Here - Scarsdale Public Schools

Transcription

STI Program
A LEARNING COMMUNITY
TECHNOLOGY
CONTENT
KNOWLEDGE
TEACHING
STRATEGIES
EQUITY &
ACCESS
REFLECTIVE
PRACTICE
SCHOOL
COMMUNITY
ENVIRONMENT
INTERDEPENDENCE
STI Table of Contents
Page
Principles
Technology
Responding to Individual Student Needs
Incentives for Innovation
National Board for Professional Teaching Standards
Professional Performance Review Program
Educational Leadership Certification
Collaborations with Other Organizations
10
10
10
11
11
11
11
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
Seminar: Edgemont
9/2
Edgemont
2
R Farrell
14
4713S
The Mentor Support
Seminar: Scarsdale
8/27
Scarsdale
3
K. McGreal
14
4714
Mentoring Workshop
for Senior Options
Steering Committee
9/28
SHS
3
J. Lamela
14
www.ScarsdaleSchools.org/STI
3
#
Title
Beginning
Open To
Credit
Coordinator(s)
Page
4715
Reflective Practice
Seminar
9/24
K-12
2
H. Rodstein
15
4716
Articulating Leadership
Across the Departments
9/24
SMS Dept.
Chairs
1
J. Gilbert
C. Parrott
15
4717
Professional Learning
Through Lesson Study at
Edgewood
9/24
EWS
3
D. Cadalzo
15
S. Houseknecht
4718
Teacher as Reader:
Edgewood
9/29
EWS
2
M. Mangiamele
A. Stokes
16
4718A
Teacher as Reader:
Fox Meadow
9/29
FM
2
C. Mangan
J. Schorr
16
4718B
Teacher as Reader:
Heathcote
9/29
HCS
2
D. Luciano
16
4718C
Teacher as Reader:
Literature Across
Boundaries
9/29
All
2
A. Tripodi
17
4718D
Teacher as Reader:
Edgemont
10/28
Edgemont
2
J. Stockton
17
4718E
Teacher as Reader:
Science
11/24
MS/HS
1
N. Pisano
17
4719
Edgemont Tri-State
Math Visit Preparation
1/6
EHS
1
M. Curtin
B. Paul
17
4720
Design Thinking for
Educators
11/6-7
K-12
1
C. Boyer
M. Favretti
F. Plunkett
L. Yokana
18
4721
Best Practices in Physical
Education and Coaching
6/17-18
PE Teachers 1
and Coaches
R. Keith
N. Roemer
R. Pappalardi
S. Wierl
18
4722
World Language and the
New Standards
2/5-6
K-12 World 1
Language
S. Whittington
19
4723
Exploring the
Professional Shelf:
Teaching of Reading
10/20
K-6
1
A. Stokes
19
4723A
Exploring the
Professional Shelf:
Teaching of Writing
10/1
K-6
1
T. DeBerry
S. Luft
20
4723B
Exploring the
Professional Shelf:
Teaching of Non-Fiction
12/1
K-8
1
M. Ferrara
A. Landeck
20
CONTENT KNOWLEDGE
4724
Grand Central: A Case
Study in Change
12/11-12
K-12
1
J. Overbey
20
4725
A Look into NYC:
Flatiron District
5/20-21
K-12
1
D. Paquette
S. Scharf
21
4
#
Title
Beginning
Open To
Credit
Coordinator(s)
Page
4726
HHREC: Distinguished
Lecture and Seminar
Series
TBA
K-12
1
H. Waters
21
4727
Historic New York City
in the Curriculum
5/6-7
K-12
1
H. Brandon
F. Plunkett
22
4728
The World of Frida
Kahlo at the NY
Botanical Gardens
9/25-26
K-12
1
B. Colleary
22
4729
Bringing the Freedom
Trail to Students
10/1 & 3
K-12
1
C. Parrott
22
4730
An Author’s Walk
Through Historic
Queens: Flushing
4/15-16
K-12
1
L. Onofri
23
4731
STI@NYU: World War I
and the Middle East
10/23-24
MS/HS
1
M. Valentin
23
INTERDEPENDENCE
4732
Global Networking:
Preparing Students for
an Interconnected World
9/30
K-12
1
S. Corten
G. Johnson
24
4733
Multiculturalism
Through the Arts: Film
4/12
K-12
1
C. Phillips
25
4734
Exploring Cultural
Diversity Through Literature
10/22
All
1
K. Krahl
26
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
Map: Cuba
4/1-2
K-12
1
J. Stockton
27
4739
Global Challenges:
Climate Change and
Global Food Security
1/29-30
K-12
1
C. Bedoya,
B. Lambrix
M. Valentin
28
4740
Muslim Women: An
Insider’s View
3/11-12
All
1
L. El-Chehabi
28
TEACHING STRATEGIES: ARTS
4741
LCI at STI
9/17
K-12
1,2
L. Forte
29
4742
Making Meaningful
Murals
1/8-9
K-12
1
D. Cassano
29
4743
Multiculturalism
Through Paper Art
3/4-5
K-12
1
L. Fisher
M. Freedman-Carmen
30
4744
The New Whitney
Museum of American Art
as an Educational Resource
3/18-19
K-12
1
B. Colleary
30
4745
Museums as Resources
4/8-9
K-12
1
B. Colleary
31
5
#
Title
Beginning
Open To
Credit
Coordinator(s)
Page
4746
Voices From the Land:
Art in Nature
10/23-24
K-12
1
R. Clark
31
4747
Early Twentieth Century
Through Film
10/1
K-12
1
S. Scharf
32
4748
Tablet to Tablet: Playful
Books III
12/18-19
K-12
1
J. Stockton
32
4749
The Art of Optical
Illusion
5/6-7
K-12
1
J. Stockton
32
4750
Bookmaking Techniques
from Around the World
2/26-27
K-12
1
L. Scavelli
33
4751
Jacob Burns
Documentary Film Study
TBA
K-12
1
S. Dawes
N. Farina
33
TEACHING STRATEGIES: ENGLISH LANGUAGE ARTS
4752
Keeping Current in
Young Adult Literature
10/6
5-9 &
Parents
1,2
C. Hiller
S. Waskow
34
4753
The Nuts and Bolts of
Writing Workshop
9/25-26
K-6
1
T. DeBerry
S. Luft
34
4754A
Teachers College
Reading and Writing
Project Seminar
(October Reunion)
10/14
K-8
1
M. Ferrara
A. Landeck
35
4754B
Teachers College
Reading and Writing
Project Seminar
(March Reunion)
TBA
K-8
1
M. Ferrara
A. Landeck
35
4755A
Assessing Reading
Through The Fountas
and Pinnell Benchmark
Assessment System
12/4-5
K-8
1
M. Ferrara
A. Landeck
J. Leonard
D. Tasjian
35
4755B
Following Up on The
Fountas and Pinnell
Benchmark Assessment
System
4/1-2
K-8
1
M. Ferrara
A. Landeck
36
4756
Writing Workshops,
Mini-lessons and Oneto-One Conferencing
10/16-17
K-6
1
C. Boyer
T. DeBerry
S. Luft
36
4757
Using ICT’s to Support
the Writing Workshop
1/22-23
K-6
1
C. Casal
T. DeBerry
S. Luft
37
4758
The Digital Writing
Workshop
2/4
K-6
1
T. DeBerry
S. Luft
P. Tomizawa
38
4759
Literacy Centers and
Response to Intervention
3/4-5
K-6
1
T. DeBerry
S. Luft
V. Robert
38
6
#
Title
Beginning
Open To
Credit
Coordinator(s)
Page
4760
Picture Books in a
Weekend
2/5-6
K-6
1
Scarsdale
Elementary
Librarians
39
4761
Exploring New Literature
for ELA Instruction:
Grades 3-6
10/6
3-6 &
Parents
1
B. Horowitz
V. Sonnenborn
39
4762
Read Like a Detective:
Close Reading Across
the Content Areas
11/13-14
K-4
1
M. Ferrara
A. Landeck
40
TEACHING STRATEGIES: GENERAL
4763
Gamify This! Increase
Student Engagement by
Gamifying your Class
3/11-12
K-12
1
C. Hiller
M. Millard
40
4764
Improving Student
Engagement through
Gaming
4/15-16
K-12
1
J. Castiello
S. Waskow
41
4765
Learning Styles in the
Classroom
3/4-5
K-12
1
J. Gilbert
41
4766
The Reggio Emilia Study
Group
10/6
K-12 &
Parents
1, 2, 3
L. Hicks
L. Lamonaca
42
4767
Seek and Ye Shall Find:
Digging into Databases
10/13
MS/HS
1
K. Rossi
L. Waltzman
42
EQUITY AND ACCESS
4768
Race (Still) Matters
9/25
SHS
2
S. Chason
P. Healy
43
4769
Learning Differences
Study Group
12/3
K-12
1
J. Turetzky
43
4770
Meeting the Needs of
Diverse Learners
1/22-23
K-12
1
A. Tripodi
E. Wixted
44
4771
Managing Stress in
Children, Adolescents,
and Teachers
12/18-19
K-12
1
J. Walker
44
4772
Social Cognition
2/2
K-12
1
J. Turketsky
45
4773
Bullying Behavior and
Relational Aggression
12/4-5
K-12
1
J. Turketsky
45
4774
Reflecting on Special
Education Practices in the
Mainstream Classroom
5/13-14
K-12
1
S. LaSalle
A. Tripodi
46
4775
Developing A Better
Understanding of the
Elements of
Communication Skills
11/21-22
K-12
1
D. Kligman
A. Tripodi
47
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
Group
10/27
Nurses
Stipend
M. Koff
48
4778
Convenient and
Inconvenient Truths
about Energy
11/13-14
6-12
1
S. Boyar
48
4779A
Orienteering Across the
Disciplines: Part I
10/23-24
K-12
1
E. Kennedy
S. Wood
49
4779B
Orienteering Across the
Disciplines: Part II
5/20-21
K-12
1
E. Kennedy
S. Wood
49
4780
Stone Barns as an
Educational Resource
11/20-21
K-12
1
M. Rothman
49
4781
Challenge Course I
6/3-4
K-12
1
B. Foltman
R. Keith
K. Roemer
50
4782
Water for Westchester
10/2-3
K-12
1
S. Boyar
E. Levine
50
TECHNOLOGY
4783
Google Apps Educator
Certification
12/3
All
1
J. Crisci
M. Curtin
51
4783A
Google Basics
10/13
All
1
C. Casal
V. Robert
52
4783B
Google Advanced
3/2
All
1
C. Casal
V. Robert
52
4783C
Becoming A Google
Ninja
11/13-14
All
1
J. Calvert
M. Pincus
53
4783D
Beyond Google Ninja
5/20-21
All
1
J. Calvert
M. Pincus
53
4783E
Google Classroom and
More
10/1
All
1
C. Cecere
J. Scutero
53
4784
Tech Tips for Every
Learner
12/11-12
All
1
D. Scholl
P. Tomizawa
54
4785
The New iWork
4/8-9
All
1
E. Holvig
55
4786
The Art of the
Presentation
11/6-7
All
1
S. Scharf
P. Tomizawa
55
4787
Coding to Learn: Using
Scratch in the
Curriculum
1/22-23
K-8
1
J. Crisci
P. McKenna
55
4788
Interactive Digital Books
10/16-17
All
1
E. Holvig
56
4789
Star in Your Own
Comics with Comic Life
12/4-5
All
1
L. Fisher
S. Goodman
56
8
#
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
Collaborative and
Innovation Classrooms
TBA
K-12
1
J. Calvert
S. Scharf
P. Tomizawa
57
4792
Getting the Most out of
Infinite Campus
10/2-3
K-12
1
D. Vermes
58
4793
Using GeoGebra in the
Mathematics Classroom
11/20-21
MS/HS
1
D. Vermes
58
4794
Geocaching: A
High-Tech Treasure Hunt
5/13-14
K-12
1
P. McKenna
D. Rose
59
4795
Makerspaces and Rube
Goldberg Machines
1-29/30
K-6
1
M. Fitzgerald
J. Huang
P. McKenna
59
4796
Technology 101
9/25-26
All
S. Chan
J. Lamela
60
4797
Middle School
Computer Intensive
10/1
MS
1
M. Pincus
D. Rose
60
4798
Tell a Story with Your
iPad
2/26-27
All
1
C. Casal
E. Holvig
60
4799
Creating SmartNotebook 2/5-6
Games
All
1
H. Butler
M. Vourliotis
61
4800
Sharing Best Technology
Practices in the Science
Classroom
10/2
SHS
Science
1
J. Chen
J. Williams
61
4801
The NEST (New
Educational Studio for
Technology)
9/18-19
SMS
1
M. Lahey
D. Rose
M. Rothman
62
4802
Radio 101
5/20-21
All
1
P. Tomizawa
62
SPECIAL PROGRAMS–NON CREDIT
4803
Conversational English
for Adult Language
Learners: Fall
9/22
Community
Members
n/c
J. Adler
63
4804
CPR for Professional
Rescuers
2/6
Nurses
stipend
M. Koff
63
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, openminded 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
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.
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 antisemitism 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
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.
13
REFLECTIVE PRACTICE
Mentor Support Seminars: Mentor support seminars provide
systematic support for teachers new to
each district and recognizes and rewards
the knowledge and skill that experienced
mentor teachers bring to new teachers.
The program is a rich opportunity for
the professional development of expert
teachers who are now trained to work
with their new colleagues. This year the
Mentors and new teachers will continue
to refine and develop the program.
This seminar assists the Mentor
teacher in defining his/her role and
its relationship to the new teacher.
Mentor teachers will meet together to
identify needs, discuss problems, and
seek solutions. Course topics include
roles and responsibilities of mentoring,
teacher collaboration, and effective
communication. Mentor teachers
participate in creating this unique
program designed specifically to meet
the needs of the staff.
9/16, 10/28, 12/9, 1/27, 3/23, 4/13, 3:305:30; Location: Scarsdale High School,
170; Credit: 3 points salary credit for those
first-year mentors eligible for salary credit,
$1,250 stipend for Mentors not eligible for
salary credit, additional 2 points salary credit
or $600 stipend for second-year mentors
attending mentor course.
Mentoring Workshop for Senior
Options Steering Committee
#4714
The Senior Options Steering Committee
of Scarsdale High School supervises,
organizes, reviews, and revises the Senior
Options Program on an annual basis
through this course.
From September to February,
participants meet monthly to review the
previous year’s program evaluations,
to assess the outcomes, to make
revisions, and to recommend policy
changes, where called for, as directed
by committee reflection. From March
through June, participants meet at least
twice monthly to introduce the revised
program to mentors and students.
Steering Committee members also
work independently with individual
mentors and students on project
choices and proposal writing. Spring
meetings involve individual caseloads
and subcommittee work. Committee
members must also read and approve
caseload proposals by the end of the
third quarter. During the Senior Options
experience, meetings focus on problems
specific mentors and students may
have in preparation for presentations,
on critiquing the ongoing work of the
program, and on presenting ideas for
reevaluation.
Course Coordinator: Kathleen McGreal;
Open To: Instructional staff designated as
Mentor teachers; Time: Tu, 8/27, 1-3; W
Requirements: Attend related meetings;
read required materials; work with
caseload of mentors and seniors; be
Requirements: Read materials for each
class session; complete activities; meet
with assigned new teacher for a one-hour
session per week.
Edgemont #4713E
Course Coordinator: Rose Farrell; Open
To: Instructional staff designated as Mentor
teachers; Time: W 9/2, 6 sessions; Location:
Edgemont Junior/Senior High School; Credit:
2 points salary credit for those teachers
eligible for salary credit, $750 stipend for
first-year Mentors not eligible for salary
credit, $1,000 stipend for second-year
Mentors not eligible for salary credit.
Scarsdale # 4713S
14
responsible for student forms; evaluate
and critique program and committee.
Course Coordinator: Jose Lamela; Open To:
SHS Senior Options Steering Committee;
Time: M 9/28, 10/26, 11/16, 12/21, 1/25,
2/22, 3/21, 4/18, 5/16, 3:15-6:15; Location:
Scarsdale High School, 309; Credit: Three
points salary credit or stipend; Course
limited to 25 participants.
Reflective Practice Seminar #4715
In this yearlong course, participants will
look collaboratively at concrete examples
of teacher and student work, and learn
specific protocols for helping fellow
teachers reflect on their own practice.
Teachers will observe each other’s
classrooms and participate in activities
designed to understand classroom and
school culture. Trained coaches lead the
Reflective Practice Group composed of
8-12 professional staff members. The
group meets once a month; members
will develop a set of reflections on their
work with students and colleagues.
Members also will complete a set of peer
observations as the year progresses.
Requirements: Develop a set of written
reflections on work with students,
colleagues, and the Reflective Practice
Group; report on the peer observation
model and its impact on the teaching
and learning process.
Course Coordinator: Howard Rodstein;
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,
with 2 hours of observation; Location: varies;
Credit: Two points salary credit or stipend
Articulating Leadership Across
the Departments #4716
Evolving state regulations provide a
timely opportunity for the Middle School
department chairs to explore topics
critical to school leadership. New York
State’s Annual Professional Performance
Review (APPR) has transformed teacher
evaluation by using state assessments,
local assessments, and other measures of
effectiveness that may be determined by
individual school districts.
The Middle School department chairs,
in their role as teacher evaluators, form
a study group in this course to review
new evaluation systems and make
recommendations for modifications.
Participants will apply interdisciplinary
techniques and consistent approaches
across subject areas in anticipation
of APPR requirements. Through this
course, the chairs develop and refine
frameworks for the teacher evaluation
system at the Middle School consistent
with state and local requirements.
Requirements: Complete and discuss
assigned readings; modify the current
evaluation process as necessary.
Course Coordinators: Jennifer Gilbert,
Cindy Parrott; Open To: Scarsdale Middle
School Department Chairs; Time: Th 9/24,
3:30-4:30, with remaining dates to be
determined by group; Location: Scarsdale
Middle School, F77; Credit: One point salary
credit or stipend
Professional Learning Through
Lesson Study at Edgewood #4717
Through Lesson Study, teachers
systematically engage with one another
in an examination of their instructional
methods, content, curriculum, and
student learning and understanding in
order to improve classroom teaching and
learning.
In this year-long building-based
course, Edgewood teachers will take
an in-depth look at Lesson Study and
work in teams to plan research lessons
15
in a variety of subject areas around a
common pedagogical theme related
to the Strategic Plan. Collaborative
teams of 3-4 members will research,
plan, teach, observe, and reflect on an
actual classroom lesson. Following
the presentations of each lesson, group
members will reflect on the lesson and
consider methods to refine instruction
with the goal of making each lesson
more effective.
Requirements: Form a lesson study
group of 3-4 teachers and attend
all sessions of the course with these
colleagues; complete assigned readings;
research, plan, implement, and reflect
on a group lesson; plan a conference
presentation.
Course Coordinators: Dylan Cadalzo, Scott
Houseknecht; Open To: Edgewood faculty;
Time: Th 9/24, 10/8, 10/22, 11/5, 11/12, 1/21,
2/11, 3:30-5:30, with four more sessions in
the spring term, five additional two-hour
meetings scheduled flexibly, four hours of
online meetings, and six hours (three per
semester) of team meeting time; Location:
Edgewood School library; Credit: Three
points salary credit or stipend
Teacher as Reader
The journey of a life-long reader involves
gaining insight and understanding
by reading, talking, and reflecting. By
transforming reading into a communitybuilding event through discussion
groups, teachers learn differing
perspectives on the same work and
gain knowledge of literature, genre,
and technique. The commitment to
read widely and deeply is an important
endeavor for teachers as they model the
love of reading and the skills of reading
and understanding for their students.
and come prepared to discuss aspects
of literary form such as character
development, theme, plot, and more.
They will gain insight into point of view
by listening to their colleagues’ responses
to each book. Participants will enhance
their own reading skills and learn
techniques for leading discussion groups
with students.
Requirements: Read assigned materials;
keep a journal of books read with
reflections and classroom application.
Teacher as Reader: Edgewood
#4718
Course Coordinators: Michelle Mangiamele,
Anne Stokes; Course Speakers: Nancy
O’Rourke, Teacher, Edgewood, retired; Carol
Schaeffer, Teacher, Edgewood, retired; Open
To: Edgewood staff; Time: Tu 9/29, 10/27,
11/24, 12/22, 1/26, 2/23, 3/29, 4/19, 5/31,
6/14, 3:30-6; Location: Edgewood School
Library; Credits: Two points salary credit or
stipend; Course limited to15 participants.
Teacher as Reader: Fox Meadow
#4718A
Course Coordinators: Collen Mangan, Jan
Schorr; Open To: Fox Meadow Staff; Time:
Tu 9/29, 10/27, 11/24, 12/22, 1/26, 2/23,
3/29, 4/19, 5/31, 6/14, 3:30-6; Location: Fox
Meadow School library; Credit: 2 points
salary credit or stipend; Course limited to15
participants.
Teacher as Reader: Heathcote
#4718B
Course Coordinator: Delia Luciano; Open
To: Heathcote Staff; Time: Tu 9/29, 10/27,
11/24, 12/22, 1/26, 2/23, 3/29, 4/19, 5/31,
6/14, 3:30-6; Location: Heathcote School
library; Credit: Two points salary credit or
stipend; Course limited to15 participants.
Participants will read assigned books
16
Teacher as Reader: Literature
Across Boundaries #4718C
Course Coordinator: Andrea Tripodi; Open
To: All; Time: Tu 9/29, 10/27, 11/24, 12/22,
1/26, 2/23, 3/29, 4/19, 5/31, 6/14, 3:30-6;
Location: Scarsdale Middle School library;
Credit: Two points salary credit or stipend;
Course limited to15 participants.
Teacher As Reader: Edgemont
#4718D
Whenever a group of professionals
comes together to read and share insights
and gain depth of understanding of
literature, students benefit. Teachers
teach students to look into literature,
to probe meaning, to understand the
narrative craft, and to apply the lessons
learned to their own lives. It is important
for teachers to continue to develop and
to practice these skills in a collegial
atmosphere.
One short story and six or seven novels
will be explored over the school year.
Each class begins with some personal
writing about a topic or theme related to
the reading. These writings will form the
basis of the written course requirement.
A short story will be provided to read
and discuss at the first session.
complete written assignment.
Course Coordinator: Jeannette Stockton;
