teacher, Scarsdale High School...... 62 Emma Wixted, House Counselor, Scarsdale Middle School...... 44 Sean Wood, Teacher, Seely Place...... 49 Lisa Yokana, Teacher, Scarsdale High School...... 18 Art and Susan Zuckerman, hosts of a WVOX show and contributors to the Travel Channel...... 21
www.ScarsdaleSchools.org/STI 67 Registration and Credit Information
You must register prior to the start of a course; registration and tuition payment ensure your place in a course. Please note that some courses have limited enrollment; register early to obtain your first choice. You may obtain a registration form from the STI office or online. You may also register by phone at the STI office, 721-2580. Checks should be made payable to the Scarsdale Teachers Institute. How to Register •Online: By email to [email protected] •At the STI Office: Scarsdale High School, room 102 •By phone: 721-2580 •By mail: complete form and a check made payable to Scarsdale Teachers Institute to the STI, 2 Brewster Road, Scarsdale, New York 10583
Receipt of payment secures your place in a course.
Non-Credit Courses Courses in this catalogue labeled “non-credit” are those for which the Institute will not request Board of Education support. These courses will be supported solely by teachers’ tuition fees. Salary Study Credit, Stipends for Courses According to the STA contract, the Board of Education has agreed to approve, at the recommendation of the Accreditation Committee, courses for salary credit or a stipend and has set aside a sum of money to pay the instructional expenses of these courses.
The Board approves a course for credit according to the following procedure. If a course furthers the educational goals of the District, the Institute Director submits it to the Accreditation Committee for review and recommendation and then to the Superintendent and Board of Education for approval. Assignments of salary credit will usually be announced before the course begins. In order to obtain salary credit or a stipend for an approved course, a teacher will be responsible for completing the course requirements within ninety days of completion of the course. In the 2015/16 school year, the STA/BOE contract limits the number of in-service credits to six (6) per year for Scarsdale teachers. Any STI credits above the six (6) credit limit shall not be accorded salary credit but will receive a stipend in the amount of $300.00 per credit.
Emergency Closing In the event that the Scarsdale or Edgemont Schools are closed for the day or are closed during the day, STI courses for that day are cancelled. Course coordinators will arrange make-up times. 68 www.ScarsdaleSchools.org/STI Registration Form Payment Policy Please return entire page to the Scarsdale Teachers Institute, 2 Brewster Road, Scarsdale, New York 10583. Receipt of this registration form with payment secures your place in a course. The STI office will notify you if a course is not running. If you have any questions, please call 721- 2580. Payment must be made before the course begins. No credit or stipend will be awarded without full payment. Please make checks payable to the Scarsdale Teachers Institute. Check must accompany registration form. Cancellation Policy NO REFUNDS WILL BE ISSUED FOR COURSES UNLESS PARTICIPANT GIVES TWO-DAY NOTICE TO STI OFFICE.
Name ______
School ______Grade(s) ______Tel. ext. ______
Home Address ______
______Home Phone ______
Cell Phone ______
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Course # Course Title Amount
1.______
2.______
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Amount Enclosed $______
Please send this form to STI and keep a copy to remind yourself of upcoming courses for which you have registered.
Register beforehand! Your timely registration assures your place in a course and can make the difference between a course running or being canceled! Fee Schedule: $75 per credit for Scarsdale and Edgemont faculty and residents $45 per course for Scarsdale and Edgemont non-teaching staff, retired teachers, and senior citizens $85 per credit for non-residents $45 per course for outside teachers auditing www.ScarsdaleSchools.org/STI 69 STI Policy Board 2015-2016 Ann Marie Nee, Director Jodi Giroux, Teacher, Scarsdale High School, Technology Assistant to the Director Lisa Scavelli, Teacher, Scarsdale High School, Assistant to the Director Elise Hilf-Levine, Teacher, Scarsdale High School, Treasurer Kathleen McGreal, Teacher, Scarsdale HIgh School, Secretary Vivian Sonnenborn, Teacher, Greenville, STI/Edgemont liaison, Policy Board Chair Kenneth Bonamo, Principal, Scarsdale High School Jennifer Borella, Teacher, Seely Place Christine Cecere, Teacher, Edgemont Jr/Sr High School Karen Ceske, President, Parent-Teacher Council, Scarsdale David Chao, Board of Education, Edgemont William Costanzo, Professor, SUNY/Westchester Jerry Crisci, Director of Instructional Technology; co-Director, Center for Innovation, Scarsdale Michael Curtin, Director, Curriculum and Instructional Technology, Edgemont Eve Feuerstein, Assistant Principal, Edgemmont Jr/Sr High School Linda Fisher, Art Department Chair, Scarsdale Middle School Kathleen Fox, President, Edgemont Teachers Association Pam Fuehrer, Board of Education, Scarsdale Trisha Iasiello, Teacher, Quaker Ridge Gwen Johnson, Teacher, Scarsdale High School Bernard Josefsberg, Interim Assistant Superintendent for Human Resources Lorella Lamonaca, Teacher, Edgewood Sue Luft,ELA Helping Teacher, Scarsdale Mike McDermott, Principal, Scarsdale Middle School Fil Nicolosi, Teacher, Greenville Lisa Onofri, Teacher, Heathcote Carole Phillips, Teacher, Greenacres Nicole Pisano, Science Chair, Scarsdale High School Lynne Shain, Assistant Superintendent for Instruction; co-Director Center for Innovation, Scarsdale Jeannette Stockton, Teacher, Edgemont Jr/Sr High School Sharon Waskow, Librarian, Scarsdale Middle School Joan Weber, Professor, Long Island University Duncan Wilson, Principal, Fox Meadow Pam Winders, Teacher, Fox Meadow David Wixted, President, Scarsdale Teachers Association Emma Wixted, House Counselor, Scarsdale Middle School
Fran Garafolo, STI Administrative Assistant Policy Board Standing Committees Accreditation Incentives for Innovation Michael Curtin Jerry Crisci Linda Fisher Pam Fuehrer Bernard Josefsberg Gwen Johnson Elise Levine Bernard Josefsberg Sue Luft Ann Marie Nee Mike McDermott Lisa Scavelli Ann Marie Nee Vivian Sonnenborn Lynne Shain Duncan Wilson Vivian Sonnenborn 70 www.ScarsdaleSchools.org/STI Past Directors of the STI Susan Taylor 2002-2014 Judith Schwartz 1980-2002 Doris Breslow 1979-1980 Ralph Ricci 1975-1979 Werner Feig 1972-1975 Doris Breslow 1969-1972, founder
Please visit www.scarsdaleschools.org/sti for the online course calendar