STI Spring/Summer 2009 Catalog

2

Intentionally Blank

1

A LEARNING COMMUNITY

TECHNOLOGY CONTENT KNOWLEDGE

TEACHING STRATEGIES

SCHOOL COMMUNITY

ENVIRONMENT

EQUITY & ACCESS

REFLECTIVEPRACTICE

STI Spring & Summer Program

INTERDEPENDENCE

2

STI Table of Contents PagePrinciples 8Responding to Individual Student Needs 8Collaborations with Other Organizations 9Mini Grant Program 10National Board for Professional Teaching Standards 10Professional Performance Review Program 10Teacher as Reader 10Technical Skills 10

Overview

# Title Beginning Open To Credit Coordinator Page

EHS - Edgemont Junior/Senior High SchoolEWS - Edgewood SchoolFMS - Fox Meadow SchoolGRA - Greenacres SchoolGRV - Greenville School

HCS - Heathcote SchoolQRS - Quaker Ridge SchoolSHS - Scarsdale High SchoolSMS - Scarsdale Middle SchoolSPS - Seely Place School

*Course has prerequisites for participation; see description for details.

REFLECTIVE PRACTICE

3841 Medieval Masterpieces 3/5 All 1 K. Schaefer

3842 Explorations in Balanced Literacy at Heathcote

3/11 Heathcote 1 T. DeBerryM. Stile

3843 Critical and Creative Thinking 3/26 All 1 R. DiYanniJ. Weber

3844 The Courage to Teach: Reconnecting Who You Are with What You Do

5/15-16 All 1 I. Smith

S3845 A Teacher as Reader: Science - Summer

6/23 SHS 1 N. Pisano

S3845 B Keeping Current in Literature at Fox Meadow

6/30 Fox Meadow 1 J. Schorr

3846 Reflections on the Teaching of Reading: K-5

TBA Fox Meadow 1 R. KnezvichJ. Sullivan

S3847 Writing from Life III 6/29, 307/2

All 2 P. Bautista

CONTENT KNOWLEDGE

3848 Can It Happen Here? Natural Disaster Preparedness

3/3 All 1 S. Boyar

3849 A Look into NYC: Historic New York

3/20-21 All 1 P. Tomizawa

3850 Integrating Music in the Academic Classroom

4/17-18 All 1 S. GoodmanC. Reali

3851 An Author’s Walk Through Brooklyn

5/1-2 All 1 L. Onofri

3852 Plantation on the Hudson: Enslavement at Philipsburg Manor

5/15-16 All 1 K. Krahl

11

11

12

12

12

13

13

14

14

15

15

15

16

3

REFLECTIVE PRACTICE

3841 Medieval Masterpieces 3/5 All 1 K. Schaefer

3842 Explorations in Balanced Literacy at Heathcote

3/11 Heathcote 1 T. DeBerryM. Stile

3843 Critical and Creative Thinking 3/26 All 1 R. DiYanniJ. Weber

3844 The Courage to Teach: Reconnecting Who You Are with What You Do

5/15-16 All 1 I. Smith





3846 Reflections on the Teaching of Reading: K-5

TBA Fox Meadow 1 R. KnezvichJ. Sullivan


All 2 P. Bautista

CONTENT KNOWLEDGE

3848 Can It Happen Here? Natural Disaster Preparedness

3/3 All 1 S. Boyar

3849 A Look into NYC: Historic New York


3850 Integrating Music in the Academic Classroom

4/17-18 All 1 S. GoodmanC. Reali

3851 An Author’s Walk Through Brooklyn

5/1-2 All 1 L. Onofri

3852 Plantation on the Hudson: Enslavement at Philipsburg Manor

5/15-16 All 1 K. Krahl

3853 A Look into NYC: New York Harbor


S3854 Facing History and Ourselves Summer Program:

8/3-5 Secondary staff

2 M. Ross

S3855 HHREC Summer Program 8/10-12 All 2 N. Ginsberg

INTERDEPENDENCE

3856 Indonesia, Islam, and Islam in Indonesia

3/3 All 1 G. JohnsonI. Syahril

3857 Culture in the Curriculum Through Dance and Rhythm

3/13-14 All 1 C. OrlandiM. Zeiler

3858 Juan Valdez and Uncle Sam: Latin America – U.S. Relations

3/27-28 Secondary staff

1 M. Valentin

3859 Dots and Points on the Map: Japan

4/17-18 All 1 L. KuklisJ. Stockton

3860 The Politics of Race: Reflections on the U.S., the Middle East, and Latin America

5/1-2 All 1 M. FavrettiA. Nee

3861 Multiculturalism Through the Arts: Film

5/5 All 1 P. DiBiancoJ. Weber

3862 Finding Your Way Around the World with Clay

5/8-9 All 1 K. Kilcoyne

3863 Incorporating International Games into Curriculum

6/5-6 All 1 C. BergerC. Orlandi

S3864 A Yale Programs in International Educational Resources: Summer Institute 2009


S3864 B NCSS-Yale PIER Seminar: Innovative Approaches to Teaching World History and World Cultures


S3865 Jacob Burns Summer Film Institute

7/27-31 All 3 P. DiBiancoJ. Weber

TEACHING STRATEGIES

3866 Lesson Study in Elementary Mathematics

3/5 ElementarystaffScarsdale

2 K. de la GarzaB. JacksonN. Pavia

3867 Let’s Make Mini Books 3/6-7 All 1 N. Closter

3868 What’s New in the Literary World and How Do We Teach It?

3/13-14 All 1 P. DiBianco

3869 Highlighting Healthy Habits in the Elementary Classroom

3/17 Elementarystaff

1 E. Sciarpelletti

3870 Fiber Art: Framing Student Work

3/20-21 Art of Quilt Making participants

1 M. BallL. FisherD. Rivellini

3871 Encouraging Curiosity and Questioning: Inquiry Research in the Primary Classroom

3/20-21 Elementary staff

1 A. KenneyS. Luft

16

17

18

18

19

19

20

20

21

21

22

22

23

24

24

24

25

25

25

26

4

3872 Teachers in Harmony 3/27-28 All 1 L. ForteL. HicksA. Ogden

3873 Expression Poetry Playground: Poetry as Craft

4/17-18 Elementarystaff

1 L. Hicks

3874 Integrating Science Olympiad Events into the Science Classroom

4/23 K-12 science 1 J. GandelmanJ. Williams

3875 Projects WET and WILD in the Classroom

4/24-25 All 1 R. ColantuonoC. Sibrizzi

3876 Singapore Math with Ban Har Yeap

5/29-30 K-6 Scarsdale

1 K. de la GarzaN. Pavia

3877 Symmetry, Color, and Straight Line Design

5/15-16 All 1 K. WalshS. Walsh

3878 Movies in the Social Studies Curriculum

5/29-30 All 1 S. GoodmanS. Scharf

3879 Best Practices for Coaches 6/5-6 District teachers who coach

1 M. Menna

S3880 Type in the Classroom 6/29-7/2 All 3 L. TalleviM. Tallevi

S3881 A & B

Lincoln Center Summer Program

7/6-16 All andLCI returnees

6

2

D. CelentanoR. DiYanniJ. Weber

S3882 Tri-District Introduction to Inquiry (TDITI) Workshop

7/27-31 Elementarystaff Scarsdale

3 J. Kiley

S3883 Interpretive Strategies for Educators: Nature Walks

7/27-30 All 2 R. Clark

S3884 Mindfulness Training 7/27-30 All 2 I. Smith

EQUITY AND ACCESS

3885 Race Matters II 2/27 SHS 1 N. GinsbergF. Goldberg

3886 Social and Emotional Issues for the Learning Disabled Child

3/6-7 All 1 A. TripodiJ. Walker

3887 Addressing Adolescent Self-injury Strategies for School Personnel

4/24-25 All 1 J. Walker

3888 Empathy Through the Ages 6/5-6 All 1 M. BeniE. Bitterman

S3889 Teaching Children with ADHD 7/20-21 All 1 E. Cohen

S3890 Teaching Children with Anxiety 7/22-23 All 1 E. Cohen

S3891 Developing Best Educational Practices Through Case Analysis

8/3-4 All 1 E. Cohen

3892 Being Black in America 3/6-7 All 1 S. AzorJ. Weber

SCHOOL, COMMUNITY, ENVIRONMENT

3893 School Nurse Study Group 3/5 Nurses Stipend M. DonovanJ. Hoffman

26

27

27

28

28

28

29

29

30

30

31

31

32

32

33

33

33

34

34

35

35

36

5

3872 Teachers in Harmony 3/27-28 All 1 L. ForteL. HicksA. Ogden

3873 Expression Poetry Playground: Poetry as Craft

4/17-18 Elementarystaff

1 L. Hicks

3874 Integrating Science Olympiad Events into the Science Classroom

4/23 K-12 science 1 J. GandelmanJ. Williams

3875 Projects WET and WILD in the Classroom

4/24-25 All 1 R. ColantuonoC. Sibrizzi

3876 Singapore Math with Ban Har Yeap

5/29-30 K-6 Scarsdale

1 K. de la GarzaN. Pavia

3877 Symmetry, Color, and Straight Line Design

5/15-16 All 1 K. WalshS. Walsh

3878 Movies in the Social Studies Curriculum

5/29-30 All 1 S. GoodmanS. Scharf

3879 Best Practices for Coaches 6/5-6 District teachers who coach

1 M. Menna

S3880 Type in the Classroom 6/29-7/2 All 3 L. TalleviM. Tallevi

S3881 A & B


7/6-16 All andLCI returnees

6

2



7/27-31 Elementarystaff Scarsdale

3 J. Kiley




EQUITY AND ACCESS

3885 Race Matters II 2/27 SHS 1 N. GinsbergF. Goldberg

3886 Social and Emotional Issues for the Learning Disabled Child

3/6-7 All 1 A. TripodiJ. Walker

3887 Addressing Adolescent Self-injury Strategies for School Personnel

4/24-25 All 1 J. Walker

3888 Empathy Through the Ages 6/5-6 All 1 M. BeniE. Bitterman



S3891 Developing Best Educational Practices Through Case Analysis


3892 Being Black in America 3/6-7 All 1 S. AzorJ. Weber


3893 School Nurse Study Group 3/5 Nurses Stipend M. DonovanJ. Hoffman

3894 Education Law for Teachers 3/13-14 All 1 M. Troy

3895 The School of Belonging: David Levine’s System for Building an Emotionally Safe Learning Community

4/24-25 All 1 M. Grey

3896 Outdoor Education CampBest Practices III

5/1-2 Elementary staff Edgemont

1 T. BlankA. Cass

3897 Eco-Activism and Art: The Reef Project

5/8-9 SMS 1 M. BallM. MotlS. Waskow

3898 AS3898 B

Challenge Course IChallenge Course II

6/12-136/29-7/3

AllAll

13

B. FoltmanR. KeithK. Roemer

S3899 Summer Institute on Sustainability

7/20-24 All 3 R. ColantuonoD. Wilson

TECHNOLOGY

3900 Web Tools for Librarians 2/26 Librarians 1 P. DiBianco

3901 Keeping Current in Technology

3/3 MAC users 1 L. Fisher

3902 New Technologies Seminar 3/12 Edgemont 1 M. Curtin

3903 iThink, Therefore, iMovie ‘09 3/13-14 All 1 K. HolvigA. Verboys

3904 Digital Storytelling with Microsoft Photostory

5/29-30 All 1 M. Curtin

3905 SMARTBoard Technology and Keynote in SMS Science Curriculum

3/20-21 SMS Science 1 J. GilbertC. Gilliland

3906 iWork ’09 in the Classroom 4/24-25 All 1 K. HolvigA. Verboys

3907 Advanced Keynote 5/1-2 Experienced users of Keynote

1 S. Scharf

3908 Digital Storybooks to Go 5/8-9 All 1 K. HolvigA. Verboys

3909 Sibelius in the Classroom 6/5-6 All 1 L. ForteJ. Giroux

S3910 Beyond Google 2.0: Wikis, Social Networking, and New Research Tools

6/29-7/1 All 2 P. DiBianco

S3911 Integrating Video Clips with Vernier LabQuest

TBA SHSscience

1 I. SzkolarJ. Williams

S3912 Stop the Presses! Virtual Newsroom in the Classroom

7/20-24 All 3 P. TomizawaW. Yang

S3913 FileMaker Pro Boot Camp 8/3-7 All 3 J. CrisciD. Rose

S3914 iWeek ’09: Harnessing the Power of iLife

8/17-21 All 3 J. CrisciK. HolvigA. Verboys

SPECIAL PROGRAMS – NON CREDIT

3915 Warm Glass 3/3 All n/c M. DeAngelis

3916 Knitting 3/3 All n/c H. Kaplan

36

36

37

37

38

39

39

40

40

40

41

41

41

42

42

43

43

44

44

44

45

45

46

6

3917 A3917 B

Conversational English for Adult Learners

3/243/26

All n/c M. Nowak

3918 Yoga 4/16 All n/c J. Weber

3919 CPR for Professional Rescuers 4/21 Nurses Stipend J. Hoffman

S3920 Principles, Philosophy, and Organization of Athletics in Education

7/20-24 Coaches n/c M. Menna

SUMMER PROGRAM






All 2 P. Bautista


8/3-5 SecondaryStaff

2 M. Ross








S3881 A & B


7/6-16 Alland LCIreturnees

6

2



7/6-10 ElementarystaffScarsdale

3 J. Kiley






S3891 Developing Best Educational Practice Through Case Analysis


S3898 B Challenge Course II 6/29-7/3 All 3 B. FoltmanR. KeithK. Roemer





46

46

46

47

7

Course Coordinators and Speakers 48Registration and Credit Information 51Emergency Closing Information 51Registration Form/Fee Schedule 52Organization 53

3917 A3917 B

Conversational English for Adult Learners

3/243/26

All n/c M. Nowak

3918 Yoga 4/16 All n/c J. Weber

3919 CPR for Professional Rescuers 4/21 Nurses Stipend J. Hoffman



SUMMER PROGRAM






All 2 P. Bautista


8/3-5 SecondaryStaff

2 M. Ross








S3881 A & B


7/6-16 Alland LCIreturnees

6

2



7/6-10 ElementarystaffScarsdale

3 J. Kiley






S3891 Developing Best Educational Practice Through Case Analysis


S3898 B Challenge Course II 6/29-7/3 All 3 B. FoltmanR. KeithK. Roemer





S3911 Integrating Video Clips with Vernier LabQuest

TBA K-12 science

1 I. SzkolarJ. Williams

S3912 Stop the Presses! Virtual Newsroom in the Classroom

7/20-24 All 3 P. TomizawaW. Yang

S3913 FileMaker Pro Boot Camp 8/3-7 All 3 J. CrisciD. Rose

S3914 iWeek ’09: Harnessing the Power of iLife

8/17-21 All 3 J. CrisciK. HolvigA. Verboys



8

Responding to Individual Student NeedsCurriculum 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.

PrinciplesThe 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 also serves as one of the established Teacher Resource and Computer Training Centers of New York State, funded, in part, by a competitive grant from the New York State Department of Education and 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.

9

Collaborations with Other OrganizationsThe 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 NetworkThe 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 ArtsThe 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 Center’s Education Program.

Holocaust and Human Rights Education CenterThe STI continues the affiliation with the Holocaust and Human Rights Education Center that brings distinguished scholars to the community.

Facing History and OurselvesThe 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 NetworkThe 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 ZoneThe 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.

NYSERVSNYSERVS (New York Sharing Educational Resources Through Videoconferencing) is a consortium of seventeen Westchester and Rockland school districts that meets regularly to share videoconferencing resources, equipment, expertise, and instructional practice among school districts, colleges, and other educational support systems.

WINDWARD SCHOOLWindward 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 summer workshops may be considered for STI credit. One credit is offered for every 12 hours of workshops. WTTI’s summer course offerings are available at the Windward Teacher Training Institute link on Windward School’s website: www.windwardny.org. Partial tuition reduction for Edgemont and Scarsdale staff is available. Call the STI for additional information.

10

Professional Performance Review ProgramThe 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.

Technical SkillsThe 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.

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.

Mini Grant ProgramThe Scarsdale Teachers Institute Mini Grant Program enables teachers and other educators to design, implement, and assess innovative 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 innovative 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.

11

REFLECTIVE PRACTICE

EHS - Edgemont Junior/Senior High SchoolEWS - Edgewood SchoolFMS - Fox Meadow SchoolGRA - Greenacres SchoolGRV - Greenville School

HCS - Heathcote SchoolQRS - Quaker Ridge SchoolSHS - Scarsdale High SchoolSMS - Scarsdale Middle SchoolSPS - Seely Place School

Medieval Masterpieces....... #3841

Some of the oldest masterpieces of English literature can offer, paradoxically, the freshest insights into the teaching of reading and of foreign cultures. By exploring these texts together with students, teachers are able to investigate pedagogical strategies that are most effective for readers to decode and to enjoy unfamiliar works. These same reading strategies can be employed to help students understand other stories, as well. At the same time, studying these texts provides a review of how to teach students to understand a foreign culture on its own terms. Finally, medieval literature reveals much about the history of the English language, a knowledge vital to teaching the peculiarities of modern grammar and spelling.

The course will cover a few of the best and shortest works of English medieval literature. It will start with the shocking adventure of one of King Arthur’s knights, Sir Gawain and the Green Knight. As a counterpoint from a woman’s perspective, participants will read two of Marie de France’s short romances, including a bizarre tale about a werewolf. The class will turn then to three stories from Geoffrey Chaucer’s The Canterbury Tales, one of which, The Pardoner’s Tale, may just feature the most horrible character from any work of English literature. Although the course will be discussion-based, it will provide participants with the necessary background information to make sense of the texts. No prior knowledge is assumed; people new to these stories, ardent medievalists, anyone in between: all are welcome.

Course Coordinator: Karine Schaefer,

Open to: All

Time: Th 3/5, 4/30, 5/7, 6/4, 11, 3:30-5:30, with one date to be set by group

Location: SHS, rm 205

Credit: One point salary credit or stipend

Explorations in Balanced Literacy at Heathcote...................... #3842

The Scarsdale School District has identified Balanced Literacy as an approach to reading and writing instruction that supports the value of classroom best practices developed by teachers. Teachers and administrators have developed and completed a guide to Balanced Literacy—a curriculum philosophy and framework that promotes the instruction of students individually and in small groups. This approach allows for differentiation within the classroom in an authentic and purposeful manner. Research supports this methodology as effective in the assessment, instruction, and advancement of reading skills for all students.

This course will support teachers as they deepen their knowledge of Balanced Literacy, implement methods, and reflect upon the components outlined in the Scarsdale Balanced Literacy Guide. Participants will engage in study and conversations related to best practices in Balanced Literacy classroom. The course features modeling and practice of successful classroom activities followed by reflection and sharing with colleagues.

Course Coordinators: Trent DeBerry, Maria Stiles

Course Speakers: Lucy Calkins, Kathleen Tolan, and Sarah Picard Taylor, Teachers College, Columbia University

Open to: Heathcote Time: W 3/11, 25, 5/27, 3:30-5:30; Sa 3/21, 9-3

Location: HCS library and Teachers College, Columbia University


12

Critical and Creative Thinking Across the Curriculum........ #3843

Developing strong thinking skills is essential for all students—and teachers. Critical thinking involves analyzing, interpreting, observing, connecting, inferring, distinguishing, evaluating—and other aspects of logical and systematic thinking. Creative thinking involves generating, extending, and developing ideas through a variety of strategies and techniques, including those of lateral thinking and parallel thinking. Participants will engage together in critical and creative thinking exercises and discuss strategies for helping students develop their higher order thinking capacities.

This course provides a series of approaches to critical and creative thinking across curricular domains. Participants will be invited to engage in a set of thinking activities, exercises, and games in order to develop their own thinking, as well as for use in their classrooms. Prominently featured will be the works of Daniel Pink, Edward DeBono, and others. Participants can expect to come away with ideas for improving their own thinking and with practical strategies for teaching to enhance the critical and creative thinking of their students.

Course Coordinators: Robert DiYanni, Joan Weber

Open to: All Time: Th 3/26, 4/2, 23, 5/14, 21, 28, 3:30-5:30

Location: SHS, rm 170 or 172


The Courage to Teach: Reconnecting Who You Are with What You Do...................... #3844

Parker Palmer’s extraordinary and groundbreaking program, The Courage to Teach, invites participants to reflect on the voice of the authentic teacher that lives deep within them. Palmer believes that “When we reconnect who we are with what we

do, we engage in our lives and our work with renewed passion, commitment, and integrity.” The basic premise of Palmer’s work affirms that good teaching cannot be reduced to instructional techniques; it requires the self-knowledge that comes from exploring the inner landscape of a teacher’s life. Palmer believes that when teachers stay connected to their own identity and integrity, they retain a vocational vitality that permeates the lives of their students.

Participants will probe the principles and practices of reflection in support of the professional renewal espoused by Parker Palmer in his best-selling work, Courage To Teach. Readings, discussions, reflection, and writing will provide teachers rich resources to explore their inner connection to the teaching profession. Using a highly collaborative process, each session will energize passion for the art of teaching as well as the scholarship of learning. Together with guest speakers, class members will consider five areas: practical means to the continual renewal of energy and enthusiasm; constructive use of conflict in the classroom; effecting positive change in the classroom and beyond; maintaining commitment to the profession; creating and sustaining community in the classroom. Course Coordinator: Ilene Smith

Course Speaker: Patricia Jennings, Director, Initiative on Contemplation and Education at The Garrison Institute, Research Associate, Prevention Research Center at Penn State University.

Open to: All Time: F 5/15, 3:30-7:30; Sa 5/16, 8:30-4:30

Location: EHS library

Requirement: Courage to Teach by Parker Palmer, available at Amazon.com


Teacher as Reader — Science ......................................#S3845 A

The journey of a life long reader is a search to gain insight and understanding by reading, talking, and reflecting. By

13

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. Applications to the science classroom will be explored. An essay and discussion questions will be distributed before the first meeting. At the first session, participants will suggest reading selections for the other meetings and discuss classroom applications. Course Coordinator: Nicole Pisano

Open to: SHS

Time: Tu 6/23, 3:30-6:30, with remaining dates to be set by group



Keeping Current in Literature for Fox Meadow Teachers... #S3845 B

The journey of a life long reader is a search to gain insight and understanding by reading, talking, and reflecting. By transforming reading into a community event through discussion groups, teachers learn differing perspectives on the same work and gain knowledge of literature, genre, and technique. The commitment to read widely and deeply is an important endeavor for teachers as they model the love of reading and the skills of reading and understanding for their students.

Participants will read assigned books and come prepared to discuss aspects of literary form such as character development, theme, plot and more. They will gain insight by listening to and discussing literature with their colleagues. Participants will enhance their own reading skills and, therefore, become better role models. The first book to be read is The Shadow of the Wind by Carol Ruiz Zafon.

Course Coordinator: Jan Schorr

Open to: FMS Time: Tu 6/30, 3-5, with remaining dates to be set by group

Location: FMS library


Reflections on the Teaching of Reading: Grades K-5........... #3846

The Reader’s Workshop was established by the National Council of Teachers of English to encourage reading and to support teachers in the instruction of reading. Important questions to consider as children learn to read are: How can teachers best assess the quality of their students’ reading? How can they manage guided reading groups in the classroom? Student-teacher conferences provide a structure for teachers to reflect, assess, and share information with students on their progress in reading. A framework of essential questions for teachers to use in student conferences can lead to a better understanding on the part of the reader. This course will operate as a collegial study group in which participants will reflect upon the teaching and assessing of reading, review current theory and research in the field of reading, and learn strategies to provide students with useful information to comprehend text effectively. Assessment of individual student reading progress is an important part of reading instruction. Participants will view actual DRA (Developmental Reading Assessments) appraisals in action with children, plan for the new school year, and examine new ideas on reading skills and strategies. Course Coordinators: Radmila Knezevich, Jim Sullivan

Open to: Fox Meadow

Time: TBA

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

14

Writing from Life: III......... #S3847

Write yourself. Invite students to do something you’re already doing. If you’re not doing it, “Hey,” the kids say, “I can’t wait to grow up and not have to write, like you.” They know. —Donald Graves, Educator and Researcher

People love to recount memorable personal stories; in so doing, they entertain others and reveal their impressions of important events in their lives. When they chose to write down these experiences, they transform themselves into writers. This transformation becomes the crucible in which each individual discovers his or her own unique voice and perspective on life. This course offers teachers a relaxed and collegial environment in which to explore such an interest in writing and its place in teaching language arts within any discipline.

Teachers of any discipline will use their own memories as inspiration for writing either memoir or short fictional pieces. As members of the class transpose favorite anecdotes into pieces of writing, they will face choices that narrative writers face vis-à-vis plot, character, point of view, and more. Participants will also receive instruction in editing and rewriting, and each session will address specific grammar and editing issues that help sharpen a writer’s style. Above all, participants should view this course as inspiring for the novice and experienced alike, an opportunity to share short pieces of writing within a friendly and non-threatening environment. The ultimate goal will be to design similar exercises for one’s students as models for inspiring a more personal relationship between curriculum and personal experience. The course, therefore, follows Donald Graves’s philosophy that teachers should teach writing in any field by being writers themselves. Course Coordinator: Paula Bautista

Course Speaker: Chris Douglass, English chair, Scarsdale High School, retired

Open to: All Time: M 6/29, Tu 6/30, Th 7/2, 8:30-4:30


Credit: Two points salary credit or stipend

Can It Happen Here? Natural Disaster Preparedness........ #3848

Millions of people are exposed to natural disasters each year. Only recently, a cyclone devastated Myanmar, earthquakes razed wide sections of China, and floods ravaged the Midwest. New York is not exempt from these risks, and natural disaster preparedness education should be added to the school curriculum. While science has learned much about the physical causes of natural disasters, most people have very little knowledge about what to do in an emergency of regional scale. News reports of people witnessing a hurricane from a shoreline in a storm’s path or golfers continuing to play during a thunderstorm bear witness to the public’s ignorance of the most rudimentary of safety precautions. This course will focus on the science behind different kinds of natural disasters and the measures individuals can take to reduce the chances of injury, property damage, and even loss of life.

The aim of this course is to provide teachers with the scientific principles behind natural disasters and the safety measures called for in response. In addition, participants will consider government policy decisions that can lead to or prevent catastrophe. For example, the 1989 San Francisco Bay earthquake illustrated the serious seismic implications of building on landfill. Lectures, discussion, and guest speakers will inform participants on the science behind natural disasters, the measures individuals should take in response, and the role of government policies in preventing environmental calamity. Strategies and techniques for incorporating natural disaster preparedness into curriculum will be considered throughout the course. For one session, we will travel to the Lamont Doherty Geological Observatory in Palisades, NY to meet with Klaus Jacob, Research Scientist; Seismologist.

