Scarsdale Teachers Institute

Course catalog and calendar available online at www.scarsdaleschools.org/sti

Spring/summer 2012

SERVING THE SCARSDALE AND EDGEMONT COMMUNITIES

STI Spring & Summer Program

A LEARNING COMMUNITY
TECHNOLOGY CONTENT KNOWLEDGE

TEACHING STRATEGIES

EQUITY & ACCESS SCHOOL COMMUNITY ENVIRONMENT

REFLECTIVE PRACTICE

INTERDEPENDENCE
Please visit www.scarsdaleschools.org/sti for the online course calendar
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STI Table of Contents

Principles Technology Responding to Individual Student Needs Incentives for Innovation National Board for Professional Teaching Standards Professional Performance Review Program Teacher as Reader Collaborations with Other Organizations

TEACHING STRATEGIES Page 7 7 7 8 8 8 8 9 4277 4278 4279 Pictures and Poetry Teaching Art Through Childrens Picture Books 3/2-3 3/9-10 All All All 1 1 1 D. Cassano S. Faranda J. Schorr M. Earle J. Stockton D. Cassano N. Closter C. Gilliland M. McDermott 21 22 22

Tablet-to-Tablet: A 3/16-17 Creative Exploration of Journal Writing and Making Making Meaningful Murals Lets Make Books: Portfolio Workshop The Synergistic Classroom: Building Community and Enhancing Learning Through Habits of Mind Clay in the Classroom Professional Learning Community: Middle School Science Illustrating Music Through Creative Writing Self-Portraits from Kindergarten to Kandinsky On Behalf of Mother Nature Bodies and Minds in Motion Type in the Classroom: Using Learning Styles Through Meyers-Briggs to Improve Instruction Lincoln Center Summer Institute Session A Session B Jacob Burns Film Center Summer Institute Session A Session B Interpretive Strategies for Educators: Using Nature Walks, Outdoor Classrooms, and Local Sites as Venues for Their Development Introduction to Mindfulness Education Enabling Success in the Classroom Through an Understanding of Language and Communication 3/23-24 4/20-21 4/27-28

4280 4281 4282

All All All

1 1 1

23 24 25

EHS EWS FMS GRA GRV

- Edgemont Junior/Senior High School - Edgewood School - Fox Meadow School - Greenacres School - Greenville School

HCS - Heathcote School QRS - Quaker Ridge School SHS - Scarsdale High School SMS - Scarsdale Middle School SPS - Seely Place School

*See full course description for additional details.

4283 4284

5/11-12 3/6

K-6 SMS Science

1 1

K. Kilcoyne C. Browne J. Gilbert K. Bescherer N. Romeo K. Kilcoyne S. Faranda P. Tomizawa C. Browne R. Keith L. Tallevi M. Tallevi

26 27

Overview
# 4267 Title Reflecting on Special Education Practices in the Mainstream Classroom Using Type Theory as Researcher Teacher as Reader: Science Teacher as Reader: Exploring the SocialEmotional Landscape A Look into NYC: Chinatown A Look into NYC: The New York Harbor Multiculturalism Through the Arts: Japanese Culture Through Cinema Bollywood and Beyond Dots and Points on the Map: France Culture in the Curriculum Through Dance and Rhythm Yale University: PIER Summer Institute 2012 Session A: Global Movement Session B: Indigenous Peoples of the Americas Beginning 3/2-3 Open To All Credit 1 Coordinator A. Tripodi Page 10 REFLECTIVE PRACTICE

4285 4286 4287 4288 S4289

5/4-5 6/1-2 5/18-19 5/18-19 6/25-28

K-5 K-6 All All All

1 1 1 1 3

28 29 30 31 32

4268 S4269A S4269B

3/6 6/21 6/28

All* SHS All

1 1 1

L. Tallevi M. Tallevi N. Pisano M. Grey

10 11 12

CONTENT KNOWLEDGE 4270 S4271 3/9-10 7/2-3 All All 1 1 P. Tomizawa P. Tomizawa 13 14

S4290 A&B

TBA All Returnees 3 2

D. Celentano R. DiYanni J. Weber P. DiBianco N. Farina

32

INTERDEPENDENCE 4272 4/19 All 1 P. DiBianco J. Weber M. Palekar B. Spinali J. Stockton C. Orlandi M. Zeiler A. Nee All Secondary 3 3 15

S4291 A&B

33

7/16-20 7/23-27 7/308/3

All Returnees All

3 3

S4292

R. Clark

34

4273 4274 4275 S4276 A&B

5/22 5/4-5 5/11-12 7/9-13

All All All

1 1 1

16 17 S4293 18 19 4294

7/16-19

All

M. Grey

35

EQUITY AND ACCESS 3/23-24 All 1 B. Lorie A. Tripodi 36

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S4295 S4296 S4297 S4298

Psychological Assessment Demystified Teaching Children with Anxiety Problems Psychiatric Disorders and School Performance Best Education Practice: Student and Classroom Management Child Development for All: Focus on Adolescence School Nurse Study Group Teaching Ecosystem Literacy: Looking at the Hudson River Valley Best Practices for Coaches

7/2-3 7/16-17 7/18-19 7/308/2 8/6-9

All All All All

1 1 1 2

E. Cohen E. Cohen E. Cohen E. Cohen

37 38 39 40

4312D S4312E

Using a SMARTBoard in the Classroom with a Mac Using a SMARTBoard in the Classroom: PC Advanced Stop the Presses! Citizen Journalist in the Classroom iWeek: Harnessing the Power of iLife

5/18-19 8/21-22

K-8 Scarsdale Experienced SMARTBoard Users All All

1 1

C. Sipe D. Vermes D, Vermes

55 55

S4313 S4314

7/16-19 8/13-16

3 3

P. Tomizawa W. Yang J. Crisci K. Holvig A. Verboys M. Nowak S. Pankow

56 57

S4299

All

E. Cohen

41

SPECIAL PROGRAMS-NON CREDIT 4315 Conversational English for Adult Language Learners Lets Sit and Knit TBA 3/1 All* All n/c n/c 58 59

SCHOOL, COMMUNITY, ENVIRONMENT 4300 4301 2/28 3/16-17 Nurses All Stipend 1 M. Koff C. Gilliland 41 42

4316

Spring/Summer Overview
# S4269A S4269B Title Teacher as Reader: Science Teacher as Reader: Exploring the SocialEmotional Landscape A Look into NYC: The New York Harbor Yale University: PIER Summer Institute 2012 Session A: Global Movement Session B: Indigenous Peoples of the Americas Type in the Classroom: Using Learning Styles Through Meyers-Briggs to Improve Instruction Lincoln Center Summer Institute Session A Session B Jacob Burns Film Center Summer Institute Session A Session B Interpretive Strategies for Educators: Using Nature Walks, Outdoor Classrooms, and Local Sites as Venues for Their Development Beginning 6/21 6/28 Open To SHS All Credit 1 1 Coordinator(s) N. Pisano M. Grey Page 11 12 REFLECTIVE PRACTICE

4302

6/1-2

Scarsdale coaches All

B. Foltman R. Keith K. Roemer B. Foltman R. Keith K. Roemer B. Foltman R. Keith K. Roemer C. Forray D. Rivellini K. Holvig A.Verboys G. Leong L. Fisher S. Goodman L. Fisher P. Tomizawa K. Holvig C. Parrott J. Crisci K. Holvig K. Holvig A. Verboys J. Farella M. Genovese J. Borella S. Capuano D. Vermes

43

4303A

Challenge I

6/8-9

44

S4303B

Challenge II

6/25-28

All

44

CONTENT KNOWLEDGE S4271 7/2-3 All 1 P. Tomizawa 14

4304

Sustainable Gardens

3/1

SMS

45

TECHNOLOGY 4305 4306 4307 4308 4309 4310 4311 4312A Creating Online Tutorials One Picture Is Worth a Thousand Watts Star in Your Own Comic Photoshop Jumpstart Using iBooks Author to Create eBooks Powering the Creative Classroom with iPad Digital Storybooks to Go SMARTBoard & SMART Notebook Software in the Greenacres Classroom SMARTBoard in the Edgemont Elementary Classroom Using SMARTBoard in the Classroom: PC Beginner 3/23-24 3/9-10 3/16-17 4/27-28 5/1 4/20-21 5/4-5 3/6 All All All All All All All GRA 1 1 1 1 1 1 1 1 46 47 48 49 49 50 50 52

INTERDEPENDENCE S4276 A&B 7/9-13 All Secondary 3 3 A. Nee 19

TEACHING STRATEGIES S4289 6/25-28 All 3 L. Tallevi M. Tallevi 32

S4290 A&B

TBA All Returnees 3 2

D. Celentano R. DiYanni J. Weber P. DiBianco N. Farina

32

S4291 A&B

33

7/16-20 7/23-27 7/30-8/3

All Returnees All

3 3

4312B

3/15

Edgemont Elem. All

53

S4292

R. Clark

34

4312C

3/23-24

54

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S4293

Introduction to Mindfulness Education Psychological Assessment Demystified Teaching Children with Anxiety Problems Psychiatric Disorders and School Performance Best Education Practice: Student and Classroom Management Child Development for All: Focus on Adolescence Challenge II

7/16-19

All

M. Grey

35

EQUITY AND ACCESS S4295 S4296 S4297 S4298 7/2-3 7/16-17 7/18-19 7/308/2 8/6-9 All All All All 1 1 1 2 E. Cohen E. Cohen E. Cohen E. Cohen 37 38 39 40

The purpose of the Scarsdale Teachers Institute is to offer planned and continuous education to the professional staff of the Scarsdale and Edgemont schools, teachers in other school districts, and community residents. Scarsdale teachers began this program because they believe that the best teachers are alert, open-minded people who continue to learn and to translate their insights into appropriate experiences for their students. Offering a variety of professional experiences in response to the needs of those working with children, the Institute contributes to an atmosphere of intellectual inquiry that stimulates the staff to continue learning. This professional interaction on educational issues benefits the students and the staff of the Scarsdale and Edgemont School Districts. Scarsdale and Edgemont teachers also endorse the principle that cooperation among autonomous groups is fundamental to growth and is essential to progress in education. They view the Institute as a laboratory for this principle. Here, various groups of teachers, administrators, and community leaders may work together for a valued purpose. Supported and sponsored by the Scarsdale Teachers Association, the Edgemont Teachers Association, and the Scarsdale and Edgemont Boards of Education, the Institute reaffirms the principles of professional autonomy and professional collaboration inherent in the highest quality of professional development. Thus, through STI organization, administration, and planning, teachers assume a large degree of responsibility for their professional growth. The Scarsdale Teachers Institute is a member of the Teacher Resource and Computer Training Centers of New York State. The STI is governed by a Policy Board of teachers, administrators, community residents, and parents. As one of the founding members of the Lower Hudson Teacher Center Network, the Scarsdale Teachers Institute collaborates and cooperates with other teacher centers to provide professional growth opportunities for the entire educational community.

Principles

S4299

All

E. Cohen

41

SCHOOL, COMMUNITY, ENVIRONMENT S4303B 6/25-28 All 3 B. Foltman R. Keith K. Roemer D. Vermes 44

TECHNOLOGY S4311E Using a SMARTBoard in the Classroom: PC Advanced Stop the Presses! Citizen Journalist in the Classroom iWeek: Harnessing the Power of iLife 8/21-22 Experienced SMARTBoard Users All All 1 55

S4313 S4314

7/16-19 8/13-16

3 3

P. Tomizawa W. Yang J. Crisci K. Holvig A. Verboys

56 57

Technology
The Scarsdale Teachers Institute offers a full range of beginning to advanced courses for staff and community members. Courses are designed collaboratively by teachers and administrators to meet the district goal of integrating technology into the school curriculum.