Open To: Edgemont; Time: W, 10/28, 11/18,
12/16, 1/27, 2/24, 3/23, 4/20, 5/25, 3:30-6:30;
Location: Edgemont Junior/Senior High
School faculty lounge; Credit: Two points
salary credit or stipend; Course limited to
15 participants.
Teacher as Reader: Science
#4718E
Participants will meet to discuss readings
on science-based themes. Applications
to the science classroom as well as other
academic areas will be explored. A
reading will be distributed before the first
meeting. At the first session, participants
will suggest and discuss selections for the
other meetings.
keep a journal of books read with
reflections and classroom application.
Course Coordinator: Nicole Pisano; Open
To: MS/HS; Time: Tu 11/24, 1/26, 3/29, 4/19, 3:30-6:30; Location: Scarsdale High School,
381; Credit: One point salary credit or
stipend
Edgemont Mathematics TriState Visit Preparation #4719
Periodic Tri-State Consortium visits
give teachers and administrators an
opportunity to improve teaching and
learning through collection of data,
reflection, and feedback from critical
friends in other districts. The process,
an arduous journey, is a highly valuable
professional learning experience that
requires substantial preparation. This
course will provide members of the math
department and administrators the time
and opportunity to meet together in
order to gather data, to reflect upon the
Tri-States Essential Questions that have
been forwarded, and refine the logistics
of the visit.
Members of Edgemont’s mathematics
Department will review the Indicators
of Quality and the visit process, organize
artifacts for the visiting team, create and
administer stakeholder surveys, and
prepare the logistics for the visit. These
activities will ensure that the visiting
team the data it needs to make useful
recommendations for improvement. At
the same time, as they work together to
prepare for this major event, members
17
of the department will be able to reflect
with colleagues on their curriculum and
pedagogy in mathematics.
Requirements: Complete assigned tasks
relating to organizing the visit; submit
artifacts, as needed, as evidence to be
reviewed by the visiting team.
Course Coordinators: Michael Curtin, Bryan
Paul; Open To: Edgemont Junior/Senior High
School Math teachers; Time: W 1/6, 2/3, 3/2,
4/6, 5/4, 6/1, 3:30-5:30; Location: Edgemont
Junior/Senior High School, D12; Credit: One
point salary credit or stipend
Design Thinking for Educators
#4720
This course will continue the work of
expanding awareness of K-12 Design
Thinking and Making/Prototyping, a
method for teaching 21st century skills
that is based on real-world collaborative
problem-solving.
Course leaders will conduct a Friday
afternoon workshop that identifies and
assesses essential 21st century skills. On
Saturday, members of the group will
participate in a design-thinking exercise
featuring an interactive collaborative
problem-solving process, the basis for
curriculum redesign efforts. Participants
will then learn about MakerSpaces
by taking things apart, crafting anew,
and repurposing them. This activity
encourages the application of the
MakerSpace concept to curriculum.
Participants will be asked to consider
what elements of their own curriculum
they would want to revamp to include
MakerSpaces, real-world problemsolving, and design thinking as well
as the assessments that reinforce 21st
century skills.
18
Requirements: Complete assigned
readings; redesign a curriculum unit
integrating problem solving through
design thinking.
Course Coordinators: Christine Boyer,
Maggie Favretti, Fallon Plunkett, Lisa Yokana;
Open To: All; Time: F 11/6, 3:30-7:30; Sa
11/7, 8:30-4:30; Location: Scarsdale High
School, 170; Credit: One point salary credit
or stipend
Best Practices in Physical
Education and Coaching #4721
District coaches require the opportunity
to meet with colleagues across levels and
sports to explore and share successful
coaching practices. This course provides
participants the time and setting to
examine and discuss team-building
strategies, group decision-making
skills, gender issues, problem solving
techniques, communication, and
leadership skills.
Coaches and physical education teachers
will concentrate on identifying and
implementing a variety of methods,
strategies, and philosophies based on a
specific sport and/or level. The sessions
will also address common issues of
developing character, respect, trust,
and problem-solving skills that are
emphasized throughout the athletic and
physical education program.
contribute to best coaching manual.
Course Coordinators: Robert Keith, Ray
Pappalardi, Nicole Roemer, Stacey Wierl ;
Course Speakers: Barney Foltman, Kevin
Roemer; Open To: District coaches and
physical education teachers; Time: F 6/17,
3:30-7:30; Sa 6/18, 8:30-4:30; Location:
Scarsdale Middle School gym; Credit: One
World Language and the New
Standards #4722
The World-Readiness Standards for
Learning Languages demonstrate
a plan to guide learners to develop
competence to communicate effectively
and interact with cultural understanding.
By incorporating the theme “WorldReadiness,” the Council signals to
teachers and students that the Standards
focus on the literacy developed through
exposure to the real-world applications.
Language teachers will pool their
knowledge and share best practices from
their use of the original Standards and
discuss the evolution and future of the
new World Readiness Standards, with
an eye to creating new projects and
activities.
The course line of inquiry is constructed
on the revised standards and their
relationship to the original five
standards: communication, cultures,
connections, comparisons, and
communities. Participants will read and
react to the new publication, share ways
that they promote these goals currently,
discuss alternative methods to promote
exposure and preparation for the real
world, and examine activities, which
will advance the District’s goal of Non
Sibi, the Middle School goal of service
learning, or a similar goal special to
their school. Participants will explore
already demonstrated projects through
online resources and will collaborate to
design and to implement new or similar
projects.
readings: World Readiness Standards for
World Languages, Words and Actions:
Teaching Languages Through the Lens
of Social Justice, Service Learning as a
pedagogical tool for language teachers;
design a lesson plan using the course
content.
Course Coordinator: Sarah Whittington;
Open to:K-12 World Language; Time: F,
2/5, 3:30-7:30; Sa, 2/6, 8:30-4:30; Location:
Scarsdale Middle School T109; Credit: One
Exploring the Professional
Shelf: Teaching Reading #4723
The library’s professional collection is
designed to promote teacher growth and
development. Using these resources
with peers provides a supportive and
congenial means to hone one’s skills
and explore new ways to help students
learn. Many of these selections are in
support of teaching both reading and
writing. Combining the resources of the
professional shelf with the wide selection
of the rest of the library teachers are
enabled to support and enhance the
students’ learning.
Participants will explore The Guide to
the Readers Workshop by Lucy Calkins
along with other texts and articles on
the teaching of reading and writing.
Teachers will reflect on their own grade
level curriculum and assess where
picture books, poetry, informational
texts, novels and other reading material
found in the library can be integrated
into the curriculum.
readings; teachers will create one or more
annotated bibliographies to support an
aspect of their curriculum
Course Coordinator: Anne Stokes; Open
To: K-6; Time: Tu 10/20, 11/17, 12/8, 1/19,
2/9, 3/22, 3:30-5:30; Location: Edgewood
School library; Credit: One point salary
credit or stipend
19
Exploring the Professional Shelf:
Teaching Writing #4723A
In this course, teachers will work with
colleagues on research issues related to
classroom practice in the area of writing.
Participants will read and discuss
the theory and learning application
presented in Colleen Cruz’s book, The
Unstoppable Writing Teacher. Teachers
will use various strategies suggested by
Cruz, share their own experiences, and
connect the reading with their growth as
writing teachers in this six-week course.
Online communication with the author
will be part of the work sessions.
Course Coordinators: Trent DeBerry,
Sue Luft; Open To: K-6; Time: Th 10/1,
10/15, 3:30-5:30, with remaining dates to
be determined by group; Location: Various
Elementary Schools; Credit: One point salary
credit or stipend
Exploring the Professional
Shelf: Teaching Non-Fiction
#4723B
In Notice and Note: Strategies for Close
Reading, Kylene Beers and Bob Probst
introduced six “signposts” that alert
readers to significant moments in
a work of literature and encourage
students to read closely. Their new
publication, Reading Nonfiction
introduces signposts that support the
close reading of informational texts.
This course examines Beers and Probst’s
newest publication and supports
teachers as they discuss the essential
questions that the nonfiction signposts
each lead to, ultimately supporting an
informed, mature, sophisticated reading
of nonfiction texts by their students.
Teachers will plan and reflect on their
lessons throughout the six-week course.
20
Course Coordinators: Marisa Ferrara, Ariel
Landeck; Open To: K-8; Time: Tu 12/1, 12/8,
12/15, 1/5, 1/12, 1/19, 3:30-5:30; Location:
Greenville School library; Credit: One point
salary credit or stipend
CONTENT KNOWLEDGE
Grand Central: A Case Study in
Change #4724
The course examines the impact of
a political decision making process
that transformed the Grand Central
neighborhood with consequences for
the city and the nation. Teachers will
research primary source documents
as they track the monumental shifts
that occurred over the last century in
transportation, technology, sociology,
science, art, architecture, and economics
in the Grand Central area and beyond.
Through multimedia resources including
documentary film, photographs, books,
primary source documents, internet
resources, a guided walking tour, and
discussion, participants will examine
the Grand Central neighborhood as a
study in change over the last century.
Instruction will model the case-study
approach to facilitate integration of an
event into enriching and meaningful
lessons for students in technology,
science, math, art, architecture,
sociology, and economics. Highlighted in
the walking tour will be Grand Central
Terminal, the Chrysler, Lincoln, and
Daily News buildings, and the East 42nd
Street area. The course will focus on
attributes of the Beaux Arts, Art Deco,
and Neo-Gothic architectural styles as
they are featured in these buildings. The
historical time frame in which each style
was in vogue in America will also be
emphasized.
create a curriculum application of course
content.
Course Coordinator: James Overbey;
Course Speaker: Dan Brucker, Grand Central
Terminal Guide; Open To: K-12; Time:
F 12/11, 3:30-7:30; Sa 12/12, 8:30-4:30;
Location: Scarsdale Middle School, B129
and Grand Central and surrounding areas;
Credit: One point salary credit or stipend;
Course limited to 18 participants.
A Look into NYC: The Flatiron
District #4725
The Flatiron District in New York City
overlaps a stretch of Manhattan known
as Ladies’ Mile, a designated a historic
district by the New York City Landmarks
Preservation Commission. The area is
framed to the north by Madison Square
Park, an early model of urban public
space; and to the south by Union Square,
a gathering place for over a century
of political activism. The area invites
a study of the history of American
consumerism and entrepreneurship as
the original home of Macy’s, Lord &
Taylor, B. Altman, Best & Company,
Bonwit Teller, and Seigel-Cooper &
Company. Studying the architecture,
history, and commerce of this area will
enhance and enliven any study of urban
history or geography. Through primary source documents,
lecture and discussion, multimedia
resources including data on population
trends, a review of literary history, and a
guided tour of the area, participants will
learn about significance of the Flatiron
District. Teachers will be able to use
aspects of the course to develop lesson
plans and case studies for their students
in a variety of disciplines.
complete a multimedia presentation for
classroom use or develop lesson plans
incorporating the course content.
Course Coordinators: David Paquette,
Steven Scharf; Course Speakers: Art and
Susan Zuckerman, hosts of the WVOX show
and contributors to the Travel Channel;
Open To: K-12; Time: F 5/20, 3:30-7:30; Sa,
5/21, 8:30-4:30; Location: Scarsdale Middle
School library and New York City; Credit:
One point salary credit or stipend; Course
Holocaust and Human Rights
Education Center Distinguished
Lecture and Seminar Series
#4726
The continuing affiliation between the
Holocaust and Human Rights Education
Center and the Scarsdale Teachers
Institute offers the faculty and the
community an exceptional opportunity
to examine the contemporary relevance
of the Holocaust as it illuminates such
issues as bigotry, racism, and human
rights violations. The lecture and
seminar series presents leading scholars
and experienced educators on a variety
of Holocaust-related topics directly
applicable to the Social Studies and
English curriculum and mandated by
New York State. Participants in these
programs are also invited to make use
of the many other services for teachers
offered by the Westchester Holocaust and
Human Rights Education Center.
The schedule of Lectures and Seminars
will be distributed once it is set by the Holocaust and Human Rights Education
Center.
21
Course Coordinator: Heather Waters;
Open To: All; Location: TBA; Time: TBA;
Credit: One point salary credit or stipend
Historic New York City in the
Curriculum #4727
This course will explore the early
Dutch beginnings of New York
City, the takeover by the British, the
Revolutionary War period, and the early
days of the Republic when New York
functioned as the capital for the young
nation. Included will be the development
of New York City from its Wall Street
origins to the financial capital of the
world is an important part of the city’s
story.
Participants will learn the major
social, political, cultural and economic
developments that shaped New York
City and, through it, the young United
States. Instruction will include the use
of primary source documents, multimedia sources on the history of New
York, books and a guided walking tour
of lower Manhattan. Teachers at all grade
levels will gain valuable information for
creating meaningful lessons.
complete a multimedia presentation for
classroom use or develop lesson plans
incorporating the course content.
Course Coordinators: Heather Brandon,
Fallon Plunkett; Open To: K-12; Time: F 5/6,
3:30-7:30; Sa, 5/7, 8:30-4:30; Location:
Scarsdale High School, 170 and New York
City; Credit: One point salary credit or
stipend; Course limited to 20 participants.
The World of Frida Kahlo at the
NY Botanical Gardens #4728
Frida Kahlo is known as one of Mexico’s
greatest artists, whose life and work
celebrated Mexican nationalism,
22
indigenous pride, feminism and social
justice. Her complex use of plant imagery
in her paintings and her famed garden
and studio also show her appreciation
for the beauty and variety of the natural
world. In this course, participants
will model Visual Thinking Strategies
to interpret and utilize art, botanical
subjects, and Mexican history for
interdisciplinary lessons. Friday’s class
will introduce the life and work of Frida
Kahlo, including an historical context
for her work. Saturday will focus on
the “Frida Kahlo: Art, Garden, Life”
exhibition at the New York Botanical
Garden, including the Frida Kahlo garden
display in the greenhouse, and a tour of
the small display of her art in the Library.
Participants will also learn about the 250acre NYBG grounds and environmental
educational outreach initiatives fostered
there. The group will meet with NYBG
staff to discuss interdisciplinary lessons
inspired by the exhibition, as well as
the grounds and plant collections, and
sustainability initiatives.
Course Coordinator: Elizabeth Colleary;
Course Speakers: Maria Valentin, Teacher,
Scarsdale High School, and staff from the
New York Botanical Gardens; Open To: K-12;
Time: F 9/25, 3:30-7:30; Sa 9/26, 8:30-4:30;
Location: Scarsdale High School, 170 and
NYBG; Additional Costs: Entrance fee to
Botanical Gardens; Credit: One point salary
credit or stipend; Course limited to12
participants.
Bringing the Freedom Trail to
Students #4729
When a teacher walks in the footsteps
of history, a connection with the past is
made that can enrich the subject matter
for students. The walk alone is powerful,
but the experience can be greatly
enhanced when shared with colleagues.
Bringing the Freedom Trail to Students
provides a departmental collaboration by
the Middle School social studies teachers
and their related team members around
the ideas and ideals of the American
Revolution and how best to teach them
to students. The course will deepen
teacher understanding of key events and
personalities of the time period through
researching in advance, walking the
Historic Freedom Trail in Boston, and
incorporating technology to illustrate the
experience for students.
An Author’s Walk through
Historic Queens: Flushing #4730
In preparation for the Boston excursion,
participants will gather for a session to
research specific components of several
Freedom Trail highlights assigned to
them from related topics that include
the Boston Massacre, Dr. Warren’s
Tavern, and fourteen other historic sites.
Participants will make a presentation
of their research to fellow participants
at their assigned location along the
Freedom Trail. During the actual 2.5
miles walk of the trail, teachers will create
a journal with images documenting their
experiences in a manner to be shared
with students. The second session of
the class will take place after the trip for
the purpose of editing journals and for
preparing classroom presentations.
Through Friday’s classroom session,
participants learn about the history,
communities, and natural and cultural
attributes of Flushing. On Saturday,
participants will take a walking tour
that traces Flushing’s history from
colonial village to horticultural capital
to the crossroads of Queens and home
of New York City’s largest Chinatown.
Throughout the course, curriculum
applications will be emphasized for all
grade levels.
readings; complete a photo journal and
create a presentation for classroom use.
Course Coordinator: Cindy Parrott; Course
Speakers: Len Tallevi, Social Studies Chair,
Scarsdale Middle School, retired; Marie
Tallevi, Quaker Ridge Teacher, retired;
Open To: K-12; Time: Th 10/1, 3:305:30; Sa 10/3, 8:30-4:30, TBD 3:30-5:30;
Location: Sarsdale Middle School library
and Boston; Additional Costs: Overnight
accommodations, one night; Credit: One
point salary credit or stipend; Course
limited to12 participants.
As New York City’s largest borough
and the most ethnically diverse place
on Earth, Queens is of immense value
to educators. With its historical sites,
natural features including waterways and
woodlands, multicultural communities,
and an ever-expanding arts scene,
Queens provides teachers a far-reaching
narrative with applications in a variety of
disciplines.
Course Coordinator: Lisa Onofri; Course
Speaker: Adrienne Onofri, journalist,
tour guide and author of Walking
Queens (Wilderness Press, 2014); Open To:
K-12; Time: F, 4/15, 3:30-7:30; Sa 4/16, 8:304:30; Location: Heathcote School library and
Queens; Additional costs: $10 admission
fees; Credit: One point salary credit or
stipend
STI@NYU: World War I and the
Middle East #4731
World War I and the resulting settlements
have had lasting consequences on the
development of the modern Middle East.
Arab unrest in the Ottoman Empire, the
Balfour Declaration, the formation of
British and French Mandates, and new
borders drawn by post-war victors have
contributed to the complex geopolitical
struggles in the Middle East today, but
23