Course Coordinator: Steve Boyar

Course Speaker: Klaus Jacob, Adjunct Professor, Columbia School of International and Public Affairs

Open to: All

CONTENT KNOWLEDGE

15

Time: Tu 3/3, 24, 4/14, 5/12, 3:30-6:30



A Look into New York City: Historic New York............... #3849

The first of the New York State Social Studies Standards mandates the teaching of “major ideas, trends, themes, developments and turning points in the history of the United States and New York.” A study of early New York City, rich in the historic and economic development of the city, the state, and the nation, is a living textbook from which to meet this Standard. The course will explore the early Dutch beginnings of the City, the takeover by the British, the Revolutionary War period, and the early days of the Republic when New York functioned as the capital for the young nation. Included will be the development of New York City as the financial hub of the world focusing on the origin and history of Wall Street.

Participants will learn the major social, political, cultural, and economic developments that shaped New York City and the young United States. Essential questions addressed include how this small Dutch settlement differed from other European colonies established in North America during the same period and how this difference resulted in New York’s rise to political and economic greatness as the “capital of the world.” The use of primary source documents, multi-media resources on the history of New York, books, and a guided walking tour of lower Manhattan will provide teachers at all grade levels valuable information to aid them in creating meaningful lessons for their students.

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 3/20, 3:30-7:30; Sa 3/12, 8:30-4:30 Location: EWS library & NYC


Course limited to 20 participants.

Integrating Music in the Academic Classroom.......................... #3850

Departmentalization of academic disciplines creates artificial divisions in knowledge. By integrating music into the curriculum, teachers can bridge the gap among individual subject areas and connect the arts, literature, social studies, and the sciences. The infusion of music and the arts into existing curricula motivates student interest, participation, and enthusiasm for presentations and class projects. Every teacher, and student, can be a songwriter using music to enhance and enrich learning.

This course will empower teachers to incorporate music into curriculum. Course content includes a significant body of musical works and methods to apply to lesson plans and presentations. Participants will learn simple and effective techniques to create original lyrics as a method for students to process, synthesize, and learn academic content. Facts, details, and concepts from any course of study can be used as lyrics for reading, performing, or recording. Participants will also learn how to use technology to record student performances and to add music to multimedia presentations.

Course Coordinators: Steve Goodman,Chris Reali


Location: SMS, rm T22


An Author’s Walk Through Historic Brooklyn: Red Hook, Gowanus, Carroll Gardens................... #3851

From its 17th century settlement by Dutch farmers to its 21st century renaissance, Brooklyn provides teachers a fascinating and diverse narrative with numerous applications to curriculum and field trip opportunities.

16

A cluster of neighborhoods near the East River south of Atlantic Avenue will illuminate Brooklyn’s residential, commercial, and cultural history and the significance of Brooklyn to the growth and development New York City.

Adrienne Onofri, journalist, tour guide and author of Walking Brooklyn (Wilderness Press, 2007), will lead the course. Friday’s session provides historical background to a study of Brooklyn and the areas to be toured. On Saturday, participants will visit and learn the significance of Red Hook, Gowanus, Carroll Gardens, Boerum Hill, and Cobble Hill. Sights include the Waterfront Museum, Gowanus Canal, Carroll Street Bridge, the so-called model tenements of the late 1800s, historic churches, Victorian-era brownstone and brick houses, art studios and galleries, old warehouse piers, and new shops and restaurants. Throughout the narrative, curriculum applications of the sites will be emphasized for all grade levels.

Course Coordinator: Lisa Onofri

Course Speaker: Adrienne Onofri, Educator, Author of Walking Brooklyn


Location: HCS library & Brooklyn

Fee: Up to $10 for bus, admissions, plus lunch



Plantation on the Hudson: Enslavement at Philipsburg Manor and in the Colonial North... #3852

The New York Historical Society’s recent exhibition on slavery shattered the belief that slave labor was exclusively a southern institution. The most current scholarship on the pervasiveness of slavery in the North revolutionizes textbook accounts of that period in Westchester, and teachers need to be informed of this watershed issue in American history. Westchester County’s Philipsburg Manor, a provisioning plantation and one of the largest slaveholding sites in the North, is an ideal local resource for teachers

and students to study the lives of enslaved communities in this area. The National Endowment for the Humanities funded the examination of primary source documents at Philipsburg and the reinterpretation of the site based on those documents. An awareness of the historical truth of slavery’s role in early New York can lead teachers and their students to a greater understanding of their state and of the nation.

Participants will receive a short reading prior to the first session. On Friday afternoon, Michael Lord, Site Historian and Director, will lead teachers in a discussion of the reading. Teachers will then examine primary documents that informed the recent NEH-funded reinterpretation of the site. On Saturday morning, the group will tour the historic working farm and gristmill, and the staff will show how this living history site employs objects, demonstrations, and hands-on activities to teach the social history of the site. Theatrical vignettes performed by high school drama interns will enact scenes from life on a provisioning plantation. On Saturday afternoon, historian and Site Manager Michael Lord will lecture on interpretations of the legacy of Africans in America. A curriculum development workshop features colonial runaway ads, one of the richest sources of information available on enslaved individuals. Teachers will design curriculum materials and will gain an appreciation of how they might integrate a visit to the site into their history or English curriculum.

Course Coordinator: Kate Krahl

Course Speaker: Michael Lord, Site Historian and Director, Philipsburg Manor


Location: SHS, rm 170 & Philipsburg Manor, Sleepy Hollow, NY



A Look into New York City: The New York Harbor................ #3853

Geography has been New York City’s destiny. The great harbor and the mighty

17

Hudson River were the principle reasons for New York’s growth into the most powerful city in the world. In its early days, New York’s 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 Washington’s first administration, established what would become the Coast Guard and added value to the harbor by 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 and transformed New York into a truly empire state. This course explores the history of New York City and its harbor beginning in 1624 and builds the foundation for understanding immigration, commerce, a wartime economy, and the political structure of the early city.

The first session of the course provides 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 city’s giants include Cornelius Vanderbilt and his rise to wealth and power through a ferry service started with a loan of $100, Alexander Hamilton’s development of the Coast Guard, and Governor Clinton’s 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 Island’s 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 presentations will prepare teachers to integrate New York City as a local resource in the study of history in compliance with New York State standards.

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 6/12, 3:30-7:30; Sa 6/13, 8:30-4:30

Locations: EWS library & NYC

Fee: $35 for admission to museum & boat ride



Facing History and Ourselves Summer Program.............. #S3854 Facing History and Ourselves is devoted to teaching the dangers of indifference and the values of civility by helping students confront the complexities of history in ways that promote critical and creative thinking about the challenges we face and the opportunities we have for positive change. — Facing History and Ourselves, Resource Book

Social studies and language arts teachers, and all those whose curriculum responds to the impact of current events, can look to the Facing History staff development program for guidance in framing essential questions, modeling pedagogy, and providing significant resources for classroom use. This summer’s FHAO institute will focus on the topic of immigration, both in its historical context in the development of the nation and in the current debate raging over immigration reform and border security.

Participants will engage in an examination of immigration as a force in shaping the nation as well as in fueling the controversy over state and national policy. Historical examples of immigrant groups will inform a study of the newcomer’s struggle with race and culture, class and education in the quest to become American. FHAO classroom activities to be shared include primary documents, news media analysis, and exercises that place the immigration controversy in historical, economic, and political context. Tracy Garrison-Feingold, senior program associate in the New York FHAO office, will lead a session. A trip to Ellis Island is also planned.

18

Course Coordinator: Marge Ross

Course Speaker: Tracey Garrison-Feingold, Senior Program Associate, Facing History and Ourselves Open to: Secondary staff

Time: M 8/3-W 8/5, 8-4:30

Location: SMS library

Fee: Cost of trip to Ellis Island


HHREC Summer Institute: Collective Memory and the Holocaust......................... #S3855

Collective memory defines a people. The awareness of shared experiences, past and present, preserves the values and the history that bond a group together and ensures that meaningful events are remembered for those who lived through them and for future generations. Teachers of history will deepen their awareness of the past and its importance to the present when they examine the processes employed by a group to transmit and to hold on to knowledge of social and historical events, facts, and myths. An examination of the collective memory of the Holocaust incorporates important lessons from the past into contemporary curricula.

Marlene Yahalom, PhD, Director of the Holocaust and Human Rights Education Center and Holocaust scholar, will lead the course. Based on her research into the collective memory of the Holocaust, Dr. Yahalom will guide participants through an examination of the processes operative in the transmission and preservation of social and historical events, facts, and myths related to the Holocaust. Participants will explore the importance of testimonies in the classroom, the value of museums and artifacts, and the use of film to preserve the memory of the Holocaust. Assigned readings, testimonies, and film clips will be the foundation for discussions.

Course Coordinator: Neil Ginsberg

Course Speaker: Marlene Yahalom, Director of Education and Holocaust scholar, Holocaust and Human Rights Education Center

Open to: All Time: M 8/10-W 8/12, 8:30-4:30



Indonesia, Islam, and Islam in Indonesia........................... #3856

Indonesia, a childhood home of Barack Obama, is a special place of interest and learning for Scarsdale teachers and students. This year, the Scarsdale Interdependence Institute sponsored a Scholar in Residence from Indonesia, Iwan Syahril, and hosted educators from Indonesia on a two-week visit to the district and its classrooms. This course furthers the enriching affiliation well under way in the schools with the opportunity for teachers to deepen their knowledge of the diverse Indonesian culture and of the religion of Islam. Indonesia, the former Dutch East Indies, the emerald of the equator, and the home of the Spice Islands, ranks fourth in the world’s population and third among its democracies. Indonesia is also the world’s largest Islamic nation. Much is to be learned by teachers and their students through an examination of Indonesia’s culture, its diversity, and its Muslim tradition.

Scarsdale’s Scholar in Residence, Iwan Syahril, will lead the course in an examination of his nation. Indonesia, a land of multiculturalism and diversity, comprises 300 ethnic groups, each with its own language culture and traditions, and numbers 240 million people scattered over 17,501 islands in Southeast Asia. Participants will explore and discuss, in class and by blog, intriguing aspects of Indonesia using various resources, all suitable to the classroom, that include movies, documentaries, novels, and newspaper articles. Essential to a study of Indonesia is the exploration of the Islamic religion and its importance to Indonesian history and culture. Among the most intriguing of topics to consider is Indonesia’s achievement of unity within a nation as diverse as its demographics, an achievement acknowledged and celebrated in its national motto, Bhinneka Tunggal Ika, meaning Unity in Diversity. Participants will expand their knowledge of world cultures,

INTERDEPENDENCE

19

the Islamic religion, and of effective teaching methods to prepare students for the diverse and interdependent world in which they live.

Course Coordinators: Gwen Johnson, Iwan Syahril

Open to: All Time: Tu 3/3, 10, 17, 24 and 4/14, 21, 3:30-5:30



Culture in the Curriculum Through Dance and Rhythm............. #3857

Rhythm is a basic element in all aspects of life from the beat of the human heart to the cadence of a dancer’s 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 culture’s kinetic vocabulary. When dance is an integral part of their studies, students gain a unique perspective on culture. The course furthers Scarsdale’s commitment to incorporate dance into the curriculum.

The course will begin with a survey of cultural dances from the Americas, 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 country’s 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.

Course Coordinators: Cheryl Orlandi, Melissa Zeiler

Course Speakers: Evelyn and Juan Fontan, Latin Dance Consultants; O’Hara Family, Irish Step Dancing Consultants


Location: SMS, Gyms C & D & rm T6


Juan Valdez and Uncle Sam: Latin America – U.S. Relations..... #3858

No two figures better represent the differences in images of Latin America and the United States than that of Juan Valdez, the humble and happy coffee picker of Latin America, and the strong, fierce Uncle Sam of the United States. The juxtaposition of these two figures characterizes the essence of the relations that have shaped the interaction between Latin America and the U.S. since the early 1800s. The study of Latin America and the U.S. will help teachers and students better understand the issues facing the U.S. in improving its association with Latin American countries today. Through the study of Nicaragua, the Caribbean, and Colombia, teachers will gain insight into the socio-economic-political dynamics that have forged the perceptions and policies of each region. Nicaragua and Colombia present two contrasting case studies that illuminate the evolving relationship between Latin America and the United States. Participants will compare current domestic circumstances and foreign relations of Nicaragua and Colombia and, through primary sources and literature, review the historical forces that have created these realities. Primary sources, political cartoons, and literature will be examined for evidence of the mythology and stereotypes that different groups hold of the others. Participants will also look at the role that the U.S. has played in Nicaragua and Colombia and how that role affects the relationships between these countries today. Finally, participants will examine current issues and policies that will shape 21st century regional ties in the Western Hemisphere.

20

Course Coordinator: Maria Valentin

Open to: Secondary staff

Time: F 3/27, 3:30-7:30; Sa 3/28, 8:30-4:30

Location: SHS, rm 3N7


Dots and Points on the Map: The Art and History of Japan..... #3859

The National Standards for Arts Education direct teachers to make connections between the visual arts and academic subjects, and the New York Social Studies Standards support the use of a variety of intellectual skills to demonstrate understanding of world cultures. Courses that integrate the arts and social studies further educational standards in both areas and motivate student interest through hands-on learning and the development of critical thinking skills, innovation, and creativity. Exploration of classic Japanese art forms and an overview of Japanese design create a blend of history and the arts in a multi-sensory teaching approach that guides students to appreciate art as a window on history and culture.

An art and a social studies teacher will present an overview of Japan through history and art demonstrating the sensibility that flows throughout the country’s long history. Sushi making, visuals of the tea ceremony, origami folds and forms, and a simple woodcut print will be used to emphasize the connection between art and design in Japanese life, both ancient and modern. The unique multi-sensory approach to curriculum planning modeled in the course is also appealing to students with different learning styles. In addition, through exploring, viewing, and discussing Japan’s art and history, participants will gain a greater understanding of the rich heritage that so many of Scarsdale and Edgemont students bring to the classrooms of both districts.

Course Coordinators: Louise Kuklis, Jeannette Stockton


Location: EMS, rm E9

Materials fee: $10



The Politics of Race: Reflections on the U.S., the Middle East, and Latin America..................... #3860

How real is race and how does the perception of race vary with national and cultural settings? Definitions and understandings of race throughout the world have been shaped by questionable scientific theory as well as by the experiences of immigration and global interactions. A history of international migration reveals the ethnocentrism inherent to any cultural or historical concepts of race. And yet, while definitions of race may be fluid and unscientific, experiences of racial categorization, both negative and positive, lead to concrete social realities and national policies. Teachers of history and the social studies will deepen their understanding of the complicated construct of race as a system of social classification and its very real effects in different regions of the world.

From biology and anthropology, to social science and history, this seminar will probe national and international concepts of and attitudes toward race. On Friday, participants will meet at Scarsdale High School, where Greta Scharweber, Director of the Outreach Program of the Hagop Kevorkian Center for Near Eastern Studies at NYU, will lead discussions setting the stage for a comparative look at how the concept of race is constructed across the world with a focus on the United States, the Middle East, and Latin America. Relevant film clips will be used to stimulate and model for teachers questioning techniques that generate critical thinking and lead to further investigation. Saturday’s session takes place at New York University and will be led by Greta and Elena Serapiglia of the Yale PIER Council on Latin American and Iberian Studies. Materials will be provided for teachers of biology and social studies, middle school and high school.

Course Coordinators: Maggie Favretti, Ann Marie Nee

21

Course Speakers: Greta Scharnweber, Director of the Outreach Program of the Hagop Kevorkian Center for Near Eastern Studies at NYU; Elena Serapiglia, Yale PIER Council on Latin American and Iberian Studies




Multiculturalism Through the Arts: Film.................................... #3861

To implement the goal of educating for diversity, the Scarsdale Interdependence Institute has been charged with supporting programs for teachers and students that explore cultures other than one’s own, providing a global perspective on current events, and preparing students for the interdependent world in which they will live and work. With the purpose of widening the international focus of the school community, the Interdependence Institute and the STI jointly are sponsoring a program of multiculturalism through the arts in film.

This global film series offers four outstanding foreign films that portray stories of families and individuals in cultural conflicts. Participants will view the films, take part in discussions led by Professor Bill Costanzo, moderator of the Westchester Community College regular Friday Night Film Series, and explore ways to apply the concepts and understandings of the course to international studies in all curriculum areas.

May 5 – The Golden Door Italy, 2007Emanuele Crialese, the young Italian filmmaker who learned his trade at NYU’s film school returns to Sicily again five years after Respiro. Set during the great wave of late nineteenth-century immigration to America, his beautifully photographed, deeply felt story follows Salvatore, a poor farmer who dreams of bringing his ragged family across the Atlantic. 112 minutes. In English and Italian, with English subtitles.

May 12 – Black Book Netherlands, 2007Dutch director Paul Verhoeven, returns home

to make Black Book, a film set in Nazi-occupied Holland with Resistance ighters and the Gestapo. 145 minutes. In Dutch, German, English, and Hebrew, with English subtitles.

May 19 – My Best Friend France, 2007French director Patrice Leconte offers a nimble little comedy on the underrated topicof male friendship. 95 minutes. In French, with English subtitles.

June 2 – The Lives of Others Germany, 2007Winner of last year’s Oscar for Best Foreign Film, director Florian Henckel von Donnersmarck’s debut film offers a rare look inside East Germany’s secret Stasi from 1984 to the fall of the Berlin Wall. 137 minutes. In German, with English subtitles.

Course Coordinators: Phyllis DiBianco, Joan Weber

Course Speaker: Bill Costanzo, Professor, Westchester Community College

Open to: All

Time: Tu 5/5, 12, 19, 6/2, 3:30-6:30



Finding Your Way Around the World with Clay.................. #3862

Clay is a universal medium that can be incorporated in numerous ways into curriculum activities. Multicultural themes in every subject and across the grades can be applied with clay creations that demonstrate the artistry of peoples around the world and throughout history. Clay provides a satisfying, tangible activity for students to enjoy an emotional connection to their artwork, as they learn about ceramic arts from international cultures.

Cliff Mendelson, well-known ceramic artist and educator, will lead this weekend course beginning with an introduction to the world of ceramics, the history of clay arts, and a general overview to the process of working with clay. Mr. Mendelson will demonstrate how ceramics can be used in a multicultural approach in teaching about cultures, especially Greece, Native America, Asia, and

22

Egypt. Teachers will learn by doing ways to connect clay to current curriculum enabling students to make stronger richer connections to their learning.

Course Coordinator: Kimberly Kilcoyne

Course Speaker: Cliff Mendelson, Artist


Location: SPS art rm

Material fee: $25 for clay and glazes


Incorporating International Games into Curriculum....................#3863

A year ago, the world was captivated as thousands of athletes from around the world came together to compete in the 2008 Summer Olympic Games held in Beijing, China. While watching the competitions, students also witnessed individuals from different nations coming together in peace for a common purpose. An exploration of global games builds on a natural interest of young people and can motivate them to learn about world cultures. Moreover, the inclusion of international games into curriculum supports the district goal of preparing students to become participants in an interdependent world.

Records of humans engaged in games date back to the most primitive of times. Handed down from generation to generation, games have spread, along with the cultures that developed them, through the broad paths of global migration. Participants will learn about the games of India, Italy, Germany, Africa, England, and Spain. Curricular and interdisciplinary applications apply to all subject areas and grade levels. The sessions will include both lecture and hands on activities readily transferable to the enrichment of curriculum.

Course Coordinators: CeCe Berger, Cheryl Orlandi


Location: SMS, gyms C & D & rm T6


Yale Programs in International Educational Resources: Summer Institute 2009............... #S3864 A

Yale University’s Programs in International Educational Resources (PIER) provides intensive interdisciplinary professional development experiences that draw upon Yale’s extensive resources in international and world regional issues. Each institute includes lectures and seminars by leading scholars and experts from Yale and other institutions; films; workshops; field trips and site visits; hands-on cultural activities; teaching resource and strategy sessions; and sessions on technological resources for teaching about these world areas. STI participants can choose from one of four area studies programs — African, European, Latin American, or Middle Eastern — to gain an understanding of the latest scholarship in these regions and to work with colleagues from around the nation to develop curriculum.

The Teaching of Africa (6 credits; fee, $250)This intensive introductory course in African Studies is designed to help educators learn about Africa, its peoples, civilizations, and cultures and to enable participants to identify and access unique resources about Africa. The program includes several hands-on cultural and artistic projects complemented by a full-day visit to sites in New York City. Understanding Medvedev’s Russia (6 credits; fee, $250)The first week and a half of this institute will focus on the tumultuous events of the post-Soviet years in their historical, economic, and social context. Topics will include: political life and the ambiguous drift toward authoritarianism; a resurgent Russia’s relations with Ukraine, Georgia, and other neighbors of the “near abroad”; the economics of oil and reform; Russian-American relations; Russia and Europe; getting by in everyday life; the future of Russian literature; orthodoxy and religious

23

conflict; Soviet and post-Soviet film; and education at the crossroads. On Sat., July 11, the institute will include a field trip to New York City.

Latin America and the Cold War (6 credits; fee $250)Focusing on the Cold War and its legacies, experts on the Cold War from Yale and Georgetown will share their expertise in an exploration of the geography, politics, histories, and economics of Cold War era Latin America. The New Haven portion of this institute will be complemented by an optional field study to Washington, D.C., and will include site visits to various museums, Latin American embassies, and governmental and non-governmental organizations related to the Cold War. Registration fee for the New Haven program is $250, and includes all texts and materials. The cost of the 3-night D.C. field trip (July 11-14) is an additional $200 and includes roundtrip transportation between New Haven and Washington, housing, ground transportation in D.C., all admission and program fees, and some group meals. Registration fee: $250 Optional Washington D.C. field trip fee: $200 (Total Cost: $450) Health and Conflict in the Middle East (6 Credits, fee $250)Violent conflict between states within the Middle East has been a primary cause of poor health care and high mortality for the peoples of the region. Experts from the fields of public health, Middle Eastern studies, and anthropology will share their expertise during this interdisciplinary study on health and conflict. Further, the role of non-governmental organizations (NGOs) working to create humanitarian assistance in the region will be explored with an emphasis on the way programming is planned to achieve positive health and social outcomes. Registration fee includes extensive texts and materials and several meals during the institute.

Application forms are available at www.yale.edu/macmillan/pier/institutes.htm Application deadline is June 1.

Course Coordinators: Ann Marie Nee, Maggie Favretti

Open to: All Time/Location: The Yale PIER Institutes meet for 10 days from July 5-July 14. PARTICIPANTS SHOULD NOTE THAT EACH INSTITUTE REQUIRES ATTENDANCE ON Sat., July 11and Sun., July 12. Depending on the institute, these days are at Yale, NYC, or Washington D.C.

Credit: 6 points salary credit or stipend

NCSS-Yale PIER Seminar: Innovative Approaches to Teaching World History and World Cultures......................... #S3864 B

Yale University’s Programs in International Educational Resources (PIER) draw upon Yale’s extensive resources to advance understanding of international and world regional issues. This summer, PIER and the National Council for Social Studies are offering a special institute to provide content, pedagogy, and support for all social studies educators. This hands-on institute will incorporate the interdisciplinary content available through PIER with pedagogical support available through the NCSS. Master teachers, leading scholars and experts from Yale and other institutions, will lead the workshops. This seminar will also have applications for educators in disciplines beyond the social studies.

Participants will explore cutting-edge approaches to the teaching of world history and world cultures and examine best practices and innovative teaching strategies for making use of the world regional content. Presenters will include Michael Yell, president of the NCSS, Stephen Armstrong, a past member of the NCSS Board of Directors, and Yale University faculty. Registration fee for the three-day conference is $150, and includes all texts, materials, and more. This fee is waived for participants in the area studies institutes at Yale (July 5-July 14).

Application forms are available at www.yale.edu/macmillan/pier/institutes.htm Application deadline is June 1.

24

Course Coordinators: Maggie Favretti, Ann Marie Nee

Open to: All Time: W 7/15-F 7/17

Location: Yale University


Jacob Burns Film Center Summer Institute............................ #S3865

The Jacob Burns Film Center provides outstanding film and visual literacy education programs for teachers and students of all ages through curriculum-based programs, curriculum-enhancing film programming, and film production experiences. A week-long summer institute will be offered from July 27-31. Details of the summer program will be made available later in the spring.

Course Coordinators: Phyllis DiBianco, Joan Weber

Open to: All Time: M 7/27-F 7/31, 9-3

Location: Jacob Burns Film Center

Credit: Three points salary credit or stipend


Lesson Study in Elementary Mathematics...................... #3866

Lesson Study, a professional development process that originated in Japan, is recognized by the National Staff Development Council as a powerful design for building professional learning communities. In Lesson Study, teachers systematically engage with one another in an examination of their instructional methods, content, curriculum, and student learning and understanding in order to improve classroom teaching and learning. Richard Du Four, writing in Educational Leadership 2004, notes: “The big ideas of a professional learning community are to focus on learning rather than teaching, to work collaboratively and hold yourself accountable for results.”

This course will focus on student learning in elementary mathematics while enriching teacher understanding and practice of content and pedagogy. Collaborative teams of 5-6 members will research, plan, teach, observe, and reflect on an actual classroom mathematics lesson. Following the presentation of each lesson, group members will reflect on the lesson and consider methods to refine instruction with the goal of making each lesson more effective.

Course Coordinators: Kathy De La Garza, Bill Jackson, Nancy Pavia

Open to: Elementary staff, Scarsdale Time: Th 3/5, 19, 26, 4/2, 30, 5/7, 14, 21, 28, 6/11, 3:30-5:30; with four hours of independent work


Credits: Two points salary credit or stipend

Let’s Make Mini Books....... #3867

Making books as part of a curriculum unit engages students in creating, designing, and planning their own learning. Teachers can add bookmaking to their repertoire in any subject to increase student enthusiasm for projects. Books provide a deeply personal activity that individualizes content in the joy of original expression for a young person. Combining the art of book-making with academic areas enriches curriculum, develops capacity for artistic representation, acknowledges wide interpretative scope for varying learning differences and styles, and results in learning.

Participants will create six to seven mini-books each unique and suitable for classroom use. The mini-books may also be used as a design prototype to make larger size books. Bookbinding basics such as use of the bone folder, adhesives, board covering, and three-hole sewing will be taught, and both hard and soft cover books will be made. Individuals will apply their own creative expression in the decorating phase, and will engage in discussion regarding the many ways these books can be used.

Course Coordinator: Nancy Closter

Course Speakers: Mary Dee Merrell, Artist; .

TEACHING STRATEGIES

25

Karin Reetz, Artist


Location: GRA art rm

Materials fee: $25



What’s New in the Literary World and How Do We Teach It?.. #3868

Literary forms are evolving to reflect 21st century culture as storytellers journey away from established forms to awaken readers into new awareness. Humans will always be storytellers transforming experiences within their imaginations, and the ways they tell their stories inevitably change with the times. For example, memoir merges fiction and nonfiction; drama springs from interviews with communities in crisis; documentary film art becomes a tool to influence public opinion; and poems look and sound like prose. Teachers need to be aware of the literary forms that writers are adapting and inventing and the ways to bring them into the classroom.

In this course, teachers will explore the forms mentioned above, using as an example the art exhibit /oral history of hurricane Katrina survivors called Backyards and Beyond. In addition to exploring these various new forms, participants will develop approaches to combining visual, audio, and written materials in the classroom. Collaborating across disciplines will be encouraged.

Course Coordinator: Phyllis DiBianco

Course Speaker: Nancy Krim, poet, writer, editor, and teacher, Scarsdale High School, .retired

Open to: All Time: F 3/13, 3:30-7:30, Sa 3/14, 8:30-4:30



Highlighting Healthy Habits in the Elementary Classroom........ #3869

Research shows that students who receive information linking their health to appropriate decision-making, follow sound eating patterns, participate in physical activity, manage stress effectively, and refuse to participate in any form of substance abuse are much more successful in following healthy habits that can last a lifetime. Children learn about health and wellness primarily from their parents and the home environment, but they also spend a significant amount of time in the classroom. Many topics in health are timely and readily transferable to the school curriculum. The overall well being of children can be enhanced when teachers infuse health education lessons into curriculum.

Each of the six course sessions will feature a different health-related topic: general health and wellness, personal safety, nutrition and physical activity, stress management, awareness of tobacco and substance abuse issues, and media literacy for children. The sessions will include the use of various instructional models for teaching decision-making to elementary students, and there will be opportunities to make interdisciplinary connections as well. In addition, classroom teachers will learn methods of instruction that are most successful with the sensitive topics included in a health education curriculum.

Course Coordinator: Emelie Sciarpelletti

Open to: Elementary staff Time: Tu 3/17, 4/21, 5/12, 19, 6/9, 16, 3:30-5:30



Fiber Arts: Framing Student Work ...........................................#3870

The display of student work transforms school walls and halls into community art galleries and celebrates the arts and young artists. Fiber arts projects support student skill development in design, measurement, sizing, pattern-

26

making, and more. Technology applied to the fiber arts can produce dramatic exhibitions of student work in public spaces, notably wall hangings often used to commemorate local or national events. Teachers will learn the process of photo transfer and be able to engage their students in the finishing process of creating a wall hanging for public art in the schools.

This course will concentrate on framing students’ work through machine quilting and finishing. Each participant will learn to use a photo transfer technique to display student work on fabric; participants are asked to bring photos of student work for use in this project. Individual transfers will then be machine quilted together. The technology of photo transfer can be easily used in the classroom to involve students in all phases of a project development and implementation. In addition to hands-on fiber arts activities, participants will gain knowledge of the evolution of technology in fiber arts and view a photomontage illustrating how technology is used to embellish fabric. Participants will produce a finished wall hanging demonstrating their ability to use the photo transfer and finishing techniques to display student work. The Fiber Arts course teaches an advanced process and will be opened to faculty members who have completed the Art of Quilt Making course or who have quilting experience with a rotary cutter and mat board.

Course Coordinators: Maureen Ball, Linda Fisher, Dawn Rivellini

Open to: Art of Quilt-Making participants Time: F 3/20, 3:30-7:30; Sa 3/21, 8:30-4:30

Location: SMS, rm T12 & T114

Materials fee: $25



Encouraging Curiosity and Questioning: Inquiry Research in the Primary Classroom....... #3871

The fifth grade Capstone project, now in its second year, is based on an inquiry research process known as the Big 6. The Super 3 is a similar, age-appropriate model

for younger students. The Big 6 and Super 3 teach students problem-solving through a series of steps: defining a task, locating and using information effectively, organizing data from multiple sources, and evaluating the result and the process. This approach empowers students with the skills and strategies necessary for deep thinking and meaningful learning in all subject areas. It also encourages a love of learning, because the research begins with questions that matter to young people.

Participants will learn to incorporate the stages of the Big 6 and Super 3 research processes into curriculum in the elementary grades to solve both real world and curriculum-based tasks. In addition, teachers will explore how they can harness a primary student’s natural wonder and create a classroom environment where questions students care about are developed as the foundation for the research process. Teachers will have time to discuss and to plan the inclusion of inquiry research in their classrooms. By incorporating the Super 3 and the Big 6 into instruction, teachers will build a foundation upon which inquiry research skills can be scaffolded across the elementary grades in a shared research process.

Course Coordinators: Amy Kenney, Sue Luft

Open to: Elementary staff Time: F 3/20, 3:30-7:30; Sa 3/21, 8:30-4:30

Location: FMS library


Teachers in Harmony.......... #3872

Music is a living art form. Teachers who enjoy the experience of making music together can motivate and inspire their students to the same joy in shared expression. The teacher who strives to maintain a balance between artist and educator will find this course a nourishing experience of unique and creative activities designed to incorporate music into all areas of the curriculum in the service of young learners. Course sessions will replicate the shared music-making process that accounts for the evolution of musical form, genre, and purpose over time. Participants are invited to bring musical

27

selections for use in the classroom along with traditional or non-traditional instruments as accompaniments. Each selection will be brought to life through a creative group effort in singing and playing. Participants will also explore how this technique may be used to perform literary works from curriculum. Teachers will reflect on the collaboration process and its effectiveness in building a sense of musical expression and its application to classroom practice. Course Coordinators: Lisa Forte, Lindsey Hicks, Amy Ogden


Location: EWS music rm


Expression Poetry Playground: Poetry as Craft................... #3873

The teaching of writing demands the control of two crafts: teaching and writing. Teachers who have not wrestled with writing cannot effectively teach the writer’s craft. There is a process to learn. That’s the way it is with craft, whether it be teaching or writing. There is a road, a journey to travel. — Donald Graves

Phil Smith’s Expression Poetry Playground is an exploration of the craft of poetry, a natural interdisciplinary form of writing that incorporates observation, intuitive knowledge, learned knowledge, and imagination. Through language play and the exploration of a myriad of poetic forms, teachers will deepen their understanding of how poetry is written and taught. Reflection on their own poetic explorations will help teachers appreciate the individual elements of the creative process in students while adding to their repertoire of professional practices.

In this weekend course, participants will explore the intricate, complex, and creative process of writing poetry and grow their understanding of the craft. Phil Smith’s approach to teaching poetry, as has been his approach to the teaching of expression art, is to demystify the process and make it accessible to all. Teachers will engage in

creative exercises and projects to help flex their imagination muscles and play with language in new, interesting, and revealing ways that are readily transferable to classroom teaching at all grade levels and to students of all abilities.

Course Coordinator: Lindsey Hicks

Course Speaker: Phil Smith, Poet

Open to: Elementary staff Time: F 4/17, 3:30-7:30; Sa 4/18, 8:30-4:30

Location: HCS library


Integrating Science Olympiad Events into the Science Classroom ...........................................#3874

The Science Olympiad is a national and state organized event that promotes science learning through competitions that are relevant to all grade levels. The Scarsdale Middle and High Schools both have teams that successfully compete in these popular competitions. Science Olympiad events can be incorporated into the science curriculum at both elementary and secondary levels engaging students in learning and exploring topics in science through an inquiry based methodology.

Teachers will learn to incorporate motivating and scientifically sound Science Olympiad activities and pedagogy into their classes. The course will begin with an introduction to Science Olympiad events, rules, and philosophy. Instructors will then demonstrate a variety of Olympiad activities appropriate for classroom teaching; each activity is designed for both collaborative teamwork and competition.

Course Coordinators: Jay Gandelman, Jim Williams

Course Speaker: Harold Miller, Director, NYSS Science Olympiad

Open to: K-12 science Time: Th 4/23, 5/21; W 6/24, 3:30-7:30

Location: SMS, rm F79


28

Projects WET and WILD in the Classroom ..........................#3875

Both Project WET (Water Education for Teachers) and Project WILD (Wildlife Education for Teachers) are state sponsored curriculum programs distributed by the Department of Environmental Conservation. Project WILD is a widely used conservation and environmental education program based on the premise that young people and educators have a vital interest in learning about their natural world. Project WET provides the same service with a curriculum geared toward the study of water. Projects WET and WILD, combined, address the need for human beings to learn about the natural world and its water, to become responsible stewards and citizens of planet Earth, and to exercise personal choices and habits that further the development of a sustainable world.

Course leaders will provide participants the Project WET and Project WILD curriculum guides and lead them through the pedagogy and resources unique to both programs. With activities suitable for kindergarten through twelfth grade, teachers will learn a variety of accessible and academically substantive strategies for their classrooms. At the end of the course, participants will become certified instructors of both the WILD and the WET curricula and members of a network of educators who support the concepts of stewardship and sustainability, both central to the course content and philosophy. Course Coordinators: Rachele Colantuono, Christi Sibrizzi

Open to: All

Time: F 4/24, 3:30-7:30; Sa 4/25, 8:30-4:30

Location: SMS, rm B26


A Closer Look at Singapore Math with Ban Har Yeap............. #3876

Scarsdale has recently adopted the Singapore math program for students in kindergarten through fifth grades. Teachers of these

grades have requested additional support to supplement the professional development provided by the District, as they learn the methodology, pedagogy, and structure of this new program. The course is a response to these requests, and teachers of elementary math will gain a deeper and broader understanding of Singapore math as they work with Ban Har Yeap, author of the Singapore Primary Math textbooks.

Ban Har Yeap will guide teachers in an examination of three aspects of teaching Singapore math at the elementary grades: basic skills and concepts, consolidation, and problem solving. Dr. Yeap will also model strategies that effectively engage learners in math instruction. Participants will probe the unique features of Singapore Math with an emphasis on visuals, systematic topic development, variations in exercises, and challenging problems.

Course Coordinators: Kathy de la Garza, Nancy Pavia

Course Speaker: Ban Har Yeap, author of Singapore Primary Math textbooks

Open to: K-6, Scarsdale Time: F 5/29, 3:30-7:30; Sa 5/30, 8:30-4:30



Symmetry, Color, and Straight Line Design........................ #3877

Symmetry is a visual component of art, sculpture, architecture, and nature. Symmetry is also a mathematical concept that can enhance many subject areas. Curve stitching is an application of symmetrical design that utilizes basic geometric forms to make curves and circles out of straight lines. Order and symmetry are the basis of its appeal. Line designs are created by connecting points on lines or curves with straight-line segments, a process referred to as curve stitching or string art. If a line design is generated by mathematical rule, a classic mathematical curve will be outlined. Pierre Bezier (1910-1999), a mathematician known for the Bezier Curve, was a pioneer in the field of Computer Aided Geometric Design, a branch of mathematics that

29

develops the algorithms used in computer drawing programs. Through Bezier’s work, participants will complete the course with a better appreciation of string artwork as both an art form and a derivative of mathematics. The course integrates art and mathematics.

The course will introduce teachers to the work and mathematical influences of Pierre Bezier. Teachers will participate in on-line research and will then share their examples of designs and images reflective of straight-line forms of string art. The course project will be to design and construct a piece of artwork utilizing one or more geometric shapes complemented by color and selective symmetry. Participants will plan the tasks and support materials needed to implement and facilitate a string art project in their own classrooms. The project allows a visual and hands-on approach to exploring the concepts and principles of symmetry, rotational symmetry, and geometric shapes and forms. For the teacher, string art can be applied across the curriculum and in many grade levels.

Course Coordinators: Kathy Walsh, Steve Walsh



Materials fee: $5



Movies in the Social Studies Curriculum.......................... #3878

Movies are effective classroom resources for the teaching of social studies. Storytelling in visual format stimulates students’ visual and auditory senses and engages their interest. When teachers hone their own media skills, they develop effective ways of reaching students who have grown up in the digital age. With knowledge of film, film editing, and film resources available on the Internet, teachers can produce engaging, multi-sensory lessons and class projects that incorporate the analysis and production of film.

The course will begin with participants sharing historical dramas and documentaries that they use in class or would like to include to enrich instruction. Teachers will then learn to edit these movies and import selected scenes into multi-media presentations for instructional use. Course leaders will model a current events project in which students analyze the components of and create brief Public Service Announcements or political commercials. All levels of computer experience are welcome.

Course Coordinators: Steve Goodman, Steven Scharf

Open to: All Time: F 5/29, 3:30-7:30; Sa 5/30, 8:30-4:30 Location: SMS, rm B135


Best Practices for Coaches. #3879

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 team-building strategies, group decision-making skills, gender issues, problem solving techniques, communication, and leadership skills.

In this weekend course, coaches will concentrate on identifying a variety of bestcoaching 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.

Course Coordinator: Mike Menna

Course Speakers: Barney Foltman, Robert Keith, Kevin Roemer

Open to: District teachers who coach

Time: F 6/5, 3:30-7:30; Sa 6/6, 8:30-4:30

Location: SMS gyms A & B


30

Type in the Classroom: Using Learning Styles Through the Myers-Briggs to Improve Instruction........................ #S3880

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 children’s 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. 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 MMTIC for elementary and middle school students will be shared. Participants will present and critique lessons developed according to Type in a workshop atmosphere. Course Coordinators: Len Tallevi, Marie Tallevi

Open to: All

Time: M 6/29-Th 7/2, 8:30 - 4:30


Fee: $10 for MBTI test



Lincoln Center Summer Institute ................................#S3881 A & B Our core concern, of course, is with aesthetic education; but we do not regard aesthetic education as in any sense a fringe undertak-ing… We see it as integral to the development

of persons – to their cognitive, perceptual. emotional, and imaginative development. We see it as part of the human effort (so often forgotten today) to seek greater coherence in the world. — Maxine Greene

The Scarsdale School District in partnership with the Lincoln Center Institute for the Arts in Education offers district schools access toLincoln Center performances during the school year and makes available to teachers participation in the Lincoln Center Summer Institute 2009 in preparation for the school performances. The Lincoln Center Institute is widely recognized as a national leader in the field of arts and education, providing a model for aesthetic education programs across the nation and abroad. Far more than traditional arts appreciation, the Lincoln Center Institute’s practice is rooted in the belief that effective aesthetic education for students begins with the training of teachers. Educators and artists alike come together during the summer session each July to explore, to participate in, and to celebrate an ongoing inquiry into aesthetic education as preparation for visiting artists and performances during the year.

The Lincoln Center Summer Institute is an intensive professional development experience that trains teachers in aesthetic awareness and the teaching strategies that engage students with the arts. Many teachers choose the works they want to study with their students in the coming year. Workshop sessions conducted by a team of teaching artists and lectures by Philosopher-in-Residence Maxine Greene provide a rich and varied exploration of specific works of art in the Institute’s repertory. With individual works of art as content, teaching artists involve participants in the creative process guiding them to make their own art, to learn vocabulary of the arts, and to explore the cultural, historical, and social context of the work under study. Lectures by Professor Greene inspire reflection on the aesthetics of encountering works of art and are integral to the Institute’s pedagogy. Through action and reflection, participants deepen their own awareness of works or art as they learn strategies for the effective integration of the arts into curriculum.

31

For those who participated in the LCI summer workshop last summer, there will be an opportunity for a three-day workshop, dates to be determined within the span of July 6-17. Details of the program for returnees will be published as soon as the Lincoln Center Institute makes them available.

Course Coordinators: Diane Celentano, Robert DiYanni, Joan Weber

Open to: All Time: M 7/6-F 7/17, 9-4:30

Location: Lincoln Center, NYC & Scarsdale

Credit: Six points salary credit or stipend for new participants; two points salary credit or stipend for returnees

Tri-District Introduction to Inquiry (TDITI) Workshop............. #S3882

From the earliest grades, students learn science best when they are engaged in the active construction and testing of their own ideas about the world. Inquiry-oriented science in the classroom builds on the natural wonder and curiosity of children as they develop questions about their environment. Inquiry methodology leads to student progress in learning through hands-on, experiential, activity based lessons. Teaching science as inquiry provides teachers the pedagogy to develop students’ abilities and to enrich student understanding of science in an appealing and motivating process.

Participants will be immersed in the learning of science through the inquiry mode during five days of workshops. While science was once the target subject, the workshop now incorporates inter-disciplinary lessons and demonstrates the use of inquiry in other subject areas. Activities include approaches to hands-on learning, process skills, fair tests, questioning techniques, stream table inquiry, and others. Participants will collaborate to create an inquiry unit for use in their own classrooms and will learn strategies to incorporate assessment throughout their inquiry sessions.

Course Coordinator: Jennifer Kiley

Course Speakers: Harry Rosvally, Westport schools, Melinda Meyer, New Canaan schools, Holly Smith, Connecticut Museum of Science

Open to: Elementary staff, Scarsdale Time: M 7/27-F 7/31, 9-4

Location: South School, 8 Farm Road, New Canaan, CT



Interpretive Strategies for Educators: Nature Walks.. #S3883

Education, by its very nature, is a multidisciplinary venture. When learning science, for example, prose, poetry, and art can express the general themes of Natural Science. Interpretive walks, or nature walks, remain a neglected strategy for promoting good science; their primary value is in the potential for energizing existing approaches and inspiring new ones. Interpretive walks can assume the very process of science itself by generating dialogues that reveal observation and thought culminating in new discoveries. The use of original objects of nature ensures a multi-sensory presentation likely to provide cross-modalities of learning. In short, the interpretive process reveals relationships and meanings. While planning and conducting interpretive walks, students practice leadership skills, gain self-confidence and poise, and acquire the polish of a professional. While integrating and then explaining new information, a basic requirement for an interpretive walk, students employ analytical and cognitive skills.

Teachers will learn techniques of incorporating nature walks into the art, English, or science curriculum. 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 incorporate art, prose, or poetry to