Responding to Individual Student Needs

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

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Incentives for Innovation

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

Collaborations with Other Organizations

The Scarsdale Teachers Institute enhances its program through selected collaborations with other educational institutions. These relationships provide Scarsdale and Edgemont faculty with resources that enrich opportunities for professional growth. Lower Hudson Teacher Center Network The 21 teacher centers in the Lower Hudson region meet regularly to share resources and develop programs for local educators. Call the STI office for further information. Kennedy Center for the Performing Arts The STI, the Edith Winthrop Teacher Center, and the Teacher Center at Purchase College have collaborated with the Performing Arts Center at Purchase College to offer teachers the opportunity to work with guest artists from the Kennedy Centers Education Program. Holocaust and Human Rights Education Center The STI continues the affiliation with the Holocaust and Human Rights Education Center that brings distinguished scholars to the community. Facing History and Ourselves The programs of Facing History have a continuing impact on the Scarsdale schools. Teachers participate in summer institutes as well as yearlong programs. New York Technology Education Network The New York Technology Education Network (NYTEN) provides a forum for technology coordinators to share information and concerns related to the implementation of technology in schools. It is a vehicle for suggestions, support, and strength in the pursuit of excellence in K-12 technology. This network is co-sponsored by the Edith Winthrop Teacher Center of Westchester and the Scarsdale Teachers Institute. New York Institute of Technology Educational Enterprise Zone The Educational Enterprise Zone (EEZ) is a K-12 videoconferencing consortium of providers and receivers that meets regularly at various sites throughout New York City. EEZ offers support to members in designing and implementing videoconferencing units of study. Windward School Windward School provides an instructional program for childen with language-based learning disabilities. Windward Teacher Training Institute (WTTI) offers professional development based on scientifically validated research in child development, learning theory, and pedagogy. Courses, workshops, and lectures address a broad range of developmental and curricular topics appropriate for both mainstream and remedial settings. WTTI serves as a resource for educators and professionals in allied disciplines such as speech and language therapists and psychologists, as well as for parents. WTTI workshops may be considered for STI credit. One credit is offered for every 12 hours of workshops. WTTIs course offerings are available at the Windward Teacher Training Institute link on Windward Schools Web site: www.windwardny.org. Partial tuition reduction for Edgemont and Scarsdale staff is available. Call the STI for additional information.
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National Board for Professional Teaching Standards

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

Professional Performance Review Program

The expanded Professional Performance Review Program offers opportunities for teachers to design programs for professional growth that reflect their particular interests and goals. STI courses are designed to support the Professional Performance Review Program by furthering inquiry based learning, alternative assessment, standards for evaluation, and student centered classrooms. Almost any STI course may be used as part of the Professional Performance Review.

Teacher as Reader
We need to make reading, which is in its essence a solitary endeavor, a social one as well, to encourage that great thrill of finding kinship in shared experiences of books. We must weave reading back into the very fabric of the culture, and make it a mainstay of community. Andrew Solomon, The Closing of the American Book, NYT, July 10, 2004. The importance of reading literature for adults has gained nationwide attention with the publication of recent studies indicating that pleasure reading among Americans in every group is down. The STI Teacher as Reader courses counter this trend. Participants meet throughout the year to read classic and new literature. In addition to genre, participants examine themes, character development, and all other aspects of literary form. Adults who love reading communicate this enthusiasm to the children in their care. Because of the popularity of this course, the STI offers a number of sections determined by enrollment or interest at individual schools.

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REFLECTIVE PRACTICE Reflecting on Special Education Practices in the Mainstream Classroom #4267 More frequently than ever before, teachers in Scarsdale and Edgemont are faced with a variety of complex situations that students can present in the classroom. Emotional, behavioral, and health issues are emerging that may impact learning for both classified and non-classified students. When faced with difficult situations, teachers must be confident of their ability to strategize and to 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 prevent problems in the classroom from escalating. Participants will share case study experiences that can challenge teachers at all levels. If a teacher is experiencing a difficulty with a student, the chances are very good that at least one colleague has had a similar experience. Professional articles and other resources that relate to specific disorders and conditions will be read and discussed. Resources include sample IEPs and 504 Accommodation Plans and video clips from films such as F.A.T. City and Autism, The Musical. Participants will gain an enriched repertoire of strategies to inform their teaching practice. In addition, connections with colleagues will establish an on-going source of peer support. Requirements: Attend all sessions; complete assigned readings; write a reflection paper or a case study analysis that reflects course content.
Course Coordinator: Andrea Tripodi Open to: All Time: F, 3/2, 3:30-7:30; Sa, 3/3, 8:30-4:30 Location: SMS library Credit: One point salary credit or stipend

Type theory takes time and thought to process and internalize. Multiple requests for an additional course affirm teacher interest in Type theory and the need for further experiences to deepen participant knowledge and awareness in the development of effective lessons and evaluation techniques that incorporate Type into classroom practice. Over the last few years, course leader Len Tallevi has been involved in national studies examining the efficacy of the Myers-Briggs and Murphy Meisgeier Type Indicator for Children in improving classroom instruction, environment, and learning. The results of this work will be shared and analyzed with participants; information from the research data collected includes assessment, standardized testing, teacher-student interactions, and more.Based on their explorations of this new information, teachers will construct Type activities for their classrooms, implement them with their students, and share the outcomes of their research projects with course participants. Requirements: Attend all sessions; complete assigned readings; develop a Type activity based on course content.
Course Coordinators: Len Tallevi, Marie Tallevi Open to: All with Myers-Briggs Type Indicator or the Murphy-Meisgeier Indicator for Children experience Time: Tu 3/6, 3/13, 4/17, 3:30-6:30, with three hours of independent work Location: SMS library Credit: One point salary credit or stipend

Teacher as Reader - Science # S4269A The journey of a life long reader is a search to gain insight and understanding by reading, discussing, and reflecting. By transforming reading into a community event through discussion groups, teachers learn differing perspectives on the same work and gain knowledge of literature, genre, and technique. The commitment to read widely and deeply is an important endeavor for teachers as they model the love of reading and the skills of reading and understanding for their students. This course is geared toward secondary science teachers, but it is open to all. Participants will meet to discuss readings on science-based themes, and applications to the science classroom will be explored. An article or
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Using Type Theory as a Researcher #4268 As a result of STI courses, many Edgemont and Scarsdale teachers have received training in the Myers-Briggs Type Indicator and the MurphyMeisgeier Type Indicator for Children. These introductory courses focused on the work of defining and analyzing learning style theory and modeling its use in the classroom. Feedback from participants provide evidence that 10
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other short reading will be distributed before the first meeting. Additional readings will be selected from group suggestions. Requirements: Attend all sessions; read assigned materials; keep a journal of readings and reflections.
Course Coordinator: Nicole Pisano Open to: SHS Time: TH 6/21, 3:30-6:30, with remaining dates to be determined by group Location: SHS 381 Credit: One point salary credit or stipend

Location: EHS library Credit: One point salary credit or stipend

CONTENT KNOWLEDGE A Look into New York City: Chinatown #4270 An exploration of Chinatown, an ethnic enclave within New York City, can engage student interest and enlighten curriculum from elementary to high school. By exploring the streets of Chinatown, teachers and their students, will gain a deeper appreciation of the literature, history, and counterculture of this neighborhood as well as the impact of prejudice and unequal access on the lives of ordinary Americans. New Yorks Chinatown is a gateway to larger historical, societal, and human issues important for students to explore and appreciate. Participants enter an ethnic neighborhood marked by its history, culture, arts, and foods. During the course, which includes presentations, discussions, and a walking tour, participants will learn about gang wars, opium dens, and the Chinese mafia; investigate Chinese funeral customs; experience Buddhist temples and Joss houses; view displays of Oriental art and sculpture; and savor the regional cuisines that permeate the area. An additional emphasis on the immigration experiences of the Chinese and the Irish, and the impact of racial prejudice as a contributing factor to the Civil War draft riots, connects course content to numerous units of curriculum. Requirements: Attend all sessions; read assigned materials; create a multimedia project based on course content or write a three-page paper reflecting on the potential use of the course content in the classroom.
Course Coordinator: Paul Tomizawa Course Speakers: Art and Susan Zuckerman, hosts of a WVOX show and contributors to the Travel Channel Open to: All Time: F, 3/9, 3:30-7:30; Sa, 3/10, 8:30-4:30 Location: EWS library and NYC Fee: $20 for lunch and museum admission Credit: One point salary credit or stipend

Teacher as Reader: Exploring the Social-Emotional Landscape #S4269B The journey of a life long reader is a search to gain insight and understanding by reading, discussing, and reflecting. The commitment to read widely and deeply is an important endeavor for teachers as they model the love and practice of reading for their students. The shared reading experience becomes the foundation of a community where new insights, perspectives, and skills are nurtured. Participants will meet throughout the summer to read and reflect on books that explore the social-emotional landscape of the lives of children, adolescents, and contemporary adults. Crossing genres, participants will delve into books that capture the essence of the developmental stages and pressures of school-aged children and adults. The first two books that will be read will be The Grief of Others byLeah Hagar Cohen and The Journal Keeper by Phyllis Theroux. Each participant will keep a readers journal. Requirements: Attend all sessions; read assigned materials; keep a reflective notebook on the literature.
Course Coordinator: Monica Grey Course Speaker: Ilene Smith, Teacher, Edgemont Jr/Sr High School, retired Open to: All Time: Th, 6/28, 7/12, 8/2, 8/23, 3:30-6:30

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A Look into New York City: The New York Harbor #S4271 Geography has been New York Citys destiny. The New York harbor and the mighty Hudson River were major factors in New Yorks growth into one of the worlds greatest cities. In its early days, New Yorks waterways and the movement of goods and people they facilitated accounted, in large part, for the thriving Dutch and English settlements. Alexander Hamilton, Secretary of the Treasury in George Washingtons first administration, established what would become the Coast Guard thereby solving problems of smuggling and safety. The completion of the Erie Canal in 1825 connected upstate with New York City in an all-water route that transformed New York into a truly empire state. An exploration of the history of New York City and its harbor builds the foundation for understanding immigration, commerce, a wartime economy, and the political structure of the early city. The first session of the course features an audio-visual overview of the city and its harbor. Participants will learn of the early explorers and their reasons for sailing to the coast of eastern North American and up the Hudson River. Fascinating accounts of the citys giants include Cornelius Vanderbilt and his rise to wealth and power through a ferry service started with a loan of $100, Alexander Hamiltons development of the Coast Guard, and Governor Clintons drive to build the Big Ditch. The study of New York would be incomplete without a look back at the unending flow of immigrants who contributed to the multicultural life and vibrancy of the city. Participants will discover the history of Staten Islands Snug Harbor, Battery Park, Ellis Island, Liberty Island, the United States Customs House, and the headquarters of the White Star Line. The course will include visits to places of significance from the Dutch settlement to present day Manhattan. Materials and presentation will prepare teachers to integrate New York City as a local resource in the study of history in compliance with New York State standards. Requirements: Attend all sessions; complete assigned readings; create a multimedia presentation or other curriculum project related to course content.
Course Coordinator: Paul Tomizawa Course Speakers: Art and Susan Zuckerman, hosts of a WVOX show, and contributors to the Travel Channel Open to: All

Time: M 7/2, 9-1; Tu 7/3, 8:30-4:30 Location: SHS 170 and NYC Materials fee: $40 for admission to boat ride Credit: One point salary credit or stipend Course limited to 20 participants.

INTERDEPENDENCE Multiculturalism Through the Arts: Japanese Culture Through Cinema #4272 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 ones 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 jointly are sponsoring a program of multiculturalism through the arts in film. This contribution to the global film series explores Japanese culture through the lens of classical and current movies. What happens when a rich visual culture like Japans meets a fresh art form like motion pictures? The island nations unique history of samurai warriors, kabuki theatre, ukiyo-e painting, haiku poetry, Shinto rituals, and Zen thought is reflected in the compelling themes and imagery of its cinema. Participants will view selected film clips and three feature films, take part in discussions led by Professor Bill Costanzo, and explore ways to apply the concepts and understandings of the course to all curriculum areas. Th., 4/19 Introduction to the Cinema and Culture of Japan Participants will take a guided tour of Japanese history and artistic movements with the aid of film clips illustrating classical drama, ghost tales, monster movies, auteur films, comedy, J-horror, and anime. They will watch how these evolving genres reflect the changing beliefs and anxieties of Japanese people over time. Th., 5/3, Ugetsu monogatari - Tales of the Moon and Rain, 1953 In Kenji Mizoguchis celebrated classic, a farmer deserts his wife to follow 15

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his self-centered dreams and is seduced by a beautiful lady who turns out to be a deadly ghost. Set in feudal Japan, this cautionary tale of ambition, greed, and regret offers a timely study of womens roles in patriarchal military societies. [94 minutes] Th., 5/10 Tampopo Dandelion, 1985 Juzo Itamis blend of madcap humor and social critique was a big hit both at home and abroad. Participants will explore the reasons for this popularity in his entertaining story of a Japanese trucker in a cowboy hat who tries to protect a pretty noodle maker from the yakuza and big business bureaucracy. [114 minutes] Th., 5/24, Spirited Away The Mysterious Disappearance of Sen and Chihiro, 2001 Director Hayao Miyazakis is Japans acknowledged master of anime, the art of animated images. A 10-year-old girl is trapped in a strange world of gods and spirits who have transformed her parents into pigs. Her journey, reminiscent of Alice in Wonderland, is a coming of age story infused with Shinto folklore and sly attacks on contemporary consumerism, elements that helped make it the most successful film in Japans history. [125 minutes] Requirements: Attend all sessions; read assigned materials; create classroom applications through a unit of study based on the films and discussion that will extend the global studies curriculum.
Course Coordinators: Phyllis DiBianco, Joan Weber Course Speaker: Bill Costanzo, Distinguished SUNY Teaching Professor of English and Film Open to: All Time: Th 4/19, 5/3, 5/10, 5/24, 3:30-6:30 Location: SHS 170 Credit: One point salary credit or stipend

economic arrangements that govern the lives of over a billion people. A compelling means to engage student awareness of India is the use of Bollywood films in the classroom. Bollywood, the informal term for the Hindi-language film industry based in Mumbai, is the major film producer in India and one of the largest centers of film production in the world. Films including Namesake and Slumdog Millionaire have piqued global interest in India and can serve as an invaluable classroom resource to teach and to anaylze Indian culture and perspectives. In addition, films not widely known internationally but popular in India, such as Stars on the Ground and Life in A Metro can deepen cultural understanding and awareness. Participants will view clips from Bollywood movies and discuss various aspects of Hindi culture depicted in these films for their potential as curriculum resources. In addition, readings will be provided as background to the visual experiences. Participants will reflect on their own cultural perspectives on identity, communication styles, the role of the family, and global points of view as they compare and contrast the insights they gain on South Asian culture through film. Each movie will be viewed for its value to enhance an understanding of cultural differences, and participants will develop lessons that incorporate the use of film segments into classroom instruction. Requirements: Attend all sessions; complete assigned readings create a curriculum plan that incorporates the use of films discussed in class.
Course Coordinator: Monica Palekar Course Speaker: Kanta Bhatia, former South Asian Bibliographer, University of Pennsylvania Open to: All Time: Tu 5/22, 6/5, 6/12, 6/19, 3:30-6:30 Location: SHS 222

Dots and Points on the Map: France #4274 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, and even games, inspires an appreciation of the multiple modes in which creativity is expressed through 17
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Bollywood and Beyond #4273 As the world grows increasingly interdependent, South Asias global presence and impact command attention. Students will be well served to learn of Indias geography, its complex culture and the political and 16
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different cultures. Students of all learning styles respond to hands-on, multisensory teaching as they examine and replicate the design features evident in the realities of historical and everyday artifacts developed through the culture of France. Join two teachers in this multi-sensory journey to France in a course that models hands-on pedagogy and helps educators reach students with different learning styles. An examination of French geography, cuisine, classic art, and design forms will open windows to important themes tied to Frances history and place in the European community today. Participants will make assorted art projects related to French painting, stained glass, and fashion. They will also learn about regional food sources and preparation. Experiences and projects will be directly transferable to French and other classrooms. Requirements: Attend all sessions; complete assigned readings and work; create an art project using course content.
Course Coordinators: Beatrice Spinali, Jeannette Stockton Open to: All Time: F 5/4, 3:30-7:30; Sa 5/5, 8:30-4:30 Location: EHS art rm Materials fee: $15 Credit: One point salary credit or stipend Course limited to 15 participants.

Africa, Europe, and Asia and examine differences and similarities in dance style, music, and costumes. The development of American dance from the early 1900s to present day will be included in this overview. On the second day, guest performers will demonstrate a variety of dances and guide participants in observing and practicing the dances from different countries. Class members will discuss the integration of dance into curriculum: how dance can be incorporated to enhance students knowledge of a countrys history and culture; the use of dance as an educational tool; and ways in which dance serves as an outlet for societal needs and concerns. Requirements: Attend all sessions; participate in all dance sessions; develop a classroom application connecting dance to curriculum.
Course Coordinators: Cheryl Drechsel-Orlandi, Melissa Zeiler Course Speakers: Evelyn and Juan Fontan, Latin Dance Consultants; OHara Family, Irish Step Dancing Consultants Open to: All Time: F 5/11, 3:30-7:30; Sa 5/12, 8:30-4:30 Location: SMS, Gyms C & D and T6 Credit: One point salary credit or stipend

Yale University: PIER Summer Institutes 2012 #S4276 Programs in International Educational Resources (PIER) draw upon Yale Universitys extensive resources to advance understanding of international and world regional issues for the purpose of enhancing classroom instruction. PIERs summer institutes are intensive, interdisciplinary programs. Each institute includes lectures and seminars by leading scholars from Yale and other institutions; films; workshops; field trips and site visits; hands-on cultural activities; pedagogy and strategy sessions; and an exploration of technological resources. STI participants may choose from one of two area studies programs to learn the latest scholarship in these areas and to develop curriculum in collaboration with colleagues from around the nation. Session A: Global Movements: Migration, Trafficking, and Tourism The 2012 PIER Summer Institute for Educators (July 9-13, New Haven) will explore how the human propensity to move is expressed and enacted in the modern globalized world. Movement has great significance for past
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Culture in the Curriculum Through Dance and Rhythm #4275 Rhythm is a basic element in all aspects of life from the beat of the human heart to the cadence of a dancers movement. Rhythm and dance activities can be successfully integrated into curriculum in all areas to enrich the teaching of skills and content, to develop comfort with movement, to enhance self-esteem, and to promote social interaction. Dance provides a matchless outlet for student expression and a way to understand certain social aspects of culture. Dances share the aesthetic and technical principles that govern the construction and meaning of a cultures kinetic vocabulary. When dance is an integral part of their studies, students gain a unique perspective on culture. The course will begin with a survey of cultural dances from the Americas, 18
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and present societies. Whether one is a modern nomad, an economic migrant, a tourist, or part of a diaspora community, the experiences of movement and displacement can impact ones existence and worldview in unexpected ways. The development of transport technologies and free markets has made the quest for a better life an international endeavor. The 2012 PIER Summer Institute focuses on how new opportunities impact and connect Africa, East Asia, Europe, Latin America and the Middle East. This 5-day, intensive Summer Institute will examine key topics in global movements, including immigration; economies of mobility and tourism; labor trafficking and slavery; human rights; global health concerns; virtual communication and international communities; and state boundaries and security in a transnational world. The Summer Institute will feature Yale faculty and other experts who will work directly with K-16 educators examining the historical contexts, as well as the current research, resources, and a wide range of case studies related to the nature of global movements. Session B: Indigenous Peoples of the Americas: Maya Cultures Across Time Learn from Yale faculty and other experts about histories, arts, languages, and other aspects of Maya cultures across time, from the ancient Maya of the first millennium A.D. to the diverse Maya people living in Mexico, Central America, and elsewhere in the world today. Study connections between Maya people and other indigenous groups of the Americas. Enhance curricula and access primary teaching resources, including museum artifacts. The Summer Institute is designed to assist teachers in developing innovative approaches and resources for effective classroom teaching of topics critical to todays world. Followed by optional (non-STI) Field Trip to Mayan historical sites and communities in Chiapas, Mexico July 14-22. Partial scholarships are available through the PIER Program for this trip. Requirements: Attend all sessions; complete assigned readings; create a relevant curriculum unit based on course content.
Course Liaison: Ann Marie Nee Open to: Session A: All; Session B: Secondary Time/Location: M-F 7/9-7/13; Yale, New Haven, CT Fee: Each institute carries a $150 non-refundable fee payable to Yale University. Credit: Three points salary credit or stipend.

TEACHING STRATEGIES Pictures and Poetry #4277 When childrens stories are driven by rich visual images, their writing is transformed in many powerful ways. -Beth Olshansky Beth Olshansky explores the keys to visual and linguistic literacy in the book, The Power of Pictures. Her approach to creative thinking in the classroom is based on extensive research and involves the process of making art, then utilizing it to inspire creative writing. The results are that students design more imaginative art works and create writing that is richer in detail and description. The progression of art to writing develops the natural capacity of children to think in pictures and words and leads to the young writers expression of feelings and ideas in tangible form. Olshanskys innovative artsbased techniques of literacy instruction reach students of all ability levels and provide teachers additional approaches to the teaching of reading and writing. Participants will analyze Beth Olshanskys research and apply her techniques to classroom practice in writing and image making. The class will function as an artist and writers workshop, where teachers experiment with a variety of art materials and forms of poetry. They will weave together words and pictures by developing, expressing, and recording ideas using an array of techniques that includes watercolor, paint, crayon wax resist, and collage. Topics will focus on themes of place, personal identity, environment, feelings, and story; examples of how themes and techniques may be adapted to a variety of subjects and levels will be explored. The class will culminate in a celebration of the participants portfolios ready for use in the classroom as springboards for new art and writing lessons. Requirements: Attend all sessions; complete assigned readings; compile an art and writing portfolio for classroom use.
Course Coordinator: Denise Cassano Open to: All Time: F 3/2, 3:30-7:30; Sa 3/3, 8:30-4:30 Location: SMS T17 Materials fee: $15 Credit: One point salary credit or stipend

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Teaching Art Through Childrens Picture Books #4278 Teachers know the value of infusing art into curriculum and are always looking for innovative ways to stimulate the imaginations of their students. By reinforcing the teaching of artistic styles and methods that children learn in the art room, classroom teachers can reach the inner artist in every child. Picture books, used regularly to teach about literary elements, are also a rich source of illustrations that support the mood or theme of a storybook. The mind and style of the illustrator can inspire children to design images that visualize and deepen meaning in their own classroom and personal writing. Through an exploration of the illustrations in childrens picture books, elementary teachers will gain new skills for incorporating art in the classroom. The works of several picture book illustrators will be used to showcase a variety of art styles, techniques, and materials. Participants will gain knowledge of printmaking, collage, mixed media, and more. The works of several author/illustrators, familiar to classroom teachers, will be used to exemplify the power of art to enhance understanding of the written word. Requirements: Attend all sessions; complete assigned readings; create a curriculum project based on course content.
Course Coordinators: Sara Faranda, Jan Schorr Open to: Elementary Time: F 3/9, 3:30-7:30; Sa 3/10, 8:30-4:30 Location: FM art rm Materials fee: $15 Credit: One point salary credit or stipend Course limited to 15 participants.

stories and the materials and technologies developed in support of this determination provides a unique and fascinating multisensory exploration into the history of the human race. One of the ways artists, writers, and others have recorded their lives is through journaling. In this latest Tabletto-Tablet course, journal writing, and journal making will be explored. Journals by Leonardo Da Vinci, Claus Oldenberg, Louise Bourgeoise, and other artists will explore how journaling affects the creative process. Dan Eldon: The Art of Life by Jennifer New, Writing a Womans Life by Carolyn G. Heilbrun, and other texts will also examine how difficulties in life lead to journal production both written, political, and personal. The joy of observation and investigation, in journals will be seen inMaira Kalmanss Principles of Uncertainty and Keri Smiths How to Be an Explorer of the World: Portable Life Museum. Course activities feature interdisciplinary, hands-on activities including the binding of personal, artistic, and academic journals to help record student and teacher life. Requirements: Attend all sessions; create art projects using course content; develop a curriculum connection to classroom practice based on course content and resources.
Course Coordinators: Molly Earle, Jeannette Stockton Open to: All Time: F 3/16, 3:30-7:30; Sa 3/17, 8:30-4:30 Location: EHS E-9 Materials Fee: $10 Credit: One point salary credit or stipend Course limited to 15 participants.

Making Meaningful Murals #4280 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.
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Tablet-to-Tablet: A Creative Exploration of Journal Writing and Making #4279 The National Standards for Arts Education direct teachers to connect the visual arts with other academic subjects. An examination of the printed word through history is a rich vehicle for this integration. From clay tablets to the printing press to the iPad, the record of the human need to tell 22
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The course will begin 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. Requirements: Attend all sessions; design and complete a mural that integrates with a classroom project.
Course Coordinator: Denise Cassano Open to: All Time: F 3/23, 3:30-7:30; Sa 3/24, 8:30-4:30 Location: SMS T17 Credit: One point salary credit or stipend Materials Fee: $25 Course limited to 12 participants.

Course Coordinator: Nancy Closter Course Speakers: Mary Dee Merrell, Artist; Karin Reetz, Artist Open to: All Time: F 4/20, 3:30-7:30; Sa 4/21, 8:30-4:30 Location: GRA art rm Materials fee: $30 Credit: One point salary credit or stipend Course limited to 20 participants.

The Synergistic Classroom: Building Community and Enhancing Learning through Habits of Mind #4282 Habits of Mind are those essential 21st century thinking skills that are used by highly successful people and that students will need in order to be successful as members of a global society. Integrating Habits of Mind into all aspects of teaching and learning will provide a common language that will transform a classroom into a productive and mindful learning community. These 16 thinking dispositions developed by Dr. Arthur Costa will allow teachers to: Cultivate a productive and mindful learning community Create more thoughtful, compassionate, and cooperative students who become more skillful problem solvers Use a common language as the foundation for academic, social and emotional domains Develop self-directed and self-confident learners Build deeper understanding of content and concepts Instill intelligent behaviors in students Establishing a Habits of Mind classroom will allow teachers to create a climate that will invite thinking by all students, which will promote self confidence and demonstrate independence. Students become more conscious of their behavior and that of others in the classroom. As teachers model Habits of Mind, they create a common bond of intellectual and behavioral consistency. This course will provide an in-depth look at the 16 Habits of Mind and how they promote the development of thinking routines that lead to more
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Lets Make Books: Portfolio Workshop #4281 Making books promotes learning of information and facts, encourages exploration, correlates with academic areas, and generates excitement. The portfolio is a charming and sturdy folder designed to hold and carry papers, artwork, run offs, computer work, and CDs. Portfolios are ideal for presenting and storing student work and functional for gathering documents for assessment review. This workshop will offer a variety of portfolio styles. Each participant will make 6-8 structures ranging from very simple to more complex, with the expectation that students make their own portfolios in the classroom. Different materials, both paper and cloth, and multiple choices in form and decoration will allow for individual creative expression in portfolio design. Requirements: Attend all sessions; participate in all activities in the class; create a portfolio that can be used as an example for students. 24
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productive intellectual, social, and emotional behaviors. The participants in this course will begin to internalize the Habits of Mind and then develop applications for classroom use that include 21st century thinking skills. Presenters will provide hands-on and practical activities that can be incorporated into the classroom and that will also support the Common Core Standards in English Language Arts, Literacy, and Mathematics. Each participant will design strategies for introducing Habits of Mind in his or her classroom and for establishing the appropriate classroom environment. Teachers will also learn how to model the Habits and incorporate them into the curriculum. Requirements: Attend all sessions; read assigned materials; design a plan to integrate Habits of Mind into a unit of study.
Course Coordinators: Cristine Gilliland, Michael McDermott Course Speakers: Nadine McDermott, Habits of Mind National Trainer; Joanne Buccini, Teacher, Briarcliff Manor UFSD Open to: All Time: F 4/27. 3:30-7:30; Sa 4/28, 8:30-4:30 Location: SMS library Credit: One point salary credit or stipend

on connecting clay to curriculum especially when teaching Greece, Native Americans, Asia, and Egypt. Requirements: Attend all sessions; complete assigned readings; develop a classroom project based on course content.
Course Coordinator: Kimberly Kilcoyne Open to: K-6 Time: F 5/11, 3:30-7:30; Sa 5/12, 8:30-4:30 Location: SPS art rm Material fee: $15 for clay and glazes Credit: One point salary credit or stipend

Professional Learning Community: Middle School Science #4284 Teachers faced with the challenge of curriculum change will benefit from the guidance and support of a professional learning community (PLC), an effective staff development model that brings together colleagues and field experts. Research by Dr. Richard DuFour, author of Learning by Doing: A Handbook for Professional Communities at Work, provides evidence that PLCs aid in furthering the work of district and departmental goals by focusing on three key aspects of professional growth: faculty collaboration; student learning objectives; and the use of assessment data to evaluate curriculum change. The structure, organization, and resources of a professional learning community will enhance the Middle School Science Departments engagement in comprehensive curriculum review, grades 6-8 Members of the Middle School Science Department are invited to participate in a professional learning community for the goal of science curriculum review and improvement. Guided by the work of Dr. Dufour, department members will begin by developing a vision statement to see them through the establishment of a maturing PLC. Experts in the field of science curriculum design and learning practices will share information on current science education research, curriculum options, and science technology and curriculum materials. Participants will use this information to analyze the current Middle School science scope and sequence for the tentative redesign of a curriculum to meet the needs of the 21st century student.
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Clay in the Classroom #4283 Clay is a universal medium that can be connected in numerous ways to classroom studies. Clay provides a satisfying, tangible activity for students to realize an emotional connection to their artwork and to learn its context in history and cultures around the world. Teachers will gain insight into ways multicultural themes can be applied to curriculum K-6 through artistic expression using clay. In this course participants will be introduced to the world of ceramics and the history of clay arts, as well as a general overview into the process of working with clay. Teachers will learn the technical side of ceramics, kiln firing and non-firing techniques, as well as the application and handling of materials. They will create a number of ceramic pieces using tile making, coiling, slab work, and mask making techniques. Projects will be taught and broken down in a manner that even teachers of the youngest Kindergarten artists will be able to do the lessons. Emphasis will be placed 26
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Requirements: Attend all sessions; complete assigned readings; analyze and report on the science scope and sequence curriculum changes, grades 6-8.
Course Coordinators: Christi Browne, Jennifer Gilbert Open to: SMS Science Time: Tu 3/6, 4/10, 5/8, 6/5, 3:30-6:30 Location: SMS P85 Credit: One point salary credit or stipend

Location: HCS music and computer rms Credit: One point salary credit or stipend

Self-Portraits from Kindergarten to Kandinsky #4286 Throughout history, artists have used self-portraits as a way of expressing various aspects of themselves, their times, and their identities beyond physical appearance. Some artists used the portrait to demonstrate wealth, social status, talent, or religious beliefs. In addition to self-portraits, firstperson art forms exist as diaries and letters, all aiding the process of selfdiscovery in students as well as in artists. An art activity in self-portraiture can connect students to history, literature, and their own identities in a unique, self reflective, hands-on artistic experience. Canvases by VanGogh, Warhol, Picasso, Kandinsky, Rembrandt, and Close will introduce the concept of the self portrait and its evolution over time. Participants will examine canvases closely to identify the various media, color, and techniques employed by featured self-portraitists to create images of themselves. Different effects created by charcoal, printmaking, paint, or color to convey emotion will focus on the importance of choice in artistic decisions. Instruction includes methods that employ math in the service of art, for example, the use of a grid to plan a canvas, in the style of Chuck Close. As a project, participants will design and develop their own self-portraits based on the style of one of the artists featured in the course and will plan related activities that enrich classroom learning. Requirements: Attend all sessions; complete assigned readings; create a self-portrait based on an artist featured in the course and develop a related curriculum activity.
Coordinator: Kim Kilcoyne Open to: K-6 Time: F 6/1, 3:30-7:30; Sa, 6/2, 8:30-4:30 Location: SPS art rm Materials fee: $10 Credit: One point salary credit or stipend Course limited to 15 participants.

Illustrating Music Through Creative Writing #4285 Narrative and story are intrinsic in classical music. Learning how to inspire the story in the minds of student listeners with music is a way to bring creative writing projects and music analyses together. An interdisciplinary partnering of the creative process of writing with the inspiration that can be found in music provides students a pairing that involves many levels of cognition. Finding story in music, be it visual or literal, is an effortless way into classical music and the language of music. With the right progression, students can simultaneously explore the fundamentals and techniques of writing and of music. Participants will view and analyze units that incorporate music and creative writing. The presentation will include specific strategies designed to facilitate the creation of each participants individualized classroom unit. Participants will do the work of inventing a writing piece that illustrates music in small groups, engaging the same way they will later engage their own students. Music selections will be made available or participants can bring their own. Opportunities for learning ways to document the work will also be covered, including the use of SMARTBoard technologies for group writing work, the use of video recorders, and the use of Keynote to allow for the possibility of a more text intensive focus. Requirements: Attend all sessions; complete assigned readings; design a creative writing unit that illustrates a piece of music.
Course Coordinators: Katherine Bescherer, Nicole Romeo Open to: K-5 Time: F 5/4, 3:30-7:30; Sa 5/5, 8:30-4:30

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On Behalf of Mother Nature #4287 An appreciation of nature through art can interest students in global conditions that adversely impact the environment. The notion of artist as environmentalist is vividly present in the works of the Hudson River School painters of the 19th century who convey breathtaking beauty in their paintings, while acknowledging natures fragility and impermanence. Similarly, teachers can advance the concept of sustainability through the use of Scarsdales park-like surroundings as a teaching resource. By applying the Lincoln Center Capacities for Imaginative Learning as a guide, teachers can engage students in noticing nature deeply and transforming what they see into their own personal forms of artistic expression. The course begins with a glimpse into the lives, works, and words of impassioned artists/environmentalists including Andy Goldsworthy. Goldsworthy, a self-described collaborator with nature, is recognized for his unique artistic designs that originate from and nestle in the environment. In search of related inspiration, participants, equipped with cameras, oils, pastels, charcoal, and watercolors, will visit the Fox Meadow nature park in a quest to discover backyard beauty and found natural objects. Using their imaginations and materials in the park, teachers will create their own sculptures to last for as long as nature allows. They will compile a multimedia portfolio, using materials of their choice, to capture the ephemeral character of their work. Reflection on the course content will lead to the project: the creation of original artwork conveying the importance of protecting the environment. The curriculum unit will embed the lesson of the Hudson River paintings, a cautionary message that the environment must be appreciated, cherished, and protected. Requirements: Attend all sessions; complete assigned readings; create original artwork that conveys the importance of protecting the natural environment.
Course Coordinators: Sara Faranda, Paul Tomizawa Open to: All Time: F 5/18, 3:30-7:30; Sa 5/18, 8:30-4:30 Location: FMS art rm Credit: One point salary credit or stipend Course limited to 15 participants.

Bodies and Minds in Motion #4288 Interdisciplinary teaching through physical education has received extensive attention by educators. The Kinesthetic Classroom and Brain Gym programs are widely used to transform and integrate learning through physical activity. Both researchers and teacher advocates attest to the successes achieved when movement becomes part of pedagogy. Literature on the topic, including Interdisciplinary Teaching Through Physical Education (Cone, Werner, Cone, and Woods, 1998), provide supportive theory and practical applications for narrowing the gap between kinesthetic activities, usually associated with physical education only, and concepts in mathematics, science, social studies, and language arts. By engaging both mind and body in the development of abstract concepts, teachers will add to their repertoire of successful teaching strategies that motivate student learning. The course focuses on interdisciplinary lessons and exercises that get students actively engaged in learning tasks. The purpose is to provide participants both the rationale and practical examples of how body motion can be used to help students make connections to abstract curriculum concepts. Participants will read and discuss examples from the literature on integrated learning and witness loco-motor movements as effective tools in teaching. Based on the course content, teachers will create lessons that integrate curriculum concepts with physical movement techniques to enhance student understanding. Curriculum projects will be shared with the group. Requirements: Attend all sessions; complete assigned readings and web quests; create a lesson that incorporates curriculum concepts and physical movement techniques.
Course Coordinators: Christi Browne, Robert Keith Open to: All Time: F 5/18, 3:30-7:30p; Sa, 5/19, 8:30-4:30 Location: SMS P185 and gyms A/B Credit: One point salary credit or stipend

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Type in the Classroom: Improving Instruction Through the MyersBriggs Type Indicator #S4289 In order to promote 21st century skills and learning as well as more traditional approaches, teachers need to recognize how students learn and the differences individual students bring to the learning process. An awareness of Type is an invaluable resource for teachers in creating a classroom environment that supports and enhances childrens learning preferences and strengths. This course guides teachers in applying Type analysis as a natural part of the lesson planning process. All participants will take the Myers-Briggs Type Indicator (MBTI). They will review the characteristics associated with introverts/extroverts, sensors/ intuitives, thinkers/feelers, and judgers/ perceivers. Participants will learn how the dominant auxiliary, tertiary, and inferior functions relate to learning. Models for developing lessons will be introduced, and successful applications of the MBTI for high school students and the MurphyMeisgeier Type Indicator for Children (MMTIC) for elementary and middle school students will be shared. Participants will present and critique lessons developed according to Type in a workshop atmosphere. Requirements: Attend all sessions; read assigned materials; create and critique lessons that will be shared with the group.
Course Coordinators: Len Tallevi, Marie Tallevi Open to: All Time: M 6/25-F 6/29, 8:30-4:30 Location: SHS Materials fee: $15 for MBTI test. Credit: Three points salary credit or stipend Course limited to 20 participants.

the arts of music, dance, theater, and visual arts directly, under the guidance of professional teaching artists. The course is required for those wishing to participate during the 2012-2013 school year with the Lincoln Center visiting artists, as they work closely with classroom teachers to implement the LCI pedagogy with regard to selected works of music, dance, theater, and visual arts. This intensive summer workshop immerses participants in the Lincoln Center Institute educational experience, which encompasses music, dance, theater, and visual arts. The workshop is experiential and interactive, with participants collaborating with one another under the direction of the Lincoln Center artists and course coordinators, and they will visit a city museum, after themselves creating forms of dance, music, art, and drama. Additionally, participants will met in Scarsdale to reflect on the Lincoln Center pedagogy, to review literature on aesthetic education, and to plan with colleagues the Lincoln Center experience for students. For those who previously participated in the LCI summer workshop, there will be an opportunity for two- or three-day workshops, dates to be determined. Details of the program for returnees will be published as soon as the Lincoln Center Institute makes them available. Requirements: Attend all sessions; complete assigned readings; participate in activities; keep a journal of workshop activities and ideas; write a paper about the LCI summer workshop experience.
Course Coordinators: Diane Celentano, Robert DiYanni, Joan Weber Open to: All Time: TBA Location: SHS 170 Credit: Three points salary credit or stipend for new participants; Two points salary credit or stipend for returnees

Lincoln Center Summer Institute #S4290 What should education in the arts look like for elementary, middle, and high school students? What could arts and aesthetic education become in the Scarsdale and Edgemont schools? This intensive summer workshop for beginners includes a minimum of five days for participants to experience 32
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Jacob Burns Film Center Summer Institute: Teaching and Technology in the Digital Age #S4291 The Jacob Burns Film Center sponsors an annual Summer Teachers Institute in support of its commitment to the professional development of educators. Teacher training at the Center is essential to the mission
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of raising a generation of students equipped to analyze, assess, and communicate using the visual and aural media of the 21st century. The Institute programs guide teachers in media literacy and teach them to empower students to be active viewers, critical thinkers, engaged world citizens, and inspired creators. The descriptions will be sent out as soon as they are available from The Jacob Burns Film Center. Requirements: Attend all sessions; complete assigned readings; write a reflective paper or curriculum application based on course content.
Course Speaker: TBA

Course Coordinators: Phyllis DiBianco, Natalie Farina Open to: Session A: All; Session B: Jacob Burns returnees. Time: M-F 7/16-7/19, 9-3; M-F 7/23-7/27, 9-3 Location: Jacob Burns Film Center Credit: Three points salary credit or stipend

incorporate art, prose, or poetry to express the discoveries of the nature walks. These strategies encourage students to express their findings in more dynamic modes than traditional lab reports, and they entertain endless possibilities for communicating scientific information. Journaling techniques and sketching will be explored, as well as field trips with interpretive walks that will engage participants in pond studies, biodiversity of the intertidal zone, and the ecosystems of the salt marsh. Participants will prepare a single interpretive nature walk or outdoor lesson plan based on a theme to be used as a blueprint for future incorporation into their curriculum. Participants will be required to read The Last Child in the Woods: Saving our Children from Nature Deficit Disorder by Richard Louv. Trips to Rockefeller State Park, Scarsdale High School woods, Marshlands Conversancy, Edith Read Sanctuary, The Bronx River Conversancy, Weinberg Nature Center, and other local sites are planned. Walks include themes based on historical perspectives, pond study, biodiversity, and natural habitats. Requirements: Attend all sessions; complete assigned readings; develop an interpretive walk based on a curriculum theme for use in the classroom with the guidance of the instructor.
Course Coordinator: Richard Clark

Interpretive Strategies for Educators: Using Nature Walks, Outdoor Classrooms, and Local Sites as Venues for Their Development #S4292 Education, by its very nature, is a multidisciplinary venture. For example, prose, poetry, and art can express the general themes of natural science or any other discipline. Interpretive, or nature, walks promote good teaching, energize existing approaches, and inspire new ones. Interpretive walks generate the observations, dialogue, and discoveries about relationships and meaning in nature that are at the very heart of critical and creative thinking. While planning and conducting interpretive walks, teachers help students practice leadership skills, as they reflect on their observations and explain and visualize them. Teachers will learn techniques to incorporate nature walks as well as outdoor classrooms and local sites into art, English, math, social studies, world language, and science curricula. Interpretive nature walks will be modeled, with an emphasis on developing skills of observation and identification, posing questions, and connecting discoveries to a broader context. A myriad of presentation strategies will be explored that 34
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Open to: All Time: M, 7/30-F 8/3, 8:30-4:30 Location: SHS 170 Materials needed: Art book, watercolors, journal, Last Child in the Woods, by Richard Louv Credit: Three points salary credit or stipend Course limited to 20 participants.

Introduction to Mindfulness Education #S4293 The use of mindfulness as an approach to learning in the classroom is of growing interest. In her books, Mindfulness and The Power of Learning, Harvards Ellen Langer identified five characteristics of the mindful state that enhance student performance. They are: openness to novelty, alertness to distinction, sensitivity to different contexts, orientation to the present, and self-regulation. Several major studies have shown that in classrooms
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that use mindfulness as a core ingredient, students are more adaptable to new situations, are more creative, and have better social skills. A mindful learning environment enables students to apply the concepts of focused attention and focused intention to their present and future learning. Mindfulness Education is designed to empower children to focus their attention in school, adopt positive health behaviors, engage in healthy lifestyles, and develop satisfying relationships. Mindfulness manages the person in a process, which quiets the mind, builds inner resiliency, and helps the individual meet challenges and stresses in their daily lives. Using a myriad of techniques, teachers will explore both the theory and practice of mindfulness education. Teaching strategies include lecture presentations by the instructor and guest speakers, small group work, and review/ discussion of several mindfulness programs. Participants will explore a variety of applications in the classroom and learn how to apply mindfulness in all areas of their lives. Upon completion of the course, participants will present a lesson or unit that includes two of the key mindfulness principles. Requirements: Attend all sessions; complete assigned readings; design a unit that includes at least two of the basic ME principles and a reflective writing activity.
Course Coordinator: Monica Grey Course Speaker: Ilene Smith, Teacher, Edgemont Jr/Sr High School, retired Open to: All Time: M-7/16-Th 7/19, 9-3:30 Location: SHS 170 Fees: $15 museum fee, $6 tea ceremony, lunch (optional) Credit: Two points salary credit or stipend

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 Piagets 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. A viewing of the F.A.T. City video will vividly dramatize the classroom experience from the perspective of a learning disabled child. Participants will have ample opportunity to discuss, to share knowledge, and develop lessons and strategies to help children with language-based disabilities to reach their potential as learners. Requirements: Attend all sessions; complete assigned readings; prepare a curriculum application or a reflection paper that demonstrates an understanding of course content.
Course Coordinators: Beverley Lorie, Andrea Tripodi Open to: All Time: F 3/23, 3:30-7:30; Sa 3/24, 8:30-4:30 Location: SMS library Credit: One point salary credit or stipend

Psychological Assessment Demystified #S4295 Teachers are essential participants in planning the education of children with special needs. In this role, teachers are often called upon to consider the implications, and, at times, to interpret the findings of psychoeducational assessments. These assessments are a central piece of Section 504 hearings and CSE meetings attended by regular and special education teachers. In addition, parents may informally present findings and recommendations of private evaluations and ask teachers to make adjustments to their childs program based on various testing results. All too often, psychoeducational assessments are not well understood. Teachers need guidance and support to demystify and to understand psychological and educational tests in order to be responsive to the aptitudes and needs of individual learners, a much-valued Scarsdale Strategic Plan goal. 37
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EQUITY AND ACCESS Enabling Success in the Classroom Through an Understanding of Language and Communication #4294 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 childs functioning and learning in the classroom. Teachers 36
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Psychological and educational assessment measures are the focus of the course. Cognition, memory, executive function, emotional, and academic tests will be presented and reviewed. Issues related to validity and reliability will be discussed, as well as the role of clinical judgment in the interpretation of more objective measures. At the end of the course, teachers will have knowledge and confidence when reading standard measures, scores, interpretations, and implications of test reports. Requirements: Attend all sessions; complete assigned readings and participate in discussions; write a brief interpretive summary of a students functioning based upon test scores.
Course Coordinator: Elliot Cohen Open to: All Time: M 7/2-Tu 7/3, 9-3:30 Location: SHS 170 Credit: One point salary credit or stipend Course limited to 15 participants.

Requirements: Attend all sessions; complete assigned readings; outline a classroom intervention plan for a student with anxiety problems.
Course Coordinator: Elliot Cohen Open to: All Time: M 7/16-Tu 7/17, 9-3:30 Location: SHS 172 Credit: One point salary credit or stipend Course limited to 15 participants.

Psychiatric Disorders and School Performance #S4297 Socioemotional function and school performance are closely linked. Students who experience psychiatric challenges are at significant risk for academic and social difficulties in school. Teachers, and their students, will benefit from a forum in which teachers deepen their understanding of the emotional disorders of childhood and their impact on school performance. Furthermore, teachers need the time and opportunity to share effective strategies that address psychological difficulties and foster the emotional and academic development of students. This course furthers Scarsdales strategic plan to support faculty in their efforts to individualize student learning. Course instruction focuses on the relationship between behavioral/ emotional disorders and school performance. Additionally, participants will examine normal variations in behavior as well as problematic development. The influence of a range of psychiatric disorders on school performance will be discussed: affective disorders, anxiety disorders, adjustment disorders, and personality disorders. Classroom manifestations of social/ emotional difficulties including lack of effort, attitudinal problems, and disruptiveness will be reviewed. Participants will learn to identify students experiencing social/emotional problems, classroom interventions that work, strategies that foster growth, and effective referral and consultation skills. The course will include lecture, discussion, and workshop approaches. Requirements: Attend all sessions; complete assigned readings and participate in discussions; create a vignette that describes the behavioral presentation of a student with a psychiatric disorder or outline a behavior intervention plan for a student with behavioral difficulties.
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Teaching Children with Anxiety Problems #S4296 Students experiencing elevated anxiety are at significant risk for academic and social difficulties. In order to maximize the performance of these vulnerable students, teachers must understand the nature of the anxious child and develop appropriate methods and teaching skills. Educators need opportunities to learn from the research the serious impact of anxiety disorders on development and performance as well as effective strategies for coping with anxiety and associated problems. This course furthers Scarsdales strategic plan to support faculty in their efforts to individualize student learning. Course instruction and discussion will focus on the relationship between anxiety problems and school performance from both theoretical and practical perspectives. Teachers will learn to recognize behaviors with roots in anxiety and to develop a more informed understanding of children with anxiety disorders and anxious temperament. Classroom manifestations and best practice models of school intervention will be reviewed. Teachers will also have opportunities to discuss specific cases from their own practice. 38
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Course Coordinator: Elliot Cohen

Child Development for All: Focus on Adolescence #S4299 In todays world, the nature and variability of adolescence can pose unique challenges for educators. A deeper understanding of a students social, psychological, and cognitive development, especially as he/she navigates contemporary society, is valuable for educators who work with middle and high school students. In addition, collaborative strategizing with colleagues can be quite useful in maximizing the learning and performance of these students. This course furthers Scarsdales strategic plan to support faculty in their efforts to individualize student learning. Participants will examine the challenges middle and high school students face as they grow and mature in todays world. Specific focus will be given to the impact of developmental processes upon school function and performance. A range of adolescent issues including, but not limited to, independence, identity, popularity, peer pressure, social challenges, daily habits, e.g. sleep and experimentation, will be reviewed. Movie clips that dramatize adolescence will be merged with discussion and lecture for a better understanding of the topic. Methods for how educators can best work with students in this age group will be discussed. Requirements: Attend all sessions; complete all readings; write a paper reflecting on course content and its application to professional practice.
Course Coordinator: Elliot Cohen Open to: All Time: M 8/6-Th 8/9, 9-3:30 Location: SHS 170 Credit: Two points salary credit or stipend Course limited to 15 participants.

Open to: All Time: W 7/18-Th 7/19, 9-3:30 Location: SHS 170 Credit: One point salary credit or stipend Course limited to 15 participants.

Best Educational Practice: Student and Classroom Management #S4298 Students with learning and behavioral differences often pose challenges in the classroom. When professionals examine individual case histories, they are able to apply educational and psychological research and theory to develop a deeper understanding of their students. In addition, collaborative strategizing with colleagues can be quite useful in maximizing the learning and performance of the target student as well as classmates. Educators need the time and opportunity to review, develop, and share best practice strategies within the framework of case material and relevant literature and resources. This course furthers Scarsdales strategic plan to support faculty in their efforts to individualize student learning. Course concepts and activities feature a review of teaching methods including innovative approaches to maximize student engagement in learning and to build teacher-student connections. Participants will use a case study approach to analyze the needs of individual students and develop educational and psychological techniques to enhance learning and performance. Requirements: Attend all sessions; complete assigned readings; develop an individual case analysis applying course resources and methodology.
Course Coordinator: Elliot Cohen Open to: All Time: M 7/30-Th 8/2, 9-3:30 Location: SHS 172 Credit: Two points salary credit or stipend Course limited to 15 participants.

SCHOOL, COMMUNITY, ENVIRONMENT School Nurse Study Group #4300 Medical information is constantly being updated, and teachers, parents, and students often look to district nurses for advice on health issues that arise in the nation, the community, or in the schools. Nurses require adequate time and opportunity to meet with colleagues to discuss the latest findings in their
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field. Study group participation provides the school nurses a venue to read, listen, and share information that will enhance health office practice. Participants will choose books and articles on topics that are relevant to school health office concerns. Through reading, participation in discussions, and sharing daily-based practice information, school nurses will become better-informed advocates and resources for their students and families. Requirements: Attend all sessions; complete assigned readings and discussion questions; maintain reflection journal.
Course Coordinators: Marcia Koff Open to: Nurses Time: Tu 2/28, 3/27, 4/24, 5/29, 3:30-6:30 Location: SMS nurses office Credit: Stipend

Hudson River ecosystem. The Changing Hudson Project modules for use in their classrooms include student assessment tools and techniques. Requirements: Attend all sessions; participate in the hands-on investigations and activities; develop a curriculum project based on course content.
Course Coordinator: Cristine Gilliland Course Speaker: Cornelia Harris, Education Program Leader, Cary Institute of Ecosystem Studies Open to: All Time: F 3/16, 3:30-7:30; Sa 3/17, 8:30-4:30 Location: SMS F75 Credit: One point salary credit or stipend

Best Practices for Coaches #4302 District coaches need the opportunity to meet with colleagues across grade levels to explore and to share successful coaching practices. This course provides participants the time and setting to examine and discuss teambuilding strategies, group decision-making skills, gender issues, problemsolving techniques, communication, and leadership skills. In this weekend course, coaches will concentrate on identifying a variety of best coaching methods, strategies, and philosophies. Included will be a ropes section to engage participants in group decision-making, trust building, and collaboration. The sessions will also address gender issues in coaching, respect, trust, and problem-solving skills. A handbook of best coaching practices will be compiled. Requirements: Attend all sessions; read assigned materials; contribute to best coaching manual.
Course Coordinators: Barney Foltman, Robert Keith, Kevin Roemer Open to: Scarsdale District Coaches Time: F 6/1, 3:30-7:30; Sa 6/2, 8:30-4:30 Location: SMS gym Credit: One point salary credit or stipend
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Teaching Ecosystem Literacy: Looking at the Hudson River Valley #4301 Schools have a responsibility to inform students of the impact of human activities on Earths natural systems. To this end, the Cary Institute of Ecosystem Studies brings together scientists, educators, and learners to investigate human and environmental interactions and to educate the public to the consequences of unchecked exploitation of nature. Ecosystem literacy refers to the body of knowledge developed to describe the complexities of this human-environmental relationship. The Changing Hudson Project (CHP) curriculum is an outgrowth of the Cary Institutes commitment to document and describe alterations to the natural order as a result of human pursuits. Using the Hudson River as a case study, area teachers and scientists, in collaboration, will engage students in critical thinking as they apply inquiry methods to real-world problem-solving. Educators from the Cary Institute of Ecosystem Studies will lead participants through an exploration of the Changing Hudson Project curriculum. Course content features an examination of environmental problems using scientific data to teach important concepts and to build student facility with inquiry based, authentic evidence. Participants will analyze cutting-edge technical information and will apply concepts from biology, ecology, chemistry, physics, and earth science, as well as skills from mathematics, data analysis, and modeling, to understand the changing 42
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Challenge Course Workshop I #4303A Challenge Course Workshop I creates a setting for participants to develop essential skills that enhance personal leadership, effective teamwork, and 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 problem-solving strategies and communication skills through a series of experiences designed to foster effective teamwork. They will examine realistic goal-setting and collaborative decision-making. They will observe different leadership styles and identify their own management skills. Participants will experience growth related activities in the area of physical, social, and emotional risk-taking. Strategies that create a classroom environment fostering self-esteem will be emphasized. Requirements: Complete the weekend course at Scarsdale Middle School; 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: All Time: F 6/8, 3:30-7:30; SA 6/9, 8:30-4:30 Location: SMS gyms A & B Credit: One point salary credit or stipend

techniques that guide student reflection on learning. When individuals, teachers and students alike, stretch beyond their perceived strengths and weaknesses, they enhance self-esteem, an important goal of the Challenge Course workshops. While working with their colleagues in a more physically and emotionally demanding setting, Challenge Course Workshop II participants will expand their comfort zones beyond the Challenge Course I experience. This course will utilize both low ropes elements and high ropes climbing activities to provide teachers first hand practice in the challenges and stressors faced by students striving to achieve new heights or simply to survive in the classroom. Debriefing activities will provide teachers opportunities to share experiences and to network with each other on best practices and strategies to foster empathy and self-esteem in the classroom environment. Requirements: Attend all sessions; complete assigned readings; keep a personal reflections journal and develop a lesson plan from the course content.
Course Coordinators: Barney Foltman, Robert Keith, Kevin Roemer Open to: All Time: M 6/25-Th 6/28, 8:30-4:30 Location: SMS gym & Bedford Training Center Facilities Fee: $55 Credit: Three points salary credit or stipend

Sustainable Gardens in the Curriculum #4304 Scarsdales strategic plan calls for the education of students who are prepared for effective participation in an interdependent world, young people with informed imaginations developing innovative solutions to complex, seemingly intractable global dilemmas. One such global problem is agriculture, a vital area of sustainability imperiled by numerous environmental and social conditions. Urban planners are hopeful that creative approaches to agriculture can provide relief for projected food shortages in the decades to come with the development of sustainable agricultural plots in and around cities. Individually tended home gardens can reduce food costs, increase the nutritional quality of food, an lower the environmental impact of food delivery trucks traversing long distances from
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Challenge Course II #S4303B Challenge Course participants overcome their own limits as they cooperate with colleagues to complete a challenging program of physical activities. In the process, teachers put themselves in the place of learners often faced with daunting classroom tasks to complete. Through the experiential learning at the heart of the Challenge Course process, participants enhance their own problem-solving and decision-making skills, learn the importance of debriefing sessions after lessons, and develop effective questioning 44
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farms to markets. District school grounds are ideal sites for establishing sustainable gardens and for providing students experiences in real world, creative problem solving. Teachers will gain the knowledge and support needed to integrate sustainable gardening into the life and work of the schools. The course will begin with an overview of a growing cycle, an exploration of the role of edible gardens in the schools and in the curriculum, and the development of gardening units. The remaining sessions will be hands-on, as participants will learn by doing as they design and prepare garden beds and gain the knowledge and skill needed to establish and maintain a food growing area. The course will conclude with teachers collaborating to plan for the establishment of gardens in the Scarsdale Middle School and in the curriculum. Requirements: Attend all sessions; complete assigned readings; create a unit of study that integrates sustainable gardening into curriculum.
Course Coordinators: Cara Forray, Dawn Rivellini Course Speakers: Alexandra Forrester and Toby Adams, Founders of Kaleidoscope Garden Design Open to: SMS Time: Th 3/1, 3/15, 4/12, 4/19, 3:30-6:30 Location: SMS garden and B135 Credit: One point salary credit or stipend

student control over course material with time for reflection and formation of clarifying questions for teachers. Recent software developments make the creation of online tutorials a convenient and easy process for teachers to learn and to add to their repertoire of instructional tools. Participants will develop Web based video tutorials for curriculum units with the new QuickTime capture feature built into Apples Snow Leopard and Lion operating systems. Additionally, participants will apply a third party application, Snapz Pro, to save Web clips and to capture interactive content displayed on the computer. Instructors will share strategies for posting their course content on the Web or in SchoolWires. Requirements: Attend all sessions; create a curriculum related online tutorial.
Course Coordinators: Ken Holvig, Andy Verboys Time: F 3/23, 3:30-7:30; Sa 3/24, 8:30-4:30 Location: SMS C159 Open to: All Credit: One point salary credit or stipend Course limited to 15 participants.

One Picture Is Worth a Thousand Watts #4306 Keeping current with the presentation technologies and how best to apply each to classroom practice can be a challenge for teachers as they integrate technology into their curriculum. Teachers need guidance in selecting appropriate computer software for specific courses of study, and they need technological assistance through hands-on computer lab experiences to expand their skills in the use of presentation hardware. Teachers who develop competence in the use of presentation technologies will inspire their students to do the same. Participants will learn the operation and classroom application of various presentation technologies available in the schools: data projectors, plotters, video editing hardware, and a variety of scanners including flatbed, page, and 3-D. Demonstrations and instruction will focus on the operation of presentation hardware and will include lessons on the software most
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TECHNOLOGY Creating Online Tutorials #4305 Teachers continually look for new ways to support student learning, frequently engaging technology to enhance and enrich instruction. The online tutorial is a recent addition to the field of educational software in the service of learning. Electronic tutorials are innovative extra help sessions that allow students to review course material at their own pace and at times convenient to individual schedules. Tutorials such as these are what make the flipped classroom possible. A flipped classroom features more project based learning during class time with core learning material presented as homework. The many advantages of digital tutorials include 46
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commonly used in conjunction with each technology. Troubleshooting problems that arise during the set-up and use of these devices will be covered as will media related issues such as cost and storage capacity. Some of the more technical aspects of presentation capabilities will also be covered for those participants familiar with the basics. As a final part of the course, participants will be required to make a presentation to the class incorporating several technologies. Requirements: Attend all sessions; complete assigned readings; develop a presentation demonstrating competence with course technologies.
Course Coordinator: Greg Leong Open to: All Time: F 3/9, 3:30-7:30; Sa 3/10, 8:30-4:30 Location: SHS 354 Credit: One point salary credit or stipend

Course Coordinators: Linda Fisher, Steve Goodman Open to: All Time: F 3/16, 3:30-7:30; Sa 3/17, 8:30-4:30 Location: SMS C159 Credit: One point salary credit or stipend

Photoshop Jumpstart #4308 Knowledge of Photoshop furthers the integration of technology in all curriculum areas. Photoshop provides teachers ways to produce effective images for print, multimedia, and Web design. Participants willstart to master Photoshops powerful arsenal of tools and features and begin creating exciting images for presentations and projects. Photoshop Jumpstart provides a working knowledge of Adobe Photoshop CS5. Participants will learn a wide spectrum of shortcuts, tips, and tricks, while concentrating on the essentials of becoming confident users of this multifaceted image-editing program. The goal of the course is to develop in participants the skills necessary to create appealing images which may be used with other presentations such as PowerPoint, Keynote, slideshows, Web pages, podcasts, and movies. With knowledge of Photoshop, teachers can guide students in the use of images for computer curriculum projects. Requirements: Attend all sessions; read assigned materials; edit a photo image using the Photoshop tools and filters.
Course Coordinators: Linda Fisher, Paul Tomizawa Open to: All Time: F 4/27, 3:30-7:30; Sa 4/28, 8:30-4:30 Location: SMS C159 Credit: One point salary credit or stipend Course limited to 15 participants.

Star in Your Own Comic #4307 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 generations affinity for visual representation. In this course, 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. There will be a review of 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. Requirements: Attend all sessions; complete assigned readings; create a curriculum-based comic using photographic images. 48
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Using iBooks Author to Create eBooks #4309 With the popularity of digital devices such as the iPad and the Nook, more and more students are reading electronically. There is no better time 49
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to build on the use of this technology to enhance reading instruction and frequency. Electronic books, or eBooks, also provide interactive dictionaries and highlighting and note taking capabilities. Links from student-selected passages to websites improve vocabulary and concept development while easing the load on student backpacks. Now, teachers can easily format content for digital devices through the use of Apples recently released iBooks Author. Author allows for easy interactive content creation. The eBook can be an exciting and engaging way to share information with students and to showcase student work throughout the grades and across disciplines. Course content features instruction in Apples new iBooks Author program. Participants will master the use of this software as they create eBooks for classroom use. The content may be instructional, developed by the teacher, or in presentation format, to showcase student work. A special feature of the program is the automatic generation of a dynamic table of contents with simultaneous links to chapters or sections. Participants will become skilled at integrating text, pictures, and even video and audio into their eBooks. At the end of the course, teachers will have created a custom designed electronic book for classroom use that delivers course content or presents a compilation of student work. Requirements: Attend all sessions; complete assigned readings; create an eBook for classroom use.
Course Coordinators: Ken Holvig, Cindy Parrott Open to: All Time: Tu 5/1, 5/8, 5/15, 5/22, 6/5, 6/12, 3:30-5:30 Location: SMS C159 Credit: One point salary credit or stipend

however, iPad technology is a whole new way of looking at the computing experience, and developers are compiling a growing library of appealing educational applications. Educators have a responsibility to explore this new device to determine its place in teaching and learning and to be informed of an exciting development in educational technology. Participants will be introduced to every aspect of the iPad: operation, applications, and connectivity. They will consider how an iPad is similar to a laptop or a Chromebook and in what ways is it unique and more versatile. Course demonstration and instruction will include the exploration of a number of innovative iPad applications designed to support teaching in a variety of curriculum areas. Participants will also learn to use the iPad as a presentation tool. Overall, the course invites participants to explore the potential of the iPad as an instructional tool for students and teachers. Participants who have their own iPad, should bring them to class; for others, a limited number of iPads is available for use in the class. Requirements: Attend all sessions; demonstrate competence in using the iPad for an educational purpose; design a curriculum unit to be shared with the group using the iPad as a resource.
Course Coordinators: Jerry Crisci, Ken Holvig Dates: F 4/20, 3:30-7:30; Sa 4/21, 8:30-4:30 Location: SMS C159 Open to: All Credit: One point salary credit or stipend Course limited to 20 participants.

Digital Storybooks to Go #4311 Teachers continually look for ways to expand their knowledge of computers and technology into curricular areas unimagined just a few years ago. Book publishing is an example. The tools necessary to publish a professional quality book with digitally enhanced photographs are just a few mouse clicks away. Apples new iBooks Author brings professional publishing to teachers. The classroom applications for digital storybooks span the grades, and teachers and their students will be able to present their work in creative and enduring book forms. Mobile devices such as the iPad provide the
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Powering the Creative Classroom with iPad #4310 Is the iPad the digital design that will transform education? The iPad, characterized as a magical device by Steve Jobs, Apples co-founder, has taken the consumer world by storm. While combining familiar features of the computer and newer interactive capacities, it is also a cutting edge idea with untapped potential for use by students and teachers. Proponents predict that the sleek and portable iPad will replace the textbook and the backpack for its obvious convenience. More than mere portability, 50
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perfect platform for digital storytelling. Participants will create digital multimedia storybooks for use in both the classroom and library by learning to combine scanned images, video, and Keynote slides into a single integrated project. During the first session of this weekend course, participants will be introduced to Apples new iBooks Author and Adobes Photoshop and will practice the features of these applications that are necessary to complete the book project. Also, participants will be introduced to Blurb Booksmart and My Publisher, two additional online book-publishing sites. Creation of eBooks for iPads and tablet devices will be explored. During the second session, participants will design, develop, and publish a book, complete with photos and interactive content based on a unit of study from their curriculum. Requirements: Attend all sessions; design and publish a curriculumoriented book.
Course Coordinators: Ken Holvig, Andy Verboys Dates: F 5/4, 3:30-7:30; Sa 5/5, 8:30-4:30 Location: SMS C159 Open to: All Credit: One point salary credit or stipend Course limited to 15 participants.

Teachers will learn to operate the SMARTBoard and SMART Notebook software to design interactive lessons within the core areas of the elementary curriculum. Instruction includes the basic operations that will enable newcomers to the technology to start using their SMARTBoards immediately. Participants at all levels of experience will explore SMART Notebook software and its interactive capabilities. Drawing tools, gallery content, the magic pen, integration of tables, making page recordings, and creating links are all part of the instruction. At the end of the course, participants will be confident in their use of SMARTBoard technology to create and share a lesson with the group. Requirements: Attend all sessions; complete assigned readings; participants will create, design, and share a lesson using SMART Notebook software.
Course Coordinators: Joan Farella, Melissa Genovese Open to: Greenacees Time: Tu 3/6, 3/20, 4/17, 5/1, 5/8, 5/22, 3:30-5:30 Location: GRA 10 & 12 Credit: One point salary credit or stipend

SMARTBoard in the Edgemont Elementary Classroom #4312B The SMARTBoard interactive whiteboard is intuitive, easy-to-use technology for delivering dynamic presentations and conducting highly motivating lessons for elementary students. With newly installed SMARTBoards in Edgemonts elementary classrooms, teachers need instruction to make full use of the potential this technology offers for visualizing curriuclum, for integrating subject areas, for engaging student participation in lessons, and for developing strategies for special needs learners. The integration of technology into the academic curriculum meets educational standards in many areas and motivates student interest through hands-on learning and critical thinking skills. Through guided instruction by course leaders, participants will learn to use the components of the SMARTBoard system including tools and related applications. Demonstrations of the use of SMARTBoard in all curricular areas will model for participants the seamless integration possible when this technology becomes an integral part of teaching, classroom routines, and lesson planning. The course will be interactive, and participants at all skill levels are welcome. 53
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SMARTBoard & SMART Notebook Software in the Greenacres Classroom #4312A The use of SMARTBoard technology at the elementary level continues to grow as teachers become aware of its value to classroom teaching and learning. SMARTBoards are interactive white boards connected to computers and able to project. Teachers need instruction on the multiple uses of this technology for visualizing concepts, for engaging students in lessons, and much more. By integrating math, early literacy, science, and social studies with the SMARTBoard and Smart Notebook software, Greenacres teachers will provide students engaging and interactive activities and lessons.

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Requirements: Attend all sessions; complete assigned weekly explorations to reinforce learning; create and share a classroom lesson that uses SMARTBoard technology.
Course Coordinators: Jennifer Borella, Sandy Capuano Open to: Edgemont Elementary Time: Th 3/15, 3/22, 3/29, 4/5, 4/19, 4/26, 3:30-5:30 Location: SPS 212 Credit: One point salary credit or stipend Course limited to 12 participants.

Location: SHS 352 Credit: One point salary credit or stipend

Using a SMARTBoard in the Classroom with a Mac #4312D SMARTBoards, interactive whiteboards connected to computers and data projectors, are being installed in many classrooms. Once a computer image is projected onto the SMARTBoard it can be manipulated by hand-touch on the white board. This projection technology can add a whole new dimension to teaching and learning experiences. Teachers need training to achieve a working knowledge of the numerous ways to integrate SMARTBoard into daily lessons. Moreover, the Mac version of the SMARTBoard software has many functional differences from the PC version, and Mac users need special training in this technology. Mac users will learn how to use a SMARTBoard, the benefits and drawbacks of SMARTBoards, how to work with the SMART Notebook software, and how to interact with other commonly used applications. The sessions will combine lecture and presentations by the instructor and workshop time for participants to familiarize themselves with the technology and the software. Participants will be expected to develop SMARTBoard lessons applicable to their grade level/subject area, and to demonstrate what they have learned and how they will use class content in their teaching. This course is geared towards beginners to the SMARTBoard who are using a Mac. Requirements: Attend all sessions; develop a SMART Notebook lesson; develop a curriculum application of SMARTBoard technology.
Course Coordinators: Chris Sipe, Doug Vermes Open to: K-8 Scarsdale Time: F 5/18, 3:30-7:30; Sa 5/19, 8:30-4:30 Location: SMS C159 Credit: One point salary credit or stipend

Using a SMARTBoard in the Classroom: PC Beginner #4311C SMARTBoards, interactive whiteboards connected to computers and data projectors, are being installed in many classrooms. Once a computer image is projected onto its surface, the SMARTBoard can be used as a computer operated by hand-touch on the white board. Teachers need training to achieve a working knowledge of the numerous ways to integrate SMARTBoard into daily lessons. This technology can add a whole new dimension to teaching and learning experiences. Participants will learn how to use a SMARTBoard with the PC, the benefits and drawbacks of SMARTBoards, how to work with the SMART Notebook software, and how to interact with other commonly used applications. The sessions will combine lecture and presentations by the instructor and workshop time for participants to familiarize themselves with the technology and the software. Participants will be expected to develop SMARTBoard lessons applicable to their grade level/subject area, and to demonstrate what they have learned and how they will use class content in their teaching. This course is geared towards beginners to the SMARTBoard who are using a PC. Requirements: Attend all sessions; develop a SMART Notebook lesson; develop a curriculum application of SMARTBoard technology.
Course Coordinator: Doug Vermes Open to: All Time: F 3/23, 3:30-7:30; Sa 3/24, 8:30-4:30

Using a SMARTBoard in the Classroom: PC Advanced #S4312E SMARTBoards, interactive whiteboards connected to computers and data projectors, are being installed in many classrooms. Once a computer image is projected onto its surface, the SMARTBoard can be used as a computer
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operated by hand-touch on the white board. Teachers who have a basic understanding of the SMARTBoard need training to achieve a higher level of mastery with the numerous ways to make more effective use of a SMARTBoard. This technology can add a whole new dimension to teaching and learning experiences. Participants will build on their previous knowledge to learn new strategies for using the SMARTBoard and to explore the available tools in the SMARTBoard Gallery and Lesson Activity Toolkit. The sessions will combine lecture and presentations by the instructor and workshop time for participants to familiarize themselves with the technology and the software. Participants will be expected to develop SMARTBoard lessons applicable to their grade level/subject area and to demonstrate what they have learned and how they will use class content in their teaching. This course is geared towards PC users who have already mastered the basics of using a SMARTBoard. Requirements: Attend all sessions; develop a SMART Notebook lesson; develop a curriculum application of SMARTBoard technology.
Course Coordinator: Doug Vermes Open to: experienced SMARTBoard users Time:Tu 8/21-W 8/22, 9-3:30 Location: SHS 352 Credit: One point salary credit or stipend

This weeklong course will engage participants in the study of journalism, media literacy, and online reading/writing comprehension to help teachers integrate media literacy and online reading/writing comprehension and strategies into instruction. Teachers will produce a news program for which they will study and report on issues, trends, and ideas related to a curriculum area, community events, or current events. They will use Google Docs, Wikis, blogs, videochats, and podcasts, while engaging in collaborative online discussions through Edmodo to develop an understanding of these resources and how students can use them in the classroom. Working in teams, participants will learn to use digital communication technology in the service of the young people they teach. Requirements: Attend all sessions; complete assigned projects and activities; participate in group and online discussions.
Course Coordinators: Paul Tomizawa, William Yang Open to: All Time: M 7/16-Th 7/19, 8:30-4:30 Location: SMS B135 Credit: Three points salary credit or stipend

iWeek: Harnessing the Power of iLife #S4314 Apples iLife 11 software provides users a means for expressing themselves through professional-quality projects of all kinds: movies, photo essays, presentations, podcasts, websites, written reports, data analyses, and more. Best of all, these applications work together seamlessly, so educators can use them in concert to build a curriculum that fosters creativity in the classroom. The potential for developing instructional strategies using the various elements of the digital hub has become central to technologysupported instruction. Participants will learn how the digital hub relates to the use of technology in the curriculum. Exemplars will be provided for iApps: iMovie, iPhoto, iDVD, iTunes, GarageBand, and iWeb. Also, training will be provided for the iWork suite: Keynote, Pages, and Numbers. Each participant will create an instructional activity using at least one element of the digital hub and develop an assessment strategy for the activity. At the conclusion of the course, teachers should understand the basics of each application and be able to produce curriculum-based technology activities drawing on elements 57
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Stop the Presses! Citizen Journalist in the Classroom #S4313 Digital communication technology is changing the way information is viewed and absorbed. News media trends indicate that more information is available to the public than ever before, and it is being delivered through outlets that did not exist until this century. Newspapers and broadcast stations routinely feature websites, blogs, videos, and social networking sites to expand their conventional modes of communication. This means that the varied ways of analyzing information requires not only traditional reading and writing skills, but online literacy skills, strategies, and dispositions as well. Teachers need to know, and students need to be taught, how to adapt and utilize these tools. Students must understand current issues if they are to become informed, critical thinkers in the 21st century global community and users of its ever-expanding technologies. 56
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of the digital hub. Instructors will differentiate instruction to accommodate all skill levels. Requirements: Attend all sessions; read assigned material; create an instructional activity and assessment strategy using at least one element of the digital hub.
Course Coordinators: Jerry Crisci, Ken Holvig, Andy Verboys Open to: All Time: M 8/13-Th 8/16, 8:30-4:30 Location: SMS C159 Credit: Three points salary credit or stipend

Lets Sit and Knit #4316 All levels of knitting experience and skill are welcome. Participants new to knitting will learn basic stitches, including: casting on, knit, purl, simple increases/decreases, and binding off. More experienced knitters will receive project support and guidance, as well as an introduction to specific techniques (e.g., lace, reading charts) or project types (e.g., socks, shawls/wraps), depending on interest. Participants are encouraged to bring current knitting projects and questions to the class. Information about available resources for patterns and techniques, including websites, podcasts, books and magazines, will also be provided.
Course Coordinator: Susan Pankow pen to: All Time: Th 3/1, 3/8, 3/15, 3/22, 3/29, 4/19, 4-5:30 Location: QRS faculty lounge Credit: Non-credit

SPECIAL PROGRAMS Conversational English for Adult Language Learners #4315 The Scarsdale Teachers Institute in collaboration with the Interdependence Institute offers this class for adults whose first language is not English. Participants practice and refine spoken English and improve communication skills in a variety of settings. Through a series of engaging exercises, discussions, and games, participants improve their listening skills, gain pronunciation awareness, train new muscle patterns for producing speech, and learn to monitor their speech. Topics vary based on participants suggestions and include speaking with school personnel, asking and giving directions, and using the telephone. Requirements: Attend each class; bring a mirror to class; participate in discussions and activities.
Course Coordinator: Meredythe Nowak Open to: English as Second Language learners Time: TBA Location: QRS Fee: No fee Course limited to 10 participants.

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Course Coordinators and Speakers

Page

Toby Adams, Founder of Kaleidoscope Garden Design.......................................... 46 Katherine Bescherer, Teacher, Heathcote............................................................... 28 Kanta Bhatia, former South Asian Bibliographer, University of Pennsylvania......... 17 Jennifer Borella, Teacher, Seely Place.................................................................... 54 Christi Browne, Teacher, Scarsdale Middle School................................................ 28, 31 Joanne Buccini, Teacher, Briarcliff Manor UFSD.................................................... 26 Sandy Capuano, Teacher, Seely Place ................................................................... 54 Denise Cassano, Teacher, Scarsdale Middle School............................................... 21, 24 Diane Celentano, Dance/Lincoln Center Coordinator, Scarsdale............................ 33 Richard Clark, Teacher, Scarsdale High School....................................................... 35 Nancy Closter, Teacher, Greenacres...................................................................... 25 Elliot Cohen, Psychologist, Scarsdale Middle School.....................................38, 39, 40, 41 Bill Costanzo, Distinguished SUNY Teaching Professor of English and Film........... 16 Gerald Crisci, Director of Instructional and Administrative Computing, Scarsdale........................................................................................ 51, 58 Phyllis DiBianco, Librarian, Scarsdale High School ............................................... 16, 34 Robert DiYanni, Director of Arts and Aesthetic Education, Scarsdale .................... 33 Molly Earle, Techer, Edgemont Jr/Sr High School.................................................. 23 Sara Faranda, Teacher, Fox Meadow........................................................................ 22, 30 Joan Farella, Teacher, Greenacres.......................................................................... 53 Natalie Farina, Teacher, Scarsdale High School...................................................... 34 Linda Fisher, Arts Chair, Scarsdale Middle School.................................................... 49 Barney Foltman, Teacher, Scarsdale Middle School............................................ 43, 44, 45 Evelyn and Juan Fontan, Latin Dance Consultants................................................. 19 Cara Forray, Teacher, Scarsdale Middle School...................................................... 46 Alexandra Forrester, Founder of Kaleidoscope Garden Design............................... 46 Melissa Genovese, Teacher, Greenacres................................................................ 53 Jennifer Gilbert, Science Chair, Scarsdale Middle School....................................... 28 Cristine Gilliland, Teacher, Scarsdale Middle School............................................. 26, 43 Steve Goodman, Teacher, Scarsdale Middle School.................................................. 49 Monica Grey, Teacher, Edgemont Jr/Sr High School................................................. 12, 36 Cornelia Harris, Education Program Leader, Cary Institute of Ecosystem Studies... 43 Ken Holvig, Head Computer Teacher, Scarsdale Middle School............ 47, 50, 51, 52, 58 Robert Keith, Physical Education Chair, Scarsdale Middle School............... 31, 43, 44, 45 Kimberly Kilcoyne, Teacher, Seely Place ............................................................... 27, 29 Marcia Koff, Nurse, Scarsdale Middle School......................................................... 42 Greg Leong, Teacher, Scarsdale High School.......................................................... 48 Beverley Lorie, Speech Pathologist, Scarsdale Middle School ................................ 37 Michael McDermott, Principal, Scarsdale Middle School....................................... 26 Nadine McDermott, Habits of Mind National Trainer............................................ 26 Mary Dee Merrell, Artist........................................................................................ 25 Ann Marie Nee, Teacher, Scarsdale High School.................................................... 20 Meredythe Nowak, Teacher, Greenacres, Heathcote, Quaker Ridge...................... 58 OHara Family, Irish Step Dancing Consultants...................................................... 19 Cheryl Orlandi, Teacher, Scarsdale Middle School................................................. 19 Monica Palekar, Teacher, Scarsdale High School................................................... 17 Susan Pankow, Teachers Aide, Quaker Ridge....................................................... 58 Cindy Parrott, Teacher in Charge, CHOICE, Scarsdale Middle School.................... 50 Nicole Pisano, Science Chair, Scarsdale High School............................................. 12

Karin Reetz, Artist.................................................................................................. 25 Dawn Rivellini, Teacher, Scarsdale Middle School................................................. 46 Kevin Roemer, Teacher, Scarsdale Middle School.......................................... 43, 44, 45 Nicole Romeo, Teacher, Heathcote........................................................................ 28 Jan Schorr, Librarian, Fox Meadow........................................................................ 22 Chris Sipe, Teacher, Scarsdale Middle School ....................................................... 55 Ilene Smith, Teacher, Edgemont Jr/Sr High School, retired..................................... 12, 36 Beatrice Spinali, Teacher, Edgemont Jr/Sr High School.......................................... 18 Jeannette Stockton, Teacher, Edgemont Jr/Sr High School..................................... 18,23 Len Tallevi, Social Studies Chair, Scarsdale Middle School.................................... 11, 32 Marie Tallevi, Teacher, Quaker Ridge................................................................... 11, 32 Paul Tomizawa, Teacher, Edgewood.......................................................13, 14, 30, 49, 57 Andrea Tripodi, Psychologist, Scarsdale Middle School.......................................... 10, 37 Andy Verboys, Teacher, Scarsdale Middle School.............................................. 47, 52, 58 Doug Vermes, Teacher, Scarsdale High School................................................. 54, 55, 56 Joan Weber, Assistant Superintendent for Personnel and Administrative Services, Scarsdale.......................................................................................................... 16, 33 William Yang, Teacher, Greenacres....................................................................... 57 Art and Susan Zuckerman, Hosts of a WVOX show and contributors to. the Travel Channel............................................................................................ 13, 14

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Registration and Credit Information

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

PAymENT PoLICy

Registration Form

Please return entire page to the Scarsdale Teachers Institute, 2 Brewster Road, Scarsdale, New York 10583. Receipt of this registration form with payment secures your place in a course. The STI office will notify you if a course is not running. If you have any questions, please call 721-2580. Payment must be made before the course begins. No credit or stipend will be awarded without full payment. Please make checks payable to the Scarsdale Teachers Institute. Check must accompany registration form.

How

To

REgIsTER

Online: www.scarsdaleschools.org/sti. Receipt of payment secures your place in a course. If you register online, you must send a check to the STI office within 48 hours to guarantee your registration. At the STI Office: Scarsdale High School, room 102 By phone: 721-2580 Receipt of payment secures your place in a course. If you register by phone, you must send a check to the STI office within 48 hours to guarantee your registration. By mail: send completed form and your check made payable to Scarsdale Teachers Institute to the STI, 2 Brewster Road, Scarsdale, New York 10583.

CANCELLATIoN PoLICy

No refunds will be issued for courses unless participant gives two-day notice to STI office. Scarsdale, Edgemont, and other Westchester residents are welcome to enroll in STI courses listed as programs open to all. Name ________________________________________________________________________ School ____________________________ Grade(s) _______________Tel. ext. ____________ Home Address _______________________________________________________________ __________________________________ Home Phone ______________________________ Cell Phone ________________________________ Email Address Course # 1.___________ 2.___________ 3.___________ 4.___________ Amount Enclosed Course Title Amount

NoN-CREdIT CouRsEs

Courses in this catalogue labeled non-credit are those for which the Institute will not request Board of Education support. These courses will be supported solely by teachers tuition fees.

sALARy sTudy CREdIT, sTIPENds

According to the STA contract, the Board of Education has agreed to approve, at the recommendation of the Accreditation Committee, courses for salary credit or a stipend and has set aside a sum of money to pay the instructional expenses of these courses. The Board approves a course for credit according to the following procedure. If a course furthers the educational goals of the District, the Institute Director submits it to the Accreditation Committee for review and recommendation and then to the Superintendent and Board of Education for approval. Assignments of salary credit will usually be announced before the course begins. Some courses will carry salary credit for teachers eligible for additional credits or a stipend for teachers at MA+75 or above. These teachers may obtain a maximum of eight credits per year for Institute courses. Upon application and approval, the eight-credit maximum noted above may be waived for STI courses where the STI Accreditation Committee determined such courses meet District goals. Two of these eight (8) credits may be taken in summer STI courses and may be applied to either the previous school years allotment or the upcoming school years allotment. In order to obtain salary credit or a stipend for an approved course, a teacher will be responsible for completing the course requirements within ninety days of completion of the course.

FoR

CouRsEs

_______________________________________________ _____________ _______________________________________________ _____________ _______________________________________________ _____________ _______________________________________________ _____________ $______________________

Please send this form to STI and keep a copy to remind yourself of upcoming courses for which you have registered.

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.

Your timely registration assures your place in a course and can make the difference between a course running or being cancelled!
Fee Schedule: $75 per credit for Scarsdale and Edgemont faculty and residents $45 per credit for Scarsdale and Edgemont non-teaching staff, retired teachers, and senior citizens $85 per credit for non-residents
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Susan Taylor, Director Kenneth Holvig, Assistant to the Director, Head Computer Teacher, Scarsdale Middle School Phyllis DiBianco, Librarian, Scarsdale High School, Policy Board Chair John Dean, Teacher, Greenacres, Secretary and Treasurer Ahunna Akoma, Instructional Technology Coordinator, Edgemont Jennifer Allen, Principal, Greenville Jennifer Borella, Teacher, Seely Place Christine Cecere, Teacher, Edgemont Jr/Sr High School William Costanzo, Professor, Westchester Community College Gerald Crisci, Director of Instructional and Administrative Computing, Scarsdale Michaeline Curtis, Board of Education, Edgemont Linda Fisher, Art Chair, Scarsdale Middle School Kathleen Fox, Teacher, Seely Place and President, Edgemont Teachers Association Suzanne Glaser, PT Council President, Scarsdale Fred Goldberg and Kelley Hamm, Co-principals, Scarsdale HIgh School Elise Hilf-Levine, Teacher, Scarsdale High School Trisha Iasiello, Teacher, Quaker Ridge Tracy Jaffe, Resident Gwen Johnson, Teacher, Scarsdale High School Lorella Lamonaca, Teacher, Edgewood Patricia McCallion, Teacher, Greenville Michael McDermott, Principal, Scarsdale Middle School Trudy Moses, President, Scarsdale Teachers Association Amy Ogden, Teacher, Fox Meadow Lisa Onofri, Teacher, Heathcote Nicole Pisano, Science Chair, Scarsdale High School Suzanne Seiden, Board of Education, Scarsdale Lynne Shain, Assistant Superintendent for Instruction, Scarsdale Vivian Sonnenborn, Teacher, Greenville, STI/Edgemont liaison Jeannette Stockton, Teacher, Edgemont Jr/Sr High School Sharon Waskow, Librarian, Scarsdale Middle School Joan Weber, Assistant Superintendent for Personnel & Administrative Services, Scarsdale Emma Wixted, Teacher, Scarsdale Middle School Gerry Young, Principal, Greenacres School Fran Garafolo, STI Secretary

STI Policy Board 2011-2012

Notes

Ken Holvig John Dean Phyllis DiBianco Gwen Johnson Linda Fisher Suzanne Seiden Mike McDermott Vivian Sonnenborn Lynne Shain Susan Taylor Vivian Sonnenborn Joan Weber Susan Taylor Gerry Young Joan Weber Judith Schwartz 1980-2002 Past Directors of the STI Doris Breslow 1979-1980 Ralph Ricci 1975-1979 Werner Feig 1972-1975 Doris Breslow 1969-1972, founder

Accreditation

Policy Board Standing Committees

Incentives for Innovation

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SCARSDALE TEACHERS INSTITUTE

Spring/Summer 2012

SERVING THE SCARSDALE AND EDGEMONT COMMUNITIES