are often ignored by standard history
textbooks.
This workshop, in partnership with
the Kevorkian Center for Near Eastern
Studies at NYU, seeks to rectify this
gap by providing teachers with the
opportunity to discuss World War I with
scholars of this era of Middle Eastern
history. They will engage with new
resources on the teaching of World War I,
create tools for curriculum development,
and network with like-minded peers who
are interested in enhancing their teaching
as it relates to the Middle East. Saturday’s
session will take place at the Kevorkian
Center at NYU.
Course Coordinator: Maria Valentin; Course
Speakers: Scholars from NYU; Open To:
Middle School/High School; Time: F 10/23,
3:30-7:30; Sa 10/24, 8:30-4:30; Location:
Scarsdale High School, 170 and NYU;
Optional additional session, 10/25 at NYU;
Additional Cost: $30; Credit: One point
INTERDEPENDENCE
Global Networking: Preparing
Students for an Interdependent
World #4732
Borders as we have known them are
being challenged and redesigned, and
people representing diverse backgrounds
are connecting in person and online.
How does one continue to support
existing activities and encourage new
initiatives for students that will foster
cross-cultural understanding? This
year-long seminar is designed to explore
ways to prepare students to be culturally
aware, to view the world through
multiple perspectives, to participate
in experiential and service-learning
opportunities, and to understand what
it means to be a global citizen. Speakers
will share their expertise on a variety of
24
global topics and programs and discuss
ways for students to achieve global
competency.
This seminar will create a global learning
network of teachers, students and experts
engaged in global pursuits to learn from
each other and create opportunities for
students (K-12) to engage in “real-world”
global problem-solving. Participants
will reflect upon their own classroom
practices that foster cross-cultural
awareness as they consider new avenues
to expand students’ global knowledge.
Session I: Global Networking and
International Collaboration: Speaker:
Bridget Stout, Member Services &
Professional Development, iEARN; Date:
W 9/30
Session II: Balancing Development with
Preserving Water Security: Speaker:
Krisna Uk, The Center for Khmer Studies
(CKS), Siem Reap, Cambodia; Date: W
10/28
Session III: International Public Health
Speaker: TBA; Date: W11/18
Session IV: Sharing Global Classroom
Strategies with Japanese Teachers
from Hiroshima, Japan Speaker: Namji
Steinemann, East West Center, and
teachers from Hiroshima; Date: W 2/3
Session V: Going Global with Former
SHS Students Speakers: SHS graduates,
Date: W 3/16
Session VI: An Education for
Tomorrow Speaker: Dr. Michael McGill,
Director, Program for District Leadership
and Reform, Bank Street Graduate School
of Education Date: TBD
Course Coordinators: Sylvie Corten, Gwen
Johnson; Open To: All; Time: W 9/30, 10/28,
11/18, 2/3, 3/16, with one more date to be
determined, 3:30-5:30; Location: Scarsdale
High School, 172; Credit: One point salary
credit or stipend.
Multiculturalism Through the
Arts: Film #4733
To implement the goal of educating for
diversity, the Scarsdale Interdependence
Institute has been charged with
supporting programs for teachers and
students that explore cultures other than
one’s own, providing a global perspective
on current events, and preparing students
for the interdependent world in which
they will live and work. With the purpose
of widening the international focus of the
school community, the Interdependence
Institute and the STI are jointly
sponsoring a program of multiculturalism
through the arts in film.
This contribution to the global film series
explores the role of food in different
cultures. Movies that highlight national
cuisines raise important questions about
history, politics, identity, and ideology.
What can we learn about a people by
focusing on what and how they eat? How
did certain foods become associated
with certain groups? How do distinctive
practices of preparing and consuming
meals influence the nature of family
and the society at large? How can we, as
teachers, exploit the power of cinema to
help students understand the lifecycle
of foods (production, distribution,
presentation, consumption, and disposal)
and appreciate the many ways that
food figures in their lives and in our
multicultural world?
Tu 4/12 Like Water for
Chocolate (Mexico, 1992)
Forced by her overbearing mother
into a life of self-sacrifice and family
servitude, Tita learns to express herself
through cooking. Her recipes blend local
ingredients with personal emotions,
producing extraordinary effects on
those who eat her food. Based on a 1989
novel by Laura Esquivel, Alfonso Arau’s
film is a melodrama rooted in the Latin
American tradition of magical realism,
infusing ordinary life with moments
that defy reason. With its strong
focus on women and the emotional
chemistry of cooking, Like Water for
Chocolate highlights the role food as a
focus of desire and restraint, a medium
for carrying and communicating the
deepest longings of the heart. In Spanish
and English, with English subtitles. (123
minutes)
Tu 5/10 Jiro Dreams of Sushi (US/Japan,
2011)
At 85, Jiro is master of the art to which
he has dedicated his entire life. In the
tiny Michelin three-star restaurant where
he practices his craft, he continues to
refine and perfect his culinary creations
with simplicity, patience, and demanding
exactitude. Meanwhile, his 50-year-old
elder son waits for his chance to take
over the business while his younger
son operates a similar sushi restaurant.
American director David Gelb made
this documentary film to explore “the
mystery of this man” whose tragedy is
“that there are not, and will never be,
four stars.” In Japanese, with English
subtitles. (81 minutes)
Tu 5/17 Chef (US, 2014)
After several big-budget Hollywood
films, Jon Favreau decided to write,
direct, produce, and star in this
independent film about a well paid chef
who quits his job to take a food truck
through America. The analogy between
25
filmmaking and cooking runs through
the entire movie. En route from Miami
to Los Angeles with his business partner
and his son, Favreau’s chef treats us to a
cross section of regional cuisines while
rediscovering the importance of family,
local traditions, a sense of humor, and
the basics of his craft. (114 minutes)
Tu 5/24 The Trip to Italy (UK, 2014)
After the success of Michael
Winterbottom’s TV series The Trip, soon
followed by an even more popular movie
version, the British indie film director
continues the hilarious journey of his
odd couple protagonists in The Trip to
Italy. Steve Coogan and Roby Brydon
play fictionalized versions of themselves
on a gastronomic road trip from Liguria
to Pompeii, retracing the grand tour of
England’s great Romantic poets. Against
a panorama of Italian landscapes,
history, and food, the two comic actors
engage in a series of largely improvised
conversations about acting, friendship,
family, cuisine, and much else. In English
and Italian, with English subtitles. (108
minutes)
Requirements: Read assigned materials,
including selections from Appetites and
Anxieites: Food, Film, and the Politics of
Representation, by Cynthia Baron, Diane
Carson, and Mark Bernard (Wayne State
University Press: Detroit, 2014); create
classroom applications through a unit of
study based on the films and discussion
that will extend the global studies
curriculum.
Course Coordinator: Carole Phillips; Course
Speaker: Bill Costanzo, Distinguished SUNY
Teaching Professor of English and Film; Open
To: All; Time: Th 4/12, 5/10, 5/17, 5/24, 3:30-
26
6:30; Location: Scarsdale High School, 170;
Exploring Cultural Diversity
Through Literature #4734
Teachers in a global community
must understand the diverse customs
and traditions of their students and
colleagues. Literature selected from
across the globe can foster a deep
understanding of the racial, ethnic,
and cultural groups within the school
community, the nation, and the world.
Through the reading of selected works
of literature and group discussion,
participants will learn about the daily
lives and perspectives that exist within
different ethnic, socio-economic, and
cultural groups. Teachers will develop
classroom activities that promote
empathy, interest, and respect for the
global community based upon the
readings. The first book will be The
Invention of Wings by Sume Monk Kidd.
readings; develop a curriculum
application of course content.
Course Coordinator: Kate Krahl; Open
To: All; Time: Th 10/22, 3:30-5:30, with
remaining dates to be determined by group;
Location: Scarsdale High School library;
Latin American Studies #4735
Teachers of world history and U.S.
history require a sound foundation
of knowledge about Latin American
history and culture. This course will help
teachers prepare lessons ranging from
Mesoamerica and Andean societies to
Colonial Latin America; from Latin
America in the 19th century to today’s
immigration policy.
Teachers will research and evaluate
extensive resources to prepare
interdisciplinary lessons that reference
an aspect of Latin American history,
art, politics, culture and/or comparative
lessons with other regions of the world.
In each of six sessions, a specific region
or topic will be examined through
lecture and discussion, guest speakers,
collaborative lesson planning, and close
examination of classroom resources.
readings; the project must have a
classroom/curriculum application and
must be shared in a common folder
available to course participants.
Course Coordinator: Maria Valentin;
Course Speakers: TBA; Open To: K-12;
Time: Tu, 2/2, 2/9, 3/1, 3/8, 3/15, 3/22, 3:305:30; Location: Scarsdale High School, 170;
#4736 - WITHDRAWN
Spanish I—Conversation and
Culture for Beginners #4737
American history, politics, and
economics are intertwined with the
Spanish-speaking world. Nationally,
there are over 42 million Spanish
speakers in the United States, and,
locally, elementary students in Scarsdale
study Spanish in grades 2-12. The
District’s endeavors to expose students to
languages in the first grade highlight the
importance of languages as an avenue to
broaden horizons and deepen cultural
awareness. Educators in a country
where Spanish is so widely spoken
have a responsibility to understand
this language and culture. Knowledge
of Spanish can help teachers connect
with their students, support the district
language initiative, and prepare children
for an interdependent world.
Participants will learn to converse in
Spanish and will explore the varied
cultures of Spanish speaking people.
Course topics include the festivals,
music, food, literature, and art of Spain
and Latin America, and exotic cultural
traditions especially the running of
the bulls and flamenco and mariachi
music and dance. Spanish language
learners will practice basic conversations
while they work in groups producing a
Spanish iMovie and practicing their oral
skills. Instructional activities include
practical vocabulary and grammar and a
consideration of techniques to integrate
Spanish into curriculum across the
grades.
readings; complete a curriculum project
based on course content.
Course Coordinator: Jose Toscano; Open
To: All; Time: F 4/15, 3:30-7:30; Sa 4/16,
8:30-4:30; Location: Scarsdale Middle
School, T104; Credit: One point salary credit
or stipend
Dots and Points on the Map:
Cuba #4738
The integration of creative arts into
the academic curriculum, a mandate
of state and national arts standards,
exposes students to the imagination
and innovation embedded in classic art
forms of people around the globe. An
exploration of painting, film, fashion,
stained glass, cuisine, and even games,
inspires an appreciation of the multiple
modes in which creativity is expressed
through different cultures. Students of
all learning styles respond to hands-on,
multi-sensory teaching as they examine
and replicate the design features evident
in the realities of historical and everyday
artifacts developed through the culture
of Cuba.
27
This course will introduce participants
to the country of Cuba as it begins to
open a new chapter in its history with
the United States. Participants will
explore Cuban history and culture
through literature, film, lectures, and
discussions with Cuban immigrants.
Cuban art will be explored through
creation of projects that can be replicated
in the classroom. The colorful history of
Cuba, including a discussion of recent
events, will be explored in depth and will
have participants walking away with a
greater understanding of this important
Caribbean nation.
readings and work; create an art project
for curriculum using course content.
Course Speaker: TBA; Open To: K-12;
Time: F 4/1, 3:30-7:30; Sa 4/2, 8:30-4:30;
School art rm; Materials fee: $15; Credit:
Global Challenges: Climate
Change and Food Security #4739
Two of the most urgent issues facing
the 21st century are the environmental
effects of climate change and food
security for a global population
expected to exceed nine billion by 2050.
Climate change will continue to lead to
frequent and intense extreme weather
events in the short term, and changing
weather patterns and temperatures
in the longer term. This, in turn, will
affect all dimensions of food security
— availability, accessibility, utilization
and stability. This course will empower
teachers to better understand and
explain to their students the basic science
of climate change and the significant
impact it can pose to global security.
28
Educators will examine the latest
scholarship from researchers and policy
advisors about climate variability and
explore the programs established to
address these challenges. Participants
will also meet with grassroots leaders
who will provide them with resources
to address food security and adapting
to climate change at a local level.
Additional activities include delving into
international resources for use in the
classroom, and learning about agencies
that assist vulnerable populations.
readings provided by the course
coordinators; create a unit of study or
lesson plan based upon the materials
shared in the course.
Course Coordinators: Carlos Bedoya, Brittan
Lambrix, Maria Valentin; Open To: K-12;
Time: F, 1/29, 3:30-7:30; Sa, 1/30, 8:304:30; Location: Scarsdale High School, 170;
Muslim Women: An Insider’s
View #4740
Female religious actors and ordinary
women of faith are under the microscope
in many traditions today. This course
takes a rigorous look at the diverse lives
and circumstances of Muslim women
in cultures abroad and at home in the
USA. In this seminar, participants will
read texts, unpack stereotypes, and peek
into the lives of real people – many
of whom the course instructor has
interviewed during her 20-year career
as a journalist and documentarian
covering Islam around the globe. The
course is structured to explore this topic
by geographic regions: East and Central
Asia, Middle East, Africa, and the USA
and will enliven cultural study in a
variety of classroom contexts. Resources
ranging from film clips to ethnic and
religious dress will be explored.
Requirements: Development of a project
that enhances classroom instruction
around the theme of the course.
Course Coordinator: Leila El-Chehabi;
Course Speaker: Anisa Mehdi, Journalist
and award-winning filmmaker; Open To:
All; Time: F 3/11, 3:30-7:30; Sa 3/12, 8:304:40; Location: Scarsdale High School, 170;
TEACHING STRATEGIES:
THE ARTS
LCE@STI #4741
Lincoln Center Education is devoted
to embedding meaningful aesthetic
education in elementary, middle, and
high school curricula for all students.
LCE offers a coherently structured
program that features teaching artists
working in close partnership with
classroom teachers during an intensive
summer workshop and through followup activities during the school year.
Monthly workshops continue the
Lincoln Center Education experience,
its philosophy, its capacities for
aesthetic learning, and its practices for
introducing and integrating aesthetic
education into curriculum. In pursuit
of this rich experience with the arts,
course activities for participants include:
working with teacher artists to develop
and integrate a Line of Inquiry into
curriculum; exploring works of art
with colleagues across the grades and
subject areas; experiencing the LCE
workshop model; using the Capacities for
Aesthetic Education to design curriculum
around a work of art. Through this
rich experience of learning over time,
participants will become members of a
professional community of educators
who share a profound interest in
integrating the world of the arts into
their students’ lives and learning.
Requirements: Complete required
readings; develop and share curriculum
applications of the course.
Course Coordinator: Lisa Forte; Course
Speaker: Diane Celentano, Dance/Lincoln
Center Coordinator, Scarsdale, retired; Open
To: K-12; Time: Th 9/17, 10/29, 11/19, 12/17,
1/28, 2/25, 3/31, 4/21, 5/26, 6/16, 3:30-5:30;
Location: Scarsdale High School, 170;
Credit: One or two points salary credit or
stipend
Making Meaningful Murals #4742
Throughout history, people have created
images on walls to celebrate religious
ceremonies, to commemorate important
events, and to document the values of a
society. The conception and planning of
a mural, its design and execution, and
the gathering of materials and division
of work all engage participants in group
cooperation and decision-making. The
use of images and symbols in murals can
be applied to all subject areas.
The course begins with a presentation
on how artists and teachers have
incorporated murals into their
curriculum. Participants will work
either alone or in groups to develop a
concept for a mural in their school or
community, plan the procedure, and
execute a painted mural. Murals may be
interdisciplinary, thematic, or specific to
a particular curriculum. Instruction on
the elements of art will guide participants
to design murals that are dramatic as
well as effective. Painting techniques to
be used with students of all ages will also
be taught. Participants will leave with a
mural design tailored to their curriculum
and students’ needs.
29
Requirements: Design and complete a
mural that integrates with a classroom
project.
Course Coordinator: Denise Cassano;
Open To: K-12; Time: F 1/8, 3:30-7:30; Sa
School, T17; Additional Costs: $25; Credit:
Multiculturalism Through Paper
Art #4743
Relating artistic ideas and works with
societal, cultural and historical contexts
deepens understanding and is a National
Standard for Arts Education that can be
applied to all disciplines to motivate student
learning. The art of paper cutting has
represented cultural values of diverse groups
since the sixth century. Understanding
cultural symbols and celebrations through
observing paper cutting will stimulate an
interest in world cultures and help students
to experiment with symbols and storytelling
in a unique format.
This course will examine the ancient
folk art of paper cutting as lens for
understanding world cultures. In China,
paper cutting, known as jianzhi, is one
of the oldest and most popular folk
arts. Some Chinese designs express
the wish for a harvest or a wealthy life,
while others illustrate scenes from
traditional myths or stories. In Mexico,
papel picado is used for both secular
and religious occasions. The beautifully
layered wycinanki cutting of Poland,
kamikiri of Japan and the festive paper
cutting of Israel are associated with
holidays and ceremonies in each country.
Participants in this course will examine
the techniques and cultural traditions
associated with paper cutting for
incorporation into their classrooms.
30
readings provided by instructors to
enhance understanding of the cultures
and symbols; complete a paper cutting
project and reflection that fits with the
participant’s curriculum and expresses a
cultural connection.
Course Coordinator: Linda Fisher, Miriam
Freedman-Carmen; Open To: K-12; Time: F
3/4, 3:30-7:30; Sa 3/5, 8:30-4:30; Location:
Scarsdale Middle School, T117; Additional
Costs: $25; Credit: One point salary
credit or stipend; Course limited to 20
participants.
The New Whitney Museum of
American Art as an Educational
Resource #4744
In addition to exhibiting art objects,
museums provide abundant resources
for teachers to use at the museums
and in their classrooms. Museum web
sites, teacher resource and education
centers, and museum libraries
offer access to electronic and print
educational materials at minimal or no
cost. Webcasts and opportunities for
videoconferencing are also available, and
will be tailored to the specific needs of
teachers and their curricula.
This course will offer participants a
guide to educational resources available
at the Whitney Museum of American
Art. Friday evening’s class at Scarsdale
High School will introduce participants
to classroom resources available through
the museum website. On Saturday, the
class will meet at the Whitney Museum
of American Art for guided tours
of the galleries with an overview of
object-based teaching strategies to both
integrate artwork into curriculum and
establish focal points in planning field
trips for students.
readings; create a project that integrates
art museum educational materials into
curricula.
Course Coordinator: Beth Colleary; Open
To: K-12; Time: F 3/18, 3:30-7:30; Sa 3/19,
8:30-4:30; Location: Scarsdale High School,
354 and New York City; Fee: Museum
entrance fee; Credit: One point salary
participants.
Art Museums as Resources for
Teachers #4745
This course will offer participants a
guide to educational resources available
at museums such as the Metropolitan
Museum of Art, the Guggenheim
Museum, and the Smithsonian. Friday
evening’s class will introduce participants
to classroom resources available through
museum websites. Saturday’s class will
meet at two New York City museum
Education Centers, the Uris Center at
the Metropolitan Museum and another
selected by class participants based on their
classroom needs. Guided tours of galleries
in the museum will also be included with
an overview of object-based teaching
strategies to integrate into curriculum
and focal points in planning field trips for
students.
readings; create a project that integrates
art museum educational materials into
curricula.
Course Coordinator: Beth Colleary; Open
To: K-12; Time: F 4/8, 3:30-7:30; Sa 4/9, 8:304:30; Location: Scarsdale High School, 354
and New York City; Fee: Museum entrance
fees; Credit: One point salary credit or
stipend
Voices from the Land: Art in
Nature #4746
Voices from the Land is a network of
teachers and students in exploration and
celebration of nature, of oral and written
language, of science, art, performance, and
the human imagination. The Voices project
invites participants to investigate language
and cultural diversity, biodiversity, and the
fragile relationship between people, nature,
and the passage of time.
Brian Hayes, Educational Information
and Resource Center, Voices from the
Land, will guide participants in the use
of natural landscapes as inspiration for
students to explore the power of written
and oral language, digital photography,
performing arts, online publishing, and the
strength of working collaboratively with
other people. Teams of 3-4 teachers will
explore the character of a local landscape:
a forest, meadow, stream, beach, or
other natural site. Each team will gather
natural materials to work with on-site:
leaves, sticks, ice, snow, mud, stone, sand,
pine cones, acorns, etc. As teams create
art from these materials, they use color,
shape, light, pattern, and the landscape to
discover the simple miracles of everyday
life. Participants will design a unit of study
that integrates and showcases the art and
poetry developed through the course.
readings; develop a lesson for curriculum
centered on the Voices from the Land-Art
in Nature.
Course Coordinator: Rich Clark; Course
Speaker:Brian Hayes, Educational
Information and Resource Center; Open To:
K-12; Time: F 10/23, 3:30-7:30; Sa 10/24,
170; Additional Costs: $30 materials fee;
31
Early Twentieth Century
Through Film #4747
Films can be effective teaching resources,
offering a window into American
cultural and social history while fostering
critical thinking through guided analysis
of the medium. The Common Core
standards highlight the importance of
such media literacy, calling on teachers
to “integrate and evaluate content
presented in diverse media and formats,
including visually and quantitatively, as
well as in words.” Storytelling in visual
format stimulates students’ senses and
engages their interest. When planning to
use film in the classroom, teachers need
to examine each for historical value,
point of view and purpose.
Participants will analyze a range of films
as they explore the global political and
social climate of the early 20th century.
Participants will use these films as a basis
for examining key historical events and
elements of plot, theme, and storytelling.
Historical essays, mini-lessons, and
critical analyses will add depth and
understanding to each film. Film
selections include Reds, Michael Collins,
Gallipoli, The Last Emperor, Cabaret.
readings; develop a project that reflects
themes of the course.
Course Coordinator: Steven Scharf; Open
To: K-12; Time: Tu, 3/1, 3/8, 3/15, 3/22,
3:30-6:30; Location: Scarsdale Middle School
library; Credit: One point salary credit or
stipend
Tablet-to-Tablet: Playful Books
and Toys III #4748
From clay tablets to the printing press
to the iPad, the record of the human
need to tell stories and the materials and
technologies developed in support of this
32
determination provides a unique and
fascinating multisensory exploration into
the history of the human race. Playful books, as well as toys, have been
used to stimulate curiosity and learning
in the young across cultures throughout
history. Innovative authors and artists,
not content with the flat page, have
developed flipbooks to represent time
sequences and popup books to add dimension to storybook reading. A
new series of historically relevant toy
and book forms will provide teachers
fun-filled and stimulating multi-sensory
strategies to integrate art and other
curriculum across the disciplines. A
pop-up book can be a fresh way to
explore a story and origami a unique
method to review course content. The
creation of these hands-on books will
bring new options to classroom practice.
As always, course activities will feature
interdisciplinary, hands-on activities to
help establish original ways to present
student and teacher work.
connection to classroom practice based
on course content and resources.
Open To: K-12; Time: F 12/18, 3:30-7:30; Sa
12/19, 8:30-4:30; Location: Edgemont Junior/
Senior High School, E-9; Credit: One point
15 participants.
The Art of Optical Illusion #4749
The National Standards for Arts
Education directs teachers to make
connections between the visual arts and
other academic subjects. Teachers know
from experience that interdisciplinary
art projects can motivate student
interest and learning in many areas.
Optical illusions are a seemingly magical
melding of science and art that engage
the observer in asking how such images
are possible. This course will explore
science through the peculiarities of
human vision that make illusions
possible and the art of the famous
deceptive images and their creators.
The work of artists such as Guiseppe
Arcimboldo and M.C. Escher will be
the basis for close observation and the
inspiration for participants to create
works that can be used in the classroom.
a unique curriculum integration of the
arts and classroom studies. The making
of books in the classroom will allow
each child to experiment creatively with
content and decoration, and will excite
and stimulate learning in reading and
writing, as well as social studies, the
sciences, and mathematics. This course is
suitable for any grade level.
Open To: K-12; Time: F 5/6, 3:30-7:30; Sa
5/7, 8:30-4:30; Location: Edgemont Junior/
Senior High School, E9; Materials fee: $15;
Course Coordinator: Lisa Scavelli; Course
Speakers: Mary Dee Merrell, Artist; Karin
Reetz, Artist; Open To: K-12; Time: F 2/26,
3:30-7:30; Sa 2/27, 8:30-4:30; Location:
Scarsdale High School art rm; Materials
fee: $30; Credit: One point salary credit or
Bookmaking Techniques from
Around the World #4750
Throughout history, people have
recorded information about themselves
and their lives using materials and
surfaces available in their environments.
The human story has been passed on
through the ages and around the globe in
pictures and symbols, graphics and text.
From cave painting to e-books, the same
urge to make life’s fleeting moments
more permanent and to communicate
with others can be used in the classroom
to stimulate interest in world cultures, to
connect the present to the past, and to
encourage self-reflection through artistic
and innovative endeavors in classroom
learners.
The course encompasses a wondrous
variety of book styles from around the
world. Each participant will create a
series of books using materials native
to many regions and also applicable for
many curriculum areas. The objective
of the course is to provide participants
bookmaking structures for integration
into a curriculum unit.
Jacob Burns Documentary Film
Study #4751
The resources at the Jacob Burns Film
Center assist teachers in developing
students who are equipped to analyze,
assess, and communicate using the visual
and aural media of the 21st century. Jacob
Burns programs guide teachers in media
literacy and teach them to empower
students to be active viewers, critical
thinkers, engaged world citizens, and
inspired creators.
Through lecture, instruction,
demonstration, and screenings, this
weekend institute, Documentary as a
Teaching Tool, will examine nonfiction
film. The course will explore the relative
terms of truth and realism through a
study of the documentary form and its
evolution over time. Filmmakers such
as the Lumiere Brothers, Errol Morris,
Werner Herzog, Gillo Pontecorvo, Alex
Gibney, and other transcendent artists
will be used as case studies on teaching
33
rhetoric, argument, and history in the
classroom. Specific content areas will be
addressed, with curriculum connections
made to the New York State Learning
Standards. Lesson planning, conception,
and design will inspire immediate
application in the classroom.
Course Coordinators: Stacey Dawes,
Natalie Farina; Open To: K-12; Time: TBA;
Location: Scarsdale High School,170 and
Jacob Burns Film Center; Credit: One point
20 participants.
ENGLISH LANGUAGE ARTS
Keeping Current with Young
Adult Literature #4752
Teachers need to stay current with highquality fiction that holds strong appeal
for young readers. With the knowledge
of trends and themes in age-appropriate
literature, teachers can inspire
enthusiasm for reading. With enhanced
awareness of new titles, participants
can be confident in recommending
appropriate literature for young adults.
Book discussions will focus on literary
elements, themes, and publishing trends
in young adult literature. An annotated
list of current well-reviewed titles will be
provided for each session. Participants
will be required to read two titles from
each list. Relevant reading materials,
activities, and speakers will be offered
from time to time to supplement
discussion. The first two books will be
announced before the first session.
Requirements: Read two books per
session; prepare reader responses.
Course Coordinators: Cara Hiller, Sharon
Waskow; Open To: 5-9; Time: Tu 10/6,
11/10, 12/8, 1/5, 2/2, 3:30-6, with remaining
34
dates to be determined; Location: Scarsdale
Middle School library; Credit: One or two
points salary credit or stipend; Course
The Nuts and Bolts of the
Writing Workshop #4753
Ensuring that all students develop high
levels of literacy requires teachers to
make a concerted, coordinated effort to
improve students’ proficiency as readers,
writers, and critical and creative thinkers.
As the Scarsdale elementary schools
continue to review and improve reading
and writing instruction and assessment,
teachers will benefit from engaging with
researchers in the field and discussing
the teaching of reading and writing with
their colleagues. The Scarsdale Schools
have partnered with Teachers College
Reading and Writing Project (TCRWP)
to support the teaching of literacy across
elementary grade levels throughout the
district. As they study the teaching of
writing, participants must understand
the elements of a successful writing
workshop and the structures of the Units
of Study. This course will serve as an
introduction to TCRWP and facilitate
cross-district dialogue about the teaching
of writing in the elementary schools.
This course is a condensed version
of the Teachers College Reading and
Writing Summer Institute. During this
two-day workshop, teachers will begin
to tackle the central role of curriculum
development and planning in the
teaching of writing. They will explore
units of study in writing workshop,
discuss the importance of assessmentbased instruction, and examine methods
of holding students accountable for
doing their best work. In addition,
participants will practice using literature
to help students craft their writing, and
model classroom structures that support
inquiry and collaboration.
Requirements: Read assignments
from The Guide to the Common Core
Writing Workshop and Writing Pathways;
participants will submit at least one,
four-to-six week unit plan and a
reflection about the course.
Course Coordinators: Trent DeBerry, Sue
Luft; Open To: K-6; Time: F 9/25, 3:30-7:30;
Sa 9/26, 8:30-4:30; Location: Scarsdale High
or stipend
Teachers College Reading
and Writing Project Saturday
Seminar—Fall #4754A and
Spring #4754B
As Edgemont and Scarsdale districts
continue to review and improve reading
instruction and assessment, teachers will
benefit from engaging with researchers
in the field and discussing the teaching
of reading and writing with their
colleagues. The Reading and Writing
Project of Teachers College at Columbia
University has been a think tank in the
area of literacy for 25 years, developing
state of the art teaching methods and
offering professional development in
using these methods. Through this
course, participants will combine
information from researchers at Teachers
College Reading and Writing Project
with discussion with colleagues to tailor
best practices to the needs of their
students.
The first session will include conducting
and discussing relevant research on
best practices in developing literacy.
In the second session, participants
will attend Teachers College Reading
and Writing Project Saturday Seminar,
where they will have the opportunity to
choose from literacy-based workshops,
including argumentative writing,
aligning instruction to the Common
Core Standards, utilizing performance
based-assessments, guided reading,
nonfiction through text sets, and many
more. The third session will include
debriefing and reflecting on workshops attended. Participants will
create a plan for updating best practices
in their own classrooms. This course
offers the opportunity for follow-up
available in the spring Saturday Seminar
in March.
readings; written reflection on two
workshops including a create a plan of
action for implementing components of
the workshops into classroom practice.
Fall: TCRWP Seminar #4754A
Course Coordinators: Marisa Ferrara, Arielle
Landeck; Open To: K-8; Time: Tu 10/14, 3:30-5:30; Sa 10/17, 9-4; additional Tu date
TBA; Location: Greenville School library and
Teachers College; Credit: One point salary
credit or stipend
Spring: TCRWP Seminar #4754B
This course follows the same format of
the fall Teachers College Reading and
Writing Project. The Spring Reunion will
be in March 2016.
Course Coordinators: Marisa Ferrara,
Arielle Landeck; Open To: K-8; Time: TBA;
Location: Greenville School library and
Teachers College; Credit: One point salary
credit or stipend
Assessing Reading Through The
Fountas and Pinnell Benchmark
Assessment System #4755A
The Fountas and Pinnell Benchmark
Assessment System provides a
comprehensive assessment of reading.
35
This assessment allows students
to engage in authentic fiction and
nonfiction texts giving teachers valuable
information on decoding, fluency,
comprehension, and reading behaviors.
The Fountas and Pinnell Benchmark
Assessment System offers suggestions for
instruction and allows teachers to make
informed decisions about the placement
of students.
In this course, teachers will explore the
materials in The Fountas and Pinnell Benchmark Assessment System. Teachers
will have the opportunity to learn more about the implementation of the
assessment. Through the use of videos
and sample running records, teachers
will learn about each component of the assessment. After dissecting and using
the assessment, teachers will discuss
the implications for instruction with
a focus on accuracy, comprehension,
fluency, and writing. This course will
provide teachers with time to collaborate
on using the assessment and identify
implications for instruction.
readings; written reflection on The
Fountas and Pinnell Benchmark
Assessment System and how this
assessment can be used within the
classroom, and create a written plan for incorporating this assessment in the
classroom.
Landeck, Jessica Leonard, Deborah Tashjan;
Open To: K-8 Edgemont; Time: F 12/4,
3:30-7:30; Sa, 12/5, 8:30-4:30; Location:
Seely Place School library; Credit: One point
20 participants.
36
Following up on The Fountas
and Pinnell Benchmark
Assessment System #4755B
After administering The Fountas
and Pinnell Benchmark Assessment
System, the link from assessment to
instruction via proven classroom
practices such as guided reading and
read aloud must be examined. Strong
teacher planning and organization is
required to implement these strategies so
that they meet the needs of all learners.
This course will provide background
knowledge on the importance of
planning instruction based on
assessments. Participants will learn how
to analyze data from reading assessments
to plan instruction. Through this
analysis, participants will decide how
to target student needs in whole class
mini-lessons, small group instruction,
and individual conferences. Participants
will plan instruction based on the needs
of their students, utilizing reading
assessments as their guide.
Requirements: Create a written action
plan for individual students based upon
methodology studied in the course.
Course Coordinators: Marisa Ferarra, Arielle
Landeck; Open To: K-8 Edgemont; Time: F
4/1, 3:30-7:30; Sa 4/2, 8:30-4:30; Location:
Writing Workshops, Minilessons, and One-to-One
Conferencing #4756
The Scarsdale Schools have partnered
with Teachers College Reading and
Writing Project (TCRWP) to support the
teaching of literacy across elementary
grade levels throughout the district. The
Teachers College Reading and Writing
Project at Columbia University has been
a think tank in the area of literacy for
over thirty years, developing state of
the art teaching methods and offering
professional development in using these
methods. The Units of Study in Opinion,
Information, and Narrative Writing is
one example of this community’s work.
Participants in this course will examine
the use of mini-lessons in the Units of
Study and prepare for writing workshop
conferences.
The first portion of this course will
focus on the heart of the writing
workshop: conferences. Teachers will
study structures that help with general
one-to-one conferencing, prepare for
conferences within specific Units of
Study, and create toolkits to use with
their students during conferences.
Saturday will focus on the mini-lesson,
including why mini-lessons are effective,
structures that support mini-lessons, and
how to decide what content to address
through a mini-lesson. Teachers will
collaborate by studying, writing, and
demonstrating mini-lessons.
Requirements: Read excerpts from The
Units of Study in Opinion, Information,
and Narrative Writing; create a
conferring toolkit for writing and
personalize one mini-lesson for a Unit of
Study.
Course Coordinators: Christine Boyer,
Trent DeBerry, Sue Luft ; Open To: K-6;
Time: F 10/16, 3:30-7:30; Sa 10/17, 8:304:30; Location: Scarsdale High School, 170;
century technologies. According to
the International Literacy Association,
literacy educators have a responsibility
to integrate information and
communication technologies (ICTs)
into the curriculum. Apps for recording
keeping and assessment, tools for
publishing and instruction, and blogs
and microblogs for students and teachers
evolve constantly, requiring teachers to
reassess their uses to stay current. This
course will focus on how teachers
and students can seamlessly integrate
technology during the writing workshop.
This course will improve teacher
and student documentation and
communication in the writing
workshop through the use of the latest
technological tools. Participants will
be introduced to online apps on how
to record and communicate useful
information efficiently. Teachers will
become familiar with the technological
tools for record keeping, assessment,
instruction, publishing and microblogging that are best suited to their
classroom communication goals.
Requirements: Teachers will create
technology toolkits to use in their rooms,
establish their own teacher blog page,
and write their first blog entry; teachers
will provide a written reflection of their
learning and describe their plan for using
some of the tools.
Course Coordinators: Chris Casal, Trent
DeBerry, Sue Luft; Open To: K-6; Time: F,
1/22, 3:30-7:30; Sa 1/23, 8:30-4:30; Location:
Scarsdale High School,170-172; Credit: One
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
37
The Digital Writing Workshop
#4758
Reading and writing have changed
with computer-mediated, networked
environments, and so too have our
conceptions about what it means
to be literate. In the digital world,
reading, thinking, and multimodal
communication strategies matter more
than ever. Offline texts reside in familiar
and bounded spaces that remain static
over time, but online texts are a part of
a dynamic and unbounded information
system that changes daily in structure,
form and content. Our students are
growing up in this constantly shifting
environment and as a result, teachers
must expand their literacy toolkit to
help students adapt to a constantly
changing landscape. This course will
focus on supporting teachers in active
literacy environments to reimagine how
technology can enhance their literacy
practices and student’s learning through
the digital writing workshop. The course
will bring together the key elements from
the theoretically sound framework of
the traditional writing workshop model
and the principles that will have direct
implications for the successful teaching
of digital writing.
The three components of digital literacy:
reading digital text, writing digital text,
and developing the technical skills
necessary to consume and produce
multimodal communications will be the
focus of this coursework. Participants
will study and develop a repertoire of
materials that will be used to teach their
students how to think critically and
creatively, to navigate an increasingly
digital world safely, and to construct
meaningful communication through
digital writing workshop.
38
Requirements: Read excerpts supplied
by course coordinators (Serafini, 2015;
Hicks, 2009, 2014; Goudvis et al. 2014);
teachers will outline Digital Reading
and or Writing Workshop Unit of Study
to be used with their students. Unit will
include mini lessons.
Luft, Paul Tomizawa; Open To: K-6; Time:
Th 2/4, 2/11, 2/25, 3/3, 3/10, 3/17, 3:30-5:30;
Location: Quaker Ridge School computer
lab; Credit: One point salary credit or
stipend
Literacy Centers and Response
to Intervention #4759
Response to Intervention (RTI) has
required teachers to provide Tier 1
intervention in the classroom. New
York State has mandated that all school
districts take appropriate steps to
ensure RTI implementation, including
providing professional development.
RTI requires that teachers coordinate
discipline-specific intervention for a few
students while overseeing whole group
instruction. The use of content-area
centers and the creation of prepared
materials to address the needs of Tier 1
students can aid teachers in the work of
providing appropriate instruction for all
students throughout the day. This course
will provide teachers an opportunity to
collaborate with colleagues and refine
strategies for maximum effectiveness in
addressing RTI.
This course will introduce the idea
of using and creating skill-specific
centers for teachers to use with students
identified for Tier 1 RTI. Participants
will also learn about supporting and
collaborating with each other about RTI
strategies via a Google community and
micro-blogging sites.
Requirements: Complete all assigned
readings; create skill-specific centers
consistent with evidence-based best practices.
Luft, Vivan Robert; Open To:K-6; Time: F,
3/4, 3:30-7:30; Sa, 3/5, 8:30-4:30; Location:
Scarsdale High School, 170; Credit: One
Picture Books in a Weekend
#4760
Children’s literature is constantly
changing and teachers need to stay
current and informed about the newest
and most notable picture books available.
Teachers also need time to discuss
and collaborate with colleagues and
to model the use of picture books in
classroom practice. This course will
explore literature as participants examine
new picture books and develop ways to
integrate them into current language
arts, social studies, math and science
programs.
This course explores picture books
published in the last three years.
Scarsdale Elementary Librarians will
highlight various titles by comparing
and contrasting literary quality, artwork,
pertinent themes, expressive language,
curriculum connections, readability
levels, and more. Participants will read
and discuss a wide variety of picture
books, keep readers’ journals to record
personal responses to the material, and
plan how each title may be used with
students. Participants will also learn
about various awards for the picture
book genre, including the Caldecott
Medal, and discuss the important
criteria that award committees consider
when choosing the “best” picture book
published.
Requirements: Read all assigned
material; create lessons reflecting course
content.
Course Coordinators: Scarsdale Elementary
Librarians; Course Speaker: Picture Book
author/illustrator to be announced; Open
To: K-6; Time: F 2/5, 3:30-7:30; Sa 2/6, 8:304:30; Location: Quaker Ridge School library;
Exploring New Literature
for English Language Arts
Instruction: Grades 3-6 #4761
To promote a love of reading in students,
teachers will gather together to share
new children’s books, both fiction and
nonfiction. As participants read and
review books in collaboration with
colleagues, they will determine which
ones integrate into the English Language
Arts program and which support other
subject areas on their grade level.
Participants will read new works. In
class, the literature will be discussed
and related teaching strategies will be
reviewed. Teachers will develop ideas
to link these materials to instruction.
At the completion of the course, each
participant will have read several books
and reflected on how to integrate them
into curriculum.
Requirements: Read a book and share a
description of an appropriate activity to
be used in connection with the new title.
Course Coordinators: Barbara Horowitz,
Vivian Sonnenborn; Open To: 3-6 and
parents; Time: Tu 10/6, 11/17, 1/12, 3/1,
4/12, 5/24, 3:30-5:30; Location: Greenville
credit or stipend; Participants should be
prepared to buy/borrow copies of new titles.
39
Read Like A Detective: Close
Reading Across the Content
Areas #4762
Close reading is an instructional practice
that guides students to examine text
through multiple readings for the
purpose of uncovering layers of meaning
and gaining deeper comprehension.
When students engage with a text, they
are able to think critically about what
they are reading and why it is important.
The Common Core State Standards
emphasize the worth of close reading
and highlight its use in content area
texts. Teachers will benefit from learning
strategies that help students apply close
reading techniques to both literature and
informational works.
Participants will learn the strategies
that help students “read like detectives”
as they explore text structure, and the
author’s purpose. Teachers will research
close reading theory and application
and identify ways to incorporate this
practice into reading and content
area units. Group members will work
collaboratively to integrate close reading
into their classroom practice as they
link close reading with text-dependent
questions, requiring students to cite
specific evidence from the texts in order
to answer. By the end of the course,
participants will have developed several
lessons that integrate close reading into
the curriculum.
readings; develop lessons that integrate
close reading within the content areas.
Landeck; Open To:K-6; Time: F 11/12, 3:30-7:30; Sa 11/13, 8:30-4:30; Location:
40
GENERAL
Gamify This! Increase Student
Engagement Through Gaming
#4763
Gamification is listed in the Top 10
emerging educational technologies (The
New Media Consortium) as an effective
method to increase student engagement,
critical thinking, problem-solving,
teamwork, and persistence required
for active learning. Games give players
permission to take risks that would not
be considered in a traditional academic
setting, and inspire students to create,
question, share, mix, modify, curate,
critique, and comment on content to
which they might otherwise be indifferent.
Through game-like elements, such as
quests and narratives, students control
their learning path, and along the way
develop a set of “need to know” questions
to guide them.
Participants will examine how gaming
transforms a student’s receptive role of
learning to a more self-directed and active
mode of inquiry. Course participants will
learn about gaming principles, systems
thinking framework, and examples of how
using quests, score cards and narratives
increases student engagement and critical
thinking skills. Participants will identify
an area of their curriculum to gamify
using existing templates. The gamification
model can be used to enhance the
curriculum in all levels from K to 12.
Requirements: Articles and website links
will be provided as required reading;
describe and complete a new gamified
skill or lesson/unit of study.
Course Coordinators: Cara Hiller, Melanie
Millard; Course Speakers: Denise DelBazo,
English Chair, Scarsdale Middle School;
Megan Troy, Social Studies Chair, Scarsdale
Middle School; Open To: K-12; Time: F
3/11, 3:30-7:30; Sa 3/12, 8:30-4:30; Location:
Scarsdale Middle School, T17; Credit:
Improving Student Engagement
through Gaming #4764
Research shows that play cultivates
the tenacity and persistence that leads
to effective learning. Moreover, when
students participate in games they are
more open to risk-taking they would
not consider in traditional academic
settings. Games inspire players to create,
share, mix, modify, curate, critique,
and comment on content to which
they might otherwise be indifferent.
Educational research validates the value
of games in motivating students to take
control of their own learning as they
develop a personal set of questions to
guide further exploration of a topic.
Participants will begin the course
by joining an online Scarsdale
game network. The group will be a
part of a Google community where
current research, resources, games,
simulations, and game templates can
be shared for classroom practice.
During course sessions, teachers will
work collaboratively to create games,
playtest their games, and improve or
modify current games. Teachers will
also experiment with digital gaming
platforms and coding, as well as
gamification systems.
Requirements: Participate actively in
a Scarsdale Game Google community;
design and present to the group a fully
completed game or gamified unit ready
to use with students.
Course Coordinators: Jeanne-Marie
Castiello; Sharon Waskow; Open To: K-12;
Time: F 4/15, 3:30-7:30; Sa 4/16, 8:30-4:30;
Location: Scarsdale Middle School, T102;
Learning Styles in the
Classroom #4765
In recent years, educational research
and programming have emphasized the
accommodation of individual student
differences in the classroom. Materials,
methods, and management systems have
proliferated rapidly. While strategies
have been developed that provide
alternative learning opportunities for
children and adults, the technologies
needed to assess and classify children
have been slower in coming. The
Murphy-Meisgeier Type Indicator for
Children (MMTIC) was developed out
of this need. Type Theory provides the
knowledge and skills for recognizing
why and how learning and teaching style
differences occur, what they mean, and
how educators can more effectively deal
with these differences.
Just as every teacher has a preferred style
of teaching, every student has a preferred
style of learning. In this course,
participants will explore ways to improve
student learning through the use of the
Myers-Briggs Type Indicator (MBTI).
Before teachers can apply the MBTI to
classroom use, they must learn about
their type and see how type relates to the
classroom. The workshop will develop
activities designed to accommodate
differences in teaching and learning
styles in order to maximize student
success.
take the Myers-Briggs Type Indicator;
41
Write a paper that applies Type Theory to
classroom or develop a unit of study that
incorporates Type instruction.
Course Coordinator: Jennifer Gilbert;
Course Speakers: Len Tallevi, Chair, Social
Studies, Scarsdale Middle School, retired, and
Education Coordinator for the Association of
Psychological Type; Marie Tallevi, Teacher,
Quaker Ridge, retired; Open To: K-12; Time:
F 3/4, 3:30-7:30; Sa 3/5, 8:30-4:30; Location:
Scarsdale Middle School library; Materials
fee: $15 for MBTI test; Credit: One point
The Reggio Emilia Study Group:
In the Spirit of the Studio #4766
The Reggio Emilia study group is a
place of encounter and dialogue where
teachers explore contemporary issues
in teaching and learning. Now in its
tenth year, the study group has explored
socio-constructivist pedagogy and the
roles of students, teachers, parents,
curricula, and the environment in the
21st century context. Essential questions
have guided teachers in their research:
what is the nature of learning and how
can classrooms become cultures of
thinking and problem solving? How
can teachers make visible the thinking
and learning that take place in their
classrooms? What is the role of the
environment in learning? The atelier
(studio) was a fundamental component
of the first Reggio schools and continues
to evolve. In the words of Vea Vecchi,
“The atelier brings the strength and
joy of the unexpected to the process of
learning… and favors the construction of
the imagination, and renders the process
of education more complete and whole.”
The study group will explore current
constructivist pedagogy (Reggio
Emilia, Project Zero) through readings,
discussions, videos, and school and
42
conference visits. Participants will
deepen their understanding of the
concepts of project-based learning,
design thinking, the studio and maker
spaces, and making thinking and
learning visible through documentation
in order to enrich their practice and
context. Participants will be introduced
to the concept of classroom mini-studios
and maker spaces with guest studio
designer, Robin Koo. Guest presenters
will include: Lella Gandini, Ben Mardell,
Robin Koo, and Scarsdale and NY area
teachers.
readings; create and share a project with
classroom/curriculum application.
Course Coordinators: Lindsey Hicks; Lorella
Lamonaca; Course Speakers: Lella Gandini,
United States Liaison for Reggio Emilia; Ben
Mardell, Lesley University professor and
Project Zero researcher; Robin Koo, Studio
teacher, Beginnings School; Open To: All;
Time: Tu 10/6, 11/2, 12/1, 1/5, 2/2, 3/1, 4/5,
5/3, 3:30-6:30, and Th 6/2, 3:30-6:30, with
additioan time for school visits; Location:
Heathcote/Edgewood school libraries;
Additional Costs: Purchase of the second
edition of the book In the Spirit of the Studio.
Eds. Lella Gandini, et al; Credit: One, two, or
three points salary credit or stipend
Seek and Ye Shall Find:
Digging into Databases #4767
Understanding the wealth of primary and
secondary resources available through
our vast array of online subscription
resources will allow teachers to construct
lessons and research projects with a clear
focus. Learning about these resources will
facilitate interdisciplinary and departmental
collaboration and conversation.
Teachers will refine their understanding
of the depth and breadth of what can
be accessed through the databases.
Participants will work on developing
skills which will allow them to make
maximum use of these sources; they will
be able to find materials for instruction
and will be better able to guide students
in the research process. This class will
be a laboratory for teachers to work
independently and collaboratively within
and across subject areas.
Requirements: Use material found in the
databases to construct class lessons or
design/redesign a collaborative or subject
specific research project.
Course Coordinators: Katja Rossi, Liz
Waltzman; Open To: Middle and High
School teachers; Time: Tu 10/13, 10/20,
11/17, 12/1, 12/15, 12/12, 3:30-5:30;
Location: Scarsdale High School library;
EQUITY AND ACCESS
Race (Still) Matters #4768
The Scarsdale High School study group
on race relations provides a vehicle
for heightening awareness of racial
issues through discussion, reading, and
multi-media resources. Participants
will examine the impact of race and
racial perspectives on classroom life,
the community, and the nation. They
will explore their own backgrounds
and take an introspective look at how
biography shapes personal attitudes
toward race and ethnicity. Topics will
include affirmative action, the Obama
presidency, white privilege, and raciallyinfluenced personal choices. Speakers
and readings include Shelby Steele,
Randall Kennedy, Peggy McIntosh, and
Tim Wise. Participants can anticipate the
involvement of the Jacob Burns Center
and Facing History And Ourselves.
The course, open to returnees and new
participants, will include relevant current
events and will revisit some topics
previously covered to prompt evolving
perspective and fresh thought.
readings; develop a curriculum project or
reflection paper based on course content.
Course Coordinators: Sheilah Chason,
Patrick Healy; Open To: Scardale High
School; Time: F 9/25, 2:15-3:30, with
remaining dates to be determined by group;
Location: Sarsdale High School, 362; Credit:
Two points salary credit or stipend
Learning Differences Study
Group #4769
Knowledge of the human brain and
its functioning is essential to an
understanding of how children learn.
Research in cognitive neuropsychology
has much to offer teachers in
comprehending a child’s individual
difficulties in reading, writing, or
math skills, and in understanding the
development of remedial approaches. An exploration of the specific neural
pathways involved with phonological
and orthographical functioning – the
elementary components of language,
executive functioning skills, and motor
skill output offers new and promising
strategies to identify and remediate
individual learning needs and difficulties.
Members of the course will participate
in a study group to explore the work of
Dr. Steven Feifer on the neuropsychology
of learning disabilities in reading,
writing, and math. Dr. Feifer, a nationally
renowned speaker and author in the field
of learning disabilities and emotional
disorders, is a valuable resource for
educators. Participants will read from
his books and participate in webinars
with him. Psychologists and teachers
will analyze the underlying skills that
43
enable children to learn and discover
how to design interventions tailored
to individual student needs. The group
may decide to focus on one aspect of
learning — reading, writing, or math
— and opt to continue with other areas
in the future. Participants will use what
they learn from the class to guide their
assessment of and interventions with
children.
readings; write a reflection paper based
on an analysis or intervention inspired
by course content.
Course Coordinator: Jennifer Turetzky;
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,
5/19, 3:30-5:30; Location: Heathcote School
staff lounge; Credit: Two points salary credit
or stipend
Meeting the Needs of Diverse
Learners #4770
Young people come to school with a
variety of special needs. Some come
from other countries speaking little or
no English; others may be considered
at risk for various reasons; and all have
unique prior experiences, abilities, and
educational readiness. In addition, the
average classroom is a mix of learning
preferences and styles that challenge
the teacher to engage all students.
Howard Gardner’s classic work on
Multiple Intelligences provides teachers
strategies for using students’ cognitive
abilities, the eight intelligences, to create
a differentiated learning community
within the classroom. When students
and teachers are partners in the learning
process, academic success for all students
can be achieved.
During this weekend course, participants
will explore each of the eight intelligences
44
described by Howard Gardner in the
context of differentiation. They will
examine best practices, case studies,
hands-on activities, video resources,
shared articulation, and assessment.
Participants will then incorporate these
concepts into lessons that make the most
of the diverse cognitive abilities of their
students. Teachers will also evaluate
their own lessons in the light of course
techniques for meeting the learning
needs of diverse learners.
readings; create a lesson plan that
incorporates Gardner’s Theory of
Multiple Intelligence.
Course Coordinators: Andrea Tripodi;
Emma Wixted; Open To: K-12; Time: F 1/22, 3:30-7:30; Sa 1/23, 8:30-4:30; Location:
Scarsdale Middle School library; Credit: One
Stress in Children and
Adolescents #4771
At each stage of development, a shifting
balance occurs between demanding
life events that heighten vulnerability
and the protective factors that enhance
resilience. As long as the balance between
stressful life events and protective factors
is favorable, successful adaptation is
possible. Stress affects the functioning of
children and adolescents at home, with
their peers, and in school. Teachers need
to be aware of the tensions faced by 21st
century students and knowledgeable
about strategies to increase youth coping
skills.
The goal of this course is to encourage
the development of coping strategies
in participants and in students. Course
members will be guided through a
clinical exploration of stress in schoolage children: psychological origins;
environmental factors; physiological
and psychological responses; related
influences including developmental stage,
gender, and culture. Participants will look
at the pressures in their own lives and
the methods they rely on to cope. Staff
will exchange concerns and issues that
they have experienced with students and
suggestions for individual and classroom
activities that promote stress reduction
including role plays, movie clips, songs,
and poetry. Increased knowledge and
sensitivity gained from course content
will help teachers to identify and
intervene more effectively with students
who are experiencing stress.
readings; complete a curriculum-based
project from course content.
Course Coordinator: Jennifer Walker; Open
To: K-12; Time: F 12/18, 3:30-7:30; Sa 12/19,
170; Credit: One point salary credit or
stipend
Social Thinking #4772
The ability to view the world from the
perspective of others, also understood
as perspective taking, is an important
developmental achievement. At best,
it is a normal and intuitive process, an
evolving ability to integrate information
from home and school, and to participate
in the classroom community. Most
children develop communication skills
as they grow by observing and acquiring
social information and learning how
to respond to the people around them.
However, many of the young have great
difficulty with this process. Students
will benefit when teachers deepen their
understanding of social thinking and
have access to the resources to address
the needs of students with social
thinking deficits.
A growing number of students are
being diagnosed with conditions such
as Asperger’s Syndrome, Learning
Disabilities, PDD, ADHD, and others.
While the names vary, deficits in the
area of social thinking are common
to all these diagnoses. In addition,
many students, not considered to have
identifiable learning problems, can
present with several of the same social
challenges. Course participants will learn
the theoretical basis of social thinking
and explore ways to help children
develop this essential type of cognition.
Participants will share their classroom
experiences that result from the
application of course content to practice.
readings; develop lessons that teach
social thinking.
Open To: K-12; Time: Tu 2/2, 2/9, 3/1, 3/8,
3/15, 3/22, 3:30-5:30; Location: Heathcote
School staff lounge; Credit: One point salary
credit or stipend
Bullying Behavior and
Relational Aggression #4773
As children of today rehearse their adult
behaviors of tomorrow, schools have
a responsibility to combat bullying.
Through targeted strategies, the sharing
of classroom best practices, and access
to professional resources, teachers can
guide students to develop empathy,
engage in healthy conflict resolution,
explore feelings, and promote a positive
change in peer relationships where
needed. Participants in this course will
explore the subject of the “mean girl”
phenomena in the schools: the behaviors
the term captures and the impact of
those behaviors, in both boys and girls,
45
on classroom community. Resources
and instruction will provide effective
strategies to create a caring classroom
community that is supportive of all
learners. The works of Diane Senn Bullying in the Girls’ World, Julia Taylor
-The Girl’s Guide to Friends, Jodi Picoult
- 19 Minutes, and the works of Rosalind
Wiseman all offer an examination
of social emotional development
and the importance of community.
Participants will examine news stories
from across the country and explore
videos such as Bullying: It’s Not Just a
Guy Thing and the Dateline episode,
My Kid Would Never Bully. Readings
will inform the discussions as well as
suggest a framework for developing
lessons that teach essential social skills.
Participants will share their classroom
experiences, adapt strategies from the
course to professional practice, and write
reflections on activities applied to the
classroom as a result of the course. Requirements: Complete assigned
readings; create and implement a
classroom activity based on course
material and write a reflection paper on
the experience.
Open To: K-12; Time: F 12/4, 3:30-7:30; Sa
12/5, 8:30-4:30; Location: Heathcote School
staff lounge; Credit: One point salary credit
or stipend
Reflecting on Special Education
Practices in the Mainstream
Classroom #4774
Teachers in Scarsdale and Edgemont,
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 non46
classified students. When faced with
these circumstances, teachers must be
confident of their ability to strategize
and utilize accommodations in the most
effective and efficient ways. Teachers
and their students will benefit from
professional development that focuses
on the types of intervention that can
address and even prevent problems in the
classroom from escalating.
In order to establish connections with
colleagues and on-going peer support,
participants will use experiences that
have challenged them by presenting
case studies at all levels of instruction. If
one teacher is experiencing a particular
difficulty with a student, the chances
are very good that at least one other
participant has had a similar experience.
Professional articles and other resources
that relate to specific disorders and
conditions can provide insight and offer
proven strategies. Resources will include
sample IEPs, 504 Accommodation Plans,
NYS laws and definitions, information
on standardized tests, and video clips
from films such as F.A.T. City and other
Rick LaVoie videos, Autism, The Musical,
etc. Participants will gain a repertoire
of strategies to incorporate into their
teaching practice.
readings; write a reflection paper or a case
study analysis that reflects course content.
Course Coordinators: Susan LaSalle, Andrea
Tripodi; Open To: K-12; Time: F 5/13, 3:307:30; Sa 5/14, 8:30-4:30; Location:
Scarsdale Middle School library; Credit: One
Developing A Better
Understanding of the Elements
of Communication Skills #4775
Educators in Scarsdale and Edgemont
frequently encounter children classified
by the Committee on Special Education
as learning disabled by virtue of a
language-based learning disability
or speech/language impairment.
Teachers want to know more about
these disabilities and their impact on a
child’s functioning and learning in the
classroom. Teachers and related service
providers must be aware of the nature of
these deficits, their potential effects, ways
to recognize when a child is struggling
because of these difficulties, and what
can be done to enable children with
language processing disorders to be
productive, successful, and self-assured
learners.
During this weekend course, participants
will examine issues of language
processing within the classroom setting.
Topics to be addressed are: theories of
normal language development including
Piaget’s developmental theory; theories
of language acquisition; case study
presentations; methods of detecting
learning disabilities in the classroom;
evaluation of language impairment;
accommodation of language-based
disabilities. Participants will have ample
opportunity for discussion, sharing of
knowledge, and development of lessons
and strategies to help children with
language-based disabilities to reach their
potential as learners.
readings; prepare a curriculum
application or a reflection paper that
demonstrates an understanding of the
course content.
Course Coordinators: Dana Kligman,
Andrea Tripodi; Open To: K-12; Time:
F 11/20, 3:30-7:30; Sa 11/21, 8:30-4:30;
Location: Scarsdale Middle School library;
SCHOOL, COMMUNITY AND
ENVIRONMENT
Teaching and Learning with
Monarch Butterflies #4776
The story of the monarch butterfly is a
story about North America, its people,
and the land that sustains all. Each fall,
monarch butterflies migrate. Many
travel east of the Rocky Mountains
making a 2,000 mile trip to Mexico,
while more go west of the Rockies
heading for the California coast. The
monarch’s journey provides a unifying
theme to teach essential skills in science,
literacy, geography, mathematics, world
languages, and more in a combination
of hands-on classroom and field
experiences. Participants will gain
the knowledge, skills, and materials
necessary to raise monarchs in the
classroom and create an outstanding
learning experience for students.
The course will be led by experts from
the Monarch Teacher Network, a program
of the Educational Information and
Resource Center (EIRC) of New Jersey.
Participants will develop lessons that
integrate multidisciplinary aspects
of the monarch butterfly’s story into
curriculum. Course sessions will guide
teachers through standards-based
activities for students of all ages and
abilities, with instructions on raising
monarchs, developing butterfly gardens,
applying inquiry-based science,
exploring Mexican/pre-Hispanic culture,
and much more. Participants interested
in distance learning will be able to
connect with schools in Canada, the
United States, and Mexico.
47
readings; develop lesson plans centered
on the monarch butterfly.
Course Coordinator: Rich Clark; Course
Speaker:Brian Hayes, Educational
Information and Resource Center; Open To:
K-12; Time: F 6/10, 3:30-7:30; Sa 6/11, 8:304:30; Location: Scarsdale High School, 170;
Additional Costs: $30; Credit: One point
School Nurse Study Group #4777
Teachers, parents, and students often
look to district nurses as resources for
advice on health issues that arise in
the news or in the schools. Medical
information is constantly being updated,
and the school nurses require adequate
time and opportunity to meet with
colleagues to discuss the latest findings
in their field. Study group participation
provides the nurses a venue to read,
listen, and share information that will
enhance health office practices.
Participants will choose books and
articles on topics that are relevant to
school health office concerns. Through
reading, participation in discussions, and
sharing daily-based practice information,
school nurses will become betterinformed advocates and resources for
their students and families.
readings and discussion questions;
maintain reflection journal.
Course Coordinators: Marcia Koff; Open
To: Nurses; Time: Session 1: Tu 10/27,
11/24, 12/11, 1/26, 3:30-6:30; Session 2: Tu
3/29, 4/19, 5/31, 6/14, 3:30-6:30; Location:
Scarsdale Middle School nurses office;
Credit: Stipend
48
The Quest for U.S. Energy
Independence: Parsing the
Facts from the Hype #4778
Future fossil energy supply comes with
technical challenges and significant
environmental, financial, and geopolitical
risks. As demand outstrips cheap
supply, higher prices and volatility will
recur with far-reaching consequences
extending into the adult lives of today’s
students. The topic of energy resources
and sustainability is therefore growing in
importance and relevance across grade
levels. Will energy price increases lead to
the development of newer, cleaner forms
of energy that may ultimately benefit the
nation and the world? What are the time,
substitution, and scalability issues?
Former petroleum geologist and peak oil
expert Sally Odland will lead this course,
focusing on the energy requirements of
our current lifestyle, the process by which
fossil fuels are extracted and changed
into usable forms of energy, and the
prospects for U.S. energy independence.
Focus will be on the interchangeability, or
not, of energy types, net energy returns,
and tradeoffs/challenges involved in
moving to the ‘new energy economy.’
Issues surrounding unconventional
oil and gas production by hydraulic
fracturing of shale’s like the Marcellus
formation in Pennsylvania and New York
will be examined in depth. Instruction,
participant questions, and group
discussion will separate hype from fact
to inform a better understanding of the
realities behind a potentially frightening
energy situation. Throughout the course,
connections to curriculum will be
emphasized. Teachers will develop critical
evaluation activities about energy that
can be incorporated into units of study at
any grade level.
application of course content.
Course Coordinator: Steve Boyar; Course
Speaker:Sally Odland, Dept. of Earth &
Environmental Sciences, Columbia University;
Open To: 6-12; Time: F 11/13, 3:30-7:30; Sa
11/14, 8:30-4:30; Location: Scarsdale High
School,170; Credit: One point salary credit
or stipend
Orienteering Across Disciplines:
Part I #4779A and Part II
#4779B
Orienteering combines vigorous
exercise with the development and use
of compass and map reading skills in
the context of cooperative learning and
collaborative decision-making. The skill
of orienteering and the use of a compass
can be powerful tools in elementary
and secondary education across the
disciplines.
This course will teach participants how
to use a compass and to apply this skill
with students using highly motivating
activities in the classroom. Orienteering
requires participants to follow directions,
adapt to new situations, and cooperate in
developing plans as well as reading maps
and compasses. Teachers will participate
in group problem solving activities that
can be readily used in the classroom in
many subject areas. Each participant
will design an interdisciplinary learning
unit that includes math, science, social
studies, reading, writing, technology and
physical education.
create a lesson plan from the material
learned in the course.
Course Coordinators: Edward Kennedy,
Sean Wood; Course Speaker: Gerald C.
Murphy, Jr., Outdoor Environment Education
Consultant; Open To: K-12; Time: F 10/23,
3:30-8; Sa 10/24, 8:30-4; Location: Seely
Place School, 209 and outdoor locations;
Orienteering: Part II #4779B
This follow-up course to Orienteering
Across the Disciplies Part I takes
orienteering to a new level, outdoors.
On Friday, each participant will review
orienteering skills and apply them to
math, science and physical education
activities and instruction. On Saturday,
activities in experiential education
at county parks will hone participant
orienteering skills. The foundation of the
outdoor experience will be orienteering
and how individuals can use their
knowledge to create an experiential,
interdisciplinary experience for students.
Prerequisite: Orienteering Across the
Disciplines Part I.
Course Coordinators: Edward Kennedy,
Sean Wood; Course Speaker: Gerald C.
Murphy, Jr., Outdoor Environment Education
Consultant; Open To: K-12; Time: F 5/20,
3:30-8; Sa 5/21, 8:30-4; Location: Seely Place
School, 209 and outdoor locations; Credit:
One point salary credit or stipend
Stone Barns as an Educational
Resource #4780
Many schools have created their own
school gardens to help teachers and
students explore and understand
sustainability. In this course, which
supports the Scarsdale Green Schools
Initiative, teachers across all disciplines
will explore how food is produced and
49
consumed to bring new lessons to their
classrooms and gardens.
This course will allow teachers the
opportunity to spend time at Stone Barns
Educational Center to learn the inner
working of their farm and understand
the importance of sustainable agriculture
in today’s world. Stone Barns is a facility
devoted to environmental sustainability
and educating teachers, students and the
general public about how food affects our
health, land and environment. Teachers
will explore the meaning of how food
affects our health, land and environment.
On Friday, teachers will tour the farm
with the head of education and other
Stone Barns employees to learn about
inner workings of Stone Barns. On
Saturday, teachers will partake in a
hands-on gardening program run by the
education program. It will focus on tips
and tools for connecting a garden to the
curriculum. Resources will be shared
and activities for using school gardens
across all disciplines will be explored.
Course Coordinator: Marci Rothman;
Course Speaker: Jennifer Rothman, Head
of Education at Stone Barns; Open To: K-12;
Time: F 11/20, 3:30-7:30; Sa 11/21, 8:304:30; Location: Stone Barns Educational
Center, Pocantico Hills; Additional Costs: A
$25 fee is required to cover the cost of dinner
Friday night and lunch Saturday; Credit: One
Challenge Course Workshop I
#4781
Challenge Course Workshop I creates
a setting for participants to develop
essential skills that enhance personal
leadership, effective teamwork, and
50
decision-making. Through challenging
group and individual experiences,
teachers deepen their capacities for
problem solving and working with
others as they complete a succession of
tasks. When teachers take on the role
of learners in the face of demanding
activities, they can better empathize with
the challenges their own students face.
Participants will test their problemsolving strategies and communication
skills through a series of experiences
designed to foster effective teamwork.
They will examine realistic goal-setting
and collaborative decision-making,
observe different leadership styles,
and identify their own management
skills. Participants will experience
growth related activities in the area of
physical, social, and emotional risktaking. Strategies that create a classroom
environment fostering self-esteem will be
emphasized.
Requirements: Participate in all course
activities; select a “challenge by choice”
alternative based on readiness for specific
physical challenges; keep a journal
reflecting on personal experiences and
observations gained from participation
in activities and prepare a presentation
for the group based on journal
reflections.
Course Coordinators: Barney Foltman,
Robert Keith, Kevin Roemer; Open To:K-12;
Time: F 6/3, 3:30-7:30; Sa 6/4, 8:30-4:30;
Location: Scarsdale Middle School, gyms A &
B; Credit: One point salary credit or stipend;
Water for Westchester #4782
Clean water from the Croton reservoir
system has serviced New York City
and Westchester for over one hundred
years. Nine million individuals consume
approximately 1.4 billion gallons of water
per day and over 500 billion gallons
per year from this remarkable system,
a unique feat of engineering. The story
of the construction and development of
the Croton reservoir system recounts
a fascinating intersection of science,
politics, and the environment with vital
policy implications for today. Teachers
and their students will find important
lessons in this history.
Through readings and discussion,
participants will deepen their knowledge
and awareness of Westchester’s water
supply and the system through which it
travels. On Saturday, the class will tour
the Croton Watershed area and learn of
the ecology, evolution, and development
of the Croton Reservoir system from a
local historian. In addition, the impact
of individual and community actions
to sustain a clean water supply for
the future will be explored, and the
chemistry of water will be examined
as it relates to the maintenance of this
complex water system. Throughout
the course, classroom applications
and curriculum integration will be
emphasized.
readings; based on course content,
develop a curriculum project reflecting
on policy alternatives to preserve the
reservoir system.
Course Coordinators: Steve Boyar, Elise
Levine; Course Speaker: Friends of the
Old Croton Aqueduct; Open To: K-12;
Time: F 10/2, 3:30-7:30; Sa 10/3, 8:30am4:30; Location: Scarsdale High School, 391;
Additional Costs: $5.50 Materials Fee for
The Old Croton Aqueduct; Credit: One
TECHNOLOGY
Google and the STI
The introduction of the Google Apps
suite in Edgemont and Scarsdale has
opened new and exciting avenues for
the creation of digital content and
collaboration among students and
teachers. Google Apps is a massive
new technology platform with many
components and features. While some
teachers are novices in the world of
Google, others have requested instruction
in Google’s more advanced features.
To move to the next level of expertise,
beginners and experienced Google users
alike will benefit from guided instruction,
collaboration, and hands-on learning to
master Google’s resources for classroom
use. The STI courses that follow are
offered at a range of levels and meeting
times to accommodate the professional
development of Edgemont and Scarsdale
teachers and staff.
Google Apps Educator
Certification #4783
Google has developed a “Google
Certified Teacher” curriculum whose
goal is to arm classroom teachers with
a working knowledge of the main
pieces of the Google Apps platform.
The goal of this course is to review the
Google curriculum to help Edgemont
and Scarsdale teachers become Google
Certified. In addition to preparing
participants to take the five online exams
required to achieve the certification,
attaining this level of knowledge of
Google Apps will enable participants to
identify and deploy tools to support a
wide range of classroom and professional
activities with confidence.
This course will consist of six sessions
that will cover content to help
51
participants prepare for and take exams
for Google Educator Certification. The
sessions will include training in Google
apps technical capabilities as well as
profiling curriculum integration projects.
All sessions will include time for handson practice, and real-time collaborative
learning experiences that will allow
teachers to understand how the use of
Google apps can transform learning.
Requirements: Complete at least one
exam to qualify for Google Certified
Educator status (cost of exam is not
included in the course); teachers will
design a lesson that incorporates one
or more of the tools introduced in the
course, document it using one of the
Google tools, and present it to the group
during the final class session.
Course Coordinator: Bryan Paul; Course
Speakers: Jerry Crisci, Director of
Instructional Technology and co-Director,
the Center for Innovation, Scarsdale; Michael
Curtin, Director of K-12 Curriculum and
Instructional Technology, Edgemont; Open
To: All; Time: Tu 12/1, 12/8, 12/15, 1/5,
1/12, 1/19, 3:30-5:30; Location: Edgemont
Junior/Senior High School, A11, and Scarsdale
High School, 170; Materials fee: To achieve
Google Educator Certification, teachers
must pass five online exams, each of which
costs $15. While taking the full suite of five
exams is optional, participants must pass a
minimum of one Google exam in order to
meet the requirements of the course; Credit:
Google Basics #4783A and
Google Advanced #4783B
Google Basics is an introduction to the
suite of Google Apps, while Google
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 hands52
on practice and collaboration with
colleagues that will allow teachers to
more fully understand how Google apps
can transform their classrooms.
The Google Basics course should
be considered a prerequisite for
the Advanced Course, except with
permission from the instructors.
readings; design a project or classroom
use demonstrating competence with
Google features.
Fall: Google Basics #4783A
The Basic course will provide in-depth
coverage of basic skills, tips, and tricks
to use each platform effectively. Each
session will focus on one platform:
Gmail, Calendar, Drive, or Chrome.
Course Coordinators: Chris Casal, Vivian
Robert; Open To: All; Time: W 10/7,
10/14, 10/21, 11/4, 11/12, 11/16, 3:30-5:30;
Location: Heathcote computer lab; Credit:
Spring: Google Advanced
#4783B
The Advanced sessions will build upon
basic skills, leading to eventual expertise
as a “Google Ninja.” Each session will
focus on more advanced training in each
platform: Gmail, Calendar, Drive, or
Chrome.
Course Coordinators: Chris Casal, Vivian
Robert; Open To: All; Time: W 3/2, 3/9,
3/30, 4/6, 4/20, 5/4, 3:30-5:30; Location:
Heathcote computer lab; Credit: One point
20 participants.
Become a Google Ninja #4783C
and Beyond Google Ninja
#4783D
Become a Google Ninja is a course
designed for teachers who are already
users of the core tools of the Google apps
suite in the classroom: Docs, Calendar,
and Sites. The Google toolbox is deep,
and the most familiar apps only begin to
tap Google’s full power and potential with
students. This advanced exploration of
Google software features demonstrations,
instruction, and hands-on experience
with Google’s revolutionary tools
including Google Archive, Books, News,
and Maps. Participants will become
familiar with new technological advances
developed through Google’s fabled
20 percent program. The 20 percent
program, heralded by Tony Wagner as
a model for encouraging innovation,
provides for Google employees to
devote 20 percent of their time to
passion-based projects. Participants
will also consider power-user strategies
to leverage the unique capabilities of
Google into curriculum. Sessions will
include examples of best practices as
models for participants to develop their
own projects for sharing with the group.
Newly minted Google Ninjas will return
to their classrooms with a full toolbox of
strategies and tools to employ.
readings; design a project or classroom
use demonstrating competence with
Google Docs features.
Become a Google Ninja #4783C
Course Coordinators: John Calvert, Michael
Pincus; Open To: All; Time: F 11/13, 3:307:30; Sa 11/14, 8:30-4:30; Location: Scardale
Middle School, P183; Credit: One point
20 participants.
Become a Google Ninja #4783D
Beyond Google Ninja continues to
explore the latest additions to Google
Apps for the classroom in the spring.
As with Becoming a Google Ninja,
participants in this course are expected
to have experience using Google Docs,
Calendar and Sites.
Course Coordinators: John Calvert, Michael
Pincus; Open To: All; Time: F 5/20, 3:307:30; Sa 5/21, 8:30-4:30; Location: Scarsdale
20 participants.
Google Classroom and More
#4783E
Google Classroom is one of the newest
education apps available through Google.
Classroom offers teachers a way to extend
the classroom virtually, to manage the
flow of papers/assignments, and to
provide feedback to students in realtime. In addition, the platform allows
teachers to manage online discussions,
share resources, and communicate
one-on-one with students, all within a
controlled, secure environment. Mastery
of Google Classroom can enhance teacher
and student communication, personalize
instruction, and engage students at many
levels.
In this course, participants will
experience Classroom both as teachers
and as students. Participants will join
the Classroom and will participate
in discussions, submit assignments,
revise and resubmit assignments as if
they were students. This experience
will enable teachers to appreciate and
understand how their students view
and experience Google Classroom. It
will also enable them to troubleshoot
issues and concerns that may arise for
53
their students. Participants will also
create their own Classroom classes, add
students and co-teachers (if applicable),
create assignments, comment on,
grade, and return assignments, facilitate
discussions, and post announcements. Requirements: Join the STI Classroom,
complete assignments, revise and
resubmit assignments, create a
Classroom class for classroom use
and create assignments, comment on,
grade, and return assignments, facilitate
discussions, and post announcements;
present a lesson or project using one or
a variety of the tools available through
Classroom.
Course Coordinators: Christine Cecere,
John Scutero; Open To: All; Time: Th 10/1,
10/8, 10/15, 10/22, 10/29, 11/5, 3:30-5:30;
credit or stipend
Tech Tips for Every Learner
#4784
Learning Resource teachers, teachers of
self-contained classrooms, and general
education teachers will enhance their
practice through technology resources
that are effective with special needs
students. Various applications, suitable
for children of all abilities, have been
particularly successful for students with
disabilities such as ADD/ADHD, LD,
and speech and language difficulties.
These technology resources provide
students learning experiences that are
multimedia, interactive, highly visual,
auditory, tactile, and enjoyable. With
knowledge of these resources, IEP
team members can make informed
choices regarding appropriate assistive
technologies to develop strategies
for differentiating instruction, and
54
addressing the academic, social, and
emotional needs of any child.
Teachers will examine examples of
hardware and software and the strategies
for using them to remediate specific
learning difficulties. Participants will also
explore a variety of websites, for example,
Stanford University’s www.Lumosity.
com, developed for learners with special
needs. Students with learning difficulties
often benefit from the multisensory
approaches and interactive software that
touch technology and well-designed SMARTBoard activities can provide.
Decoding lessons take on new vibrancy
when delivered through PowerPoint
and Keynote connected with PAF
(Preventing Academic Failure), support
program for teaching reading, spelling,
and handwriting. Students also benefit
when able to communicate and
collaborate through online venues in
videochats, Wikis, Google Docs, and
more. Participants will also consider
the use of educational apps for the
iPad, iPod, iPhone, and Android-based
phones. Teachers will collaborate
and pool strategies for intervention,
reinforcement, and enrichment that
address the wide range of needs in the
classroom.
readings; develop a project that can be
used as a lesson or unit in the classroom
for students with disabilities including
ADD/ADHD, LD and speech and
language difficulties.
Course Coordinators: David Scholl, Paul
Tomizawa; Open To: All; Time: F 12/11,
3:30-7:30; Sa 12/12, 8:30-4:30; Location:
Fox Meadow School computer lab; Credit:
The New iWork #4785
Traditional use of computers in the
classroom includes word processing,
desktop publishing, spreadsheets,
and presentations. Apple’s iWork is a
newly updated suite of software that
includes Keynote for presentations,
Pages for desktop publishing, and
Numbers, Apple’s spreadsheet program.
Curriculum applications for the use of
the iWork suite in classroom practice
spans all grades and subject areas.
Participants will learn the basics of the
three iWork applications along with
the newest features and the curriculum
possibilities of each. Online tutorials
will support direct instruction and
serve as an on-going resource for
participants. Exemplars will be offered
and participants will design and create a
detailed curriculum lesson to meet the
specific needs of their students using one
or all of the iWork suite applications.
readings; design a curriculum project
utilizing the iWork suite.
Course Coordinator: Erik Holvig; Open To:
All; Time: F 4/8, 3:30-7:30; Sa 4/9, 8:30-4:30;
Location: Greenacres School computer lab;
The Art of the Presentation
#4786
Presentation software has evolved to
allow teachers and students to integrate
images, music, and video with stunning
results. With a wealth of software
available in the classroom, students and
teachers now have the opportunity to
design and deliver presentations that
educate and inspire their audiences.
Participants will learn the art of
presentations through guided instruction
and will experiment with a variety of
digital tools that support and enhance a
range of personal styles while effectively
communicating: PowerPoint, Keynote,
Google Presentation, and iMovie.
In addition, they will explore the
elements that capture the attention of
an audience including text, voice, video,
music, animations, and transitions.
The weekend will culminate in a
final curriculum based project that
demonstrates an understanding of these
elements as well as design concepts
in creating digital presentations that
illuminate curriculum skills and
knowledge.
readings; complete a curriculum based
project using the programs learned in the
course.
Course Coordinators: Steve Scharf, Paul
Tomizawa; Open To: All; Time: F 11/6, 3:307:30; Sa 11/7, 8:30-4:30; Location: Scarsdale
Coding to Learn: Using Scratch
in the Curriculum #4787
National and local interest in having
students learn computer programming
as a way to promote computational
thinking is growing. The Lifelong
Kindergarten group at MIT created a
programming language called Scratch
to help elementary and middle school
students understand basic coding
concepts. Scratch allows virtually anyone
to create online interactive projects that
can be used by others around the world.
A course is needed to help teachers
understand the power of using Scratch in
the classroom to allow students to create
instructional projects that can be shared
with their peers.
55
This course will help participants
understand how to use Scratch with
students. In addition to covering the
basic elements of coding, participants
will see examples of Scratch projects in
the curriculum.
Course Coordinator: Erik Holvig; Open To:
All; Time: F 10/16, 3:30-7:30; Sa 10/17, 8:304:30; Location: Greenacres School computer
lab; Credit: One point salary credit or
Requirements: Create a project using the
Scratch programming language that has
a classroom/curriculum application.
Comics and graphic literature offer
teachers a powerful and innovative
means for students to envision the future,
understand historical events, explore
their own narratives, and learn about
graphic images, text, technology, and
design. By engaging students to become
the figure in their own comics, they
will participate, be heard, and explore
their story in a visually meaningful way.
The project nature of the work provides
deeper and more comprehensive
learning, an appreciation of the
collaborative process, and improved
social skills in a mode compatible with
the digital generation’s affinity for visual
representation.
Course Coordinators: Jerry Crisci, Peter
McKenna; Open To: K-8; Time: F 1/23,
3:30-7:30; Sa 1/24, 8:30-4:30; Location: Fox
Meadow School computer lab; Credit: One
Interactive Digital Books #4788
Interactive Digital Books can enhance
journals, research projects, poetry
assignments, and even notetaking. In
this course, teachers will learn how to
create stunning digital books with their
students using both iBooks Author for
Mac and Book Creator for iPad. Teachers
can also develop classroom resources,
textbooks and other content material for
students to access through the iPad and
other devices.
Teachers will learn how to make
handouts, video and audio lectures,
internet links, and their iBooks
more accessible to their students and
colleagues. By the end of the course,
participants will know how to transform
existing curriculum into rich online
lessons with 3-D models, graphics,
interactive quizzes, and embedded
movies or sound clips for student use
and sharing with colleagues.
Requirements: Design and share an
iTunes U course supporting current
curriculum using iTunes U Course
Manager.
56
Star in Your Own Comic #4789
Participants will use Comic Life and
photographic images to make comics.
During the first session of the weekend
course, participants will review and
expand their Photoshop skills. They will
also learn about Comic Life, the basics
of digital photography, and use of a
green screen. During the second session,
participants will develop ideas as they
design, photograph, and create high
quality, curriculum-based digital comics
using photography and images they
produce.
readings; create a curriculum-based
comic using photographic images.
Course Coordinators: Linda Fisher, Steve
Goodman; Open To: All; Time: F 12/4, 3:307:30; Sa 12/5, 8:30-4:30; Location: Scarsdale
15 participants.
iMovie In a Weekend #4790
Beginners and experienced users alike
will iMovie video production software
to be a versatile tool in the classroom.
Novices to iMovie will appreciate the
ease of features like “drag-and-drop” that
facilitate the addition of video and audio
clips to a project. iMovie veterans will
note the new dynamic themes with titles,
transitions, and credits, including an
Indiana Jones style animated travel map
that identifies shoot locations. iMovie’s
accessibility and ease of application enable
teachers at all levels of video editing
expertise to apply the latest technology in
the classroom
Participants will learn to use iMovie
to enhance classroom lessons and to
facilitate project-based learning. Teachers
and students can create high-quality
video presentations to illustrate abstract
concepts or documentaries that highlight
the relevance of social issues. Compelling
projects combine digital video, photos,
and music, and voice narration. Even
beginners will be able to use iMovie’s new
“green screen” feature. In addition, with
knowledge of iMovie ‘13, participants
will be able to make use of advanced tools
readily available in their schools.
Requirements: Complete a 4-6 minute
curriculum-related video including edited
footage and music; complete a journal or
reflection on the weekend’s activities.
Course Coordinator: Andy Verboys; Open
To: All; Time: F 1/8, 3:30-7:30; Sa 1/9, 8:30-4:
30; Location: Scarsdale Middle School, T14;
ST@C: Scarsdale Teacher
Collaborative and Innovation
Classrooms #4791
Changing conditions in the world
of education raise serious questions
about school and school reform, and
many experts identify innovation as
the essential driver for keeping up with
an evolving education landscape. In
order to achieve innovation, teachers
must broaden their understanding
of the content, skills, strategies, and
dispositions necessary for students
to adapt to a world in transition.
Teachers also need time and space
to research and design new ways of
teaching with technologies that facilitate
creative, critical, and higher order
thinking environments for students. By
examining the best of traditional and
current theories of education, including
technologies for the dissemination of
ideas, teacher capacity for innovation
will expand, leading to a culture of
learning where knowledge is shared and
continuous. Participants will engage in a yearlong
course exploring aspects of innovation
in education. Teachers will gain an
overview of specific technological and
pedagogical tools for the classroom while
establishing a professional network for
more in-depth study. Over the course
of the school year, brief workshops will
be offered and teachers will choose at
least ten to focus on bringing to their
classrooms.
Requirements: Attend a 2-hour
introductory overview of Innovation in
Scarsdale in October; participate in a
minimum of 10 one-hour seminar topics;
complete an action research project that
communicate discoveries and challenges
using these tools in the classroom.
57
Course Coordinators: John Calvert, Steven
Scharf, Paul Tomizawa; Open To: K-12; Time:
2-hour Introductory Workshop in October;
Choice of 10 sessions over the course of
the school year; Location: Scarsdale Public
Schools; Credit: One point salary credit or
stipend
Course Coordinator: Douglas Vermes;
Open To: K-12; Time: F 10/2, 3:30-7:30;
Sa 10/3, 8:30-4:30; Location: Scarsdale
participants.
Using GeoGebra in the Math
Getting the Most Out of Infinite Classroom #4793
Campus #4792When math teachers integrate
Using technology to track student
learning and maintain communication
with parents is increasingly important
in today’s world. For the past nine years,
Scarsdale has been making increasing
use of Infinite Campus (IC) to track
student information. Over time, many
new features have been added to IC to
make it even more useful for teachers
and administrators. Knowing how to
make better use of IC can help teachers
save time, track student progress, and
keep parents even better informed of
their child’s progress in class.
Participants in this course will learn how
to use the Infinite Campus Gradebook,
the various reports to which we have
access, and Campus Messenger. In
addition, participants will learn how to
use Campus Instruction, the new teacher
interface that has recently been added to
Infinite Campus.
Requirements: Use Infinite Campus
outside of class sessions to develop a
list of questions for us to address in
the course; participants will set up a
gradebook in Infinite Campus, a seating
chart, and at least one message template
that can be used to communicate with
parents.
58
technology into instruction, they
facilitate discovery-based learning, an
important strategy in the teaching of
mathematics. GeoGebra is an interactive
geometry, algebra, and calculus
application that can be used with a Mac
or PC. With a proper understanding
of the many features of this software,
mathematics teachers can design
dynamic demonstrations and discovery activities to incorporate
into their lessons. Additionally, these
activities can be posted online for
students to access at home.
Through lectures, demonstrations,
and hands-on activities, participants
will learn new ways to invigorate math
instruction by using GeoGebra in the
classroom. GeoGebra’s preconfigured
tools make it easy for teachers to
create and project points, vectors,
lines, segments, conic sections, and
more. Once students master the basic
technology, the class will learn how to
embed a GeoGebra applet in a webpage
for classroom use and to create sliders,
those controls that appear on the screen
in a computer program. A button can
easily change the value associated with a
slider and change functions dynamically.
Using the software, participants
will create curricular activities and
demonstrations to be presented to and
discussed by the group.
readings; create a GeoGebra applet for
use in a math course.
Course Coordinator: Doug Vermes; Open
To: MS/HS Math; Time: F 11/20, 3:30-7:30;
Sa 11/21, 8:30-4:30; Location: Scarsdale High
or stipend
Geocaching: A High Tech
Treasure Hunt #4794
Geocaching, a term coined in 2000,
combines the prefix geo for earth with
cache for a hiding place. Geocaching is an
outdoor treasure hunting game, similar to
orienteering, with the standard compass
replaced by a GPS-enabled device set to
specific coordinates where a geocache
container is hidden. The successful finder
of a cache signs a log at the site and shares
the treasure find with geocachers online.
There are 1,796,434 active geocaches and
over 5 million geocachers worldwide.
Participating in a geocaching activity
engages students in a highly motivating
activity that enhances mapping skills,
reinforces knowledge of latitude/
longitude, creates a global community of
geocachers, and reinforces awareness of
GPS operations and their use. Geocaching
engages teachers and students in a
scientific process of exploring the world
around them using new technologies.
In this course, teachers will learn how to
use GPS units to gather and record digital
data and to access related online resources
and maps. Workshop participants, with
GPS devices in hand, will collaborate
with colleagues to find the location of
geocaches set at hidden places around the
Fox Meadow property. Course activities
include instruction on setting caches and
marking waypoints, using Google Earth
for mapping and navigating, and taking
a field trip to locate real world caches
nearby. Participants will engage in a team
building experience, a learn-by-doing
activity that can enhance and enrich
classroom learning across the grades.
Participants will plan and implement
curricular units that utilize GPS units and
geocaching in the classroom.
readings; create a lesson plan that
integrates geocaching in the classroom.
Course Coordinators: Peter McKenna, Doug
Rose; Open To: All; Time: F 5/13, 3:30-7:30;
Sa 5/14, 8:30-4:30; Location: Fox Meadow
computer lab; Credit: One point salary
participants.
MakerSpaces and Rube
Goldberg #4795
For educators, this maker movement
overlaps with the natural inclinations
of children and the power of learning by
doing. The active learner is at the center
of the learning process, amplifying the best
traditions of progressive education.
Invent to Learn, Stager and Martinez
Participants will experience the
makerspace process from start to finish,
observing examples of makerspace
projects from paper to electronics.
They will learn the rationale for school
makerspaces and how to document
and assess student learning. Working in
teams, teachers will research a topic and
build a related project. Large group and
small group activities will guide teachers
in designing, planning, and structuring
makerspace areas and projects in their
schools. Some examples of final projects
are: 3-D printing, wearable electronics,
interactive robotics, cardboard arcade,
interactive electronic books, and circuits.
59
Course Coordinators: Matthew Fitzpatrick, Julia Huang, Peter McKenna; Open To: K-6;
Time: F 1/29, 3:30-7:30; Sa 1/30, 8:30-4:30;
Location: Fox Meadow School; Materials
fee: $30; Credit: One point salary credit or
stipend
Technology 101 #4796
The world of educational technology
is constantly changing with an
overwhelming number of software
programs, apps, and websites designed
for and marketed to schools. Teachers
need guidance to stay abreast of these
developments, to choose programs that
best meet curricular needs in specific
subject areas, and to gain competence in
programs already in the classrooms.
This course is designed for teachers who
have limited experience or seek further
advice in using Microsoft Office software
such PowerPoint, various Google Apps
such as Google Docs, and SmartBoard
functions in their classrooms. They
will be guided through several
applications and new technologies will
be demonstrated and used in ways
that will allow teachers to implement
this technology in their classrooms
immediately. This is a course designed
for beginners.
Course Coordinators: Sandra Chan, Jose
Lamela; Open To: All; Time: F 9/25, 3:307:30; Sa 9/26, 8:30-4:30; Location: Scarsdale
High School computer lab; Credit: One point
20 participants.
Middle School Computer
Intensive #4797
This course provides support for the
Middle School technology program of
one-to-one computing, introducing
teachers to central principles of each
device as well as benefits and challenges
60
associated with this kind of access. The
course will examine best practices in the
use of one-to-one technology.
The course will introduce and
consolidate essential principles of using
Chromebooks and iPads in the Middle
School. Topics covered will include a
review of the Google Chrome browser
and Google Drive and Apps as a
platform for student work. In addition,
teachers will be introduced to a core
suite of apps available for the iPad, as
well as procedures for learning about
and making available additional apps
for student use. Teachers will create
model lessons – both for original work
and revisions of existing lessons -- that
demonstrate approaches for both teacher
and student that would not be possible
without the use of these resources.
Teachers will design assessment tools
appropriate for a one-to-one setting.
Course Coordinators: Michael Pincus, Doug
Rose; Open To: Scarsdale Middle School;
Time: Th, 10/1, 10/8, 10/15, 10/22, 10/29,
School, T119; Credit: One point salary
participants.
Tell a Story with iPad #4798
The iPad is one of the most robust
creative devices available to students and
teachers: a video camera, a photo editor,
a video editor, a communication device
all in one. The iPad enables students to
express creative stories through pictures,
sound and video.
In this course, participants will learn how
to use apps to tell polished stories and
share them with the community using
the iPad. Apps such as Adobe Voice and
Tellagami can replace a static poster in
communicating ideas. Teachers can share
information about their classrooms to
parents by making the paper bulletin
board come to life by playing media-rich
stories off any piece of paper with an app
on your iPad. In this weekend course,
participants will learn how to improve
storytelling from start to finish using the
latest App technologies for the iPad.
Course Coordinators: Chris Casal, Erik
Holvig; Open To: K-6; Time: F 2/26,
3:30-7:30; Sa 2/27, 8:30-4:30; Location:
Heathcote School computer lab; Credit: One
Creating SmartNotebook Games
#4799
Because of their interactive nature,
lessons and activities designed for
the SMARTBoard are engaging and
encourage dialogue and participation in
the learning process. Teachers require
opportunities to collaborate using
this technology to enhance their own
practice. Through this class, participants
will utilize SmartBoard tools to create
interactive games in various subjects.
Creating Smart Notebook Games will
help teachers reach multiple learning
styles within the classroom through the
use of SmartBoard technology.
This course is designed to assist beginner
to intermediate SmartBoard users create
meaningful activities for whole class,
small group and individual instruction.
The course will provide opportunities to
become more comfortable with the many
functions of SmartNotebook in an effort
to create interactive and educational
games as content review, interactive
lessons, and assessment. Teachers will
gain experience with incorporating
the latest tools and templates into
SmartNotebook presentations.
Requirements: Each participant will
create at least one SmartNotebook
game to incorporate into a class lesson;
implement the SmartNotebook game
in class and submit an evaluation of the
lesson.
Course Coordinators: Heather Butler, Michele Vourliotis; Open To: K-12; Time: F
2/6, 3:30-7:30; Sa 2/7, 8:30-4:30; Location:
Sharing Best Technology
Practices in the Science
Classroom #4800
Automated testing equipment, new
computer software and technology
for scientific collaboration continue
to revolutionize the teaching of
science. Science teachers must stay
current with changes in classroom
technology to enhance the experience
of their students Tools specific to the
sciences such as Vernier LabQuest and
LoggerPro encourage collaboration
and personalized learning. LabQuest
collects, analyze, and shares data from
experiments, while LoggerPro assists
students through graphic analysis. In
addition, general education tools such
as Google Classroom, SmartNotebook,
and ExamGen can be used in ways
specific to science education. This course
will provide a systematic platform for
teachers to learn and implement these
new technologies and communicate their
first-hand knowledge of each tool with
their colleagues.
Participants will become proficient in
numerous new hardware and software
applications available to Scarsdale
science classrooms. Each course session
will focus upon a department need
specified by the participants. The format
follows in which experts in each specific
topic will (1) share a brief overview of
61
the technology (2) explain how they use
it in their classroom and any the benefits
and problems associated, and (3) instruct
and guide participants in implementing
the new technology in their classrooms.
Each session will also include sharing
of accomplishments, ideas, needs and
challenges from the classroom.
Requirements: Participants must
implement at least two new technology
tools in their classroom over the
course of the school year; summary
and reflection of these changes will be
submitted by the participants.
Course Coordinators: Julie Chen, Jim
Williams; Open To: Scarsdale High School
science; Time: F 10/2, 12/4, 1/8, 3/11,
5/15, 2-3:15, with remaining dates to be
determined by group; Location: Scarsdale
credit or stipend
The NEST (New Educational
Studio for Technology) #4801
Research shows that alternative learning
spaces, founded on the principle of
design education, are essential to
fostering innovation, collaboration,
and creativity. In September 2015, the
Cooper lab will re-open as the NEST:
New Educational (Experimental,
Engineering, Energizing, Everyday)
Studio for Technology. The NEST
will incorporate elements of learning
studios and maker-spaces, which
support essential learning modalities
including project-based learning, student
presentation, collaboration, independent
study, play-based learning, and mobile
technology use. This course will allow
teachers to work collaboratively in the
new space to create innovative lessons
that enhance student experiences with
technology.
62
Participants in this course will form the
first study group to develop protocols,
curricular units, and launch the
NEST. The NEST course will create
opportunities for teachers from different
disciplines to redesign units and lessons
and think of ways to use this new
creative technology space to enhance
student experiences. The NEST study
group will also develop the protocols for
use of the space to ensure that all faculty
have the ability to take full advantage
of the NEST. Opportunities to connect
via Google Hangout with educators
from nearby schools with maker spaces/
learning labs will help the NEST study
group learn from others and expand our
professional network.
Requirements: Participants will establish
the protocols for the NEST and will
develop curricular units or projects
that they will teach in the NEST during
2015-2016; the NEST study group will
collaborate and contribute to a Google
Site/Doc which will help the rest of the
faculty plan for future use of the NEST.
Course Coordinators: Meghan Lahey, Doug
Rose, Marci Rothman; Open To: Scarsdale
Middle School; Time: F 9/18, 3:30-7:30; Sa
School Cooper computer lab now NEST;
Radio 101 #4802
Radio 101 seeks to promote aural
literacy skills through the arts and
technology using radio. In creating and
listening to radio broadcasts produced
by participants, teachers will enhance
student listening skills and achieve the
larger goal of communicating their
stories. Teachers and students will create short
and long format radio productions
that allow the storyteller to deliver the
news of the day written and performed
in the comedic and dramatic style of
broadcasts from radio’s Golden Age of
the 1930s and ‘40s. In crafting these
stories, course participants will receive
instruction in writing stories for the ear,
creating storyboards, gathering sound
elements with desktop and portable
microphones, editing these elements
in an audio editing computer program
called GarageBand, and presenting their
finished programs to an audience. All
producers will learn the importance of
writing for the ear, which is similar to
writing poetry, and knowing the value of
reading and performing their work. Requirements: Discuss opportunities
for use of audio in the classroom
curriculum; write and produce short and
long format radio productions.
Course Coordinator: Paul Tomizawa;
Open To: All; Time: F 3/18, 3:30-7:30;
Sa 3/19, 8:30-4:30; Location: Edgewood
computer lab; Credit: One point salary credit
or stipend
SPECIAL PROGRAMS
Conversational English for Adult
Language Learners #4803 The Scarsdale Teachers Institute in
collaboration with the Interdependence
Institute offers this class for adults
whose primary language is not English.
Participants practice and refine spoken
English to improve communication and
pronunciation skills.
In each weekly session, participants
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
to address cultural questions related to
living in the United States, and Scarsdale
in particular.
Course Coordinator: Jennifer Adler; Open
To: English Language learners; Time: Tu 9/22,
noon-1; Location: Fox Meadow School; Fee:
No fee; Course limited to 10 participants.
CPR for Professional Rescuers
#4804
This course is consistent with the
Guidelines 2000 for Emergency
Cardiopulmonary Resuscitation and
Emergency Cardiovascular Care. If
participants wish, the use of the
Automatic External Defibrillator can be
taught.
CPR for Professional Rescuers will
be given as a new certification, nine
to twelve hours, depending on the
amount of time needed for completion.
Recertification requires seven to nine
hours, depending on participant
proficiency with new skills and
familiarity with CPR.
demonstrate competence with
techniques taught.
Course Coordinator: Marcia Koff; Course
Speaker:Joyce Hoffman, Nurse, Quaker
Ridge, Retired; Open To: Nurses,
professional rescuers; Time: Sa, 2/6, 8-5;
Location: Scarsdale Middle School nurses
office; Credit: Stipend; Materials Fees: $12
for book (send check made out to American
Red Cross to Joyce Hoffman), $15 for new
card (check made out to the American Red
Cross after completing course)
63
NOTES
64
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
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
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
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 fgarafolo@scarsdaleschools.org
•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
Payment Policy
Registration Form
Please return entire page to the Scarsdale Teachers Institute, 2 Brewster Road, Scarsdale, New
York 10583. Receipt of this registration form with payment secures your place in a course. The
STI office will notify you if a course is not running. If you have any questions, please call 7212580. 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 _______________________
Email Address
Course #Course TitleAmount
1.______________________________________________ _____________
2.______________________________________________ _____________
3.______________________________________________ _____________
4.______________________________________________ _____________
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
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
Michael Curtin
Linda Fisher
Bernard Josefsberg
Elise Levine
Sue Luft
Mike McDermott
Ann Marie Nee
Lynne Shain
Vivian Sonnenborn
70
Jerry Crisci
Pam Fuehrer
Gwen Johnson
Bernard Josefsberg
Ann Marie Nee
Lisa Scavelli
Vivian Sonnenborn
Duncan Wilson
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

Here - Scarsdale Public Schools

Transcription

Similar documents

butterflies are free

Bolthouse 10.23.2015.cdr

Ashley Inghram ENSTU 300 – Final Policy Analysis December 16th

Many Thanks... Wrap It Up! Attention Greenville K

Employment Application for Rhinehart Railroad Construction

spring fete 2016

the path seeker - Congregation M`vakshe Derekh

ChiroMatrix – Published in Chiropractic

How to Value and Sell Your Real Estate Practice

Picture - Scarsdale Synagogue Temples Tremont and Emanu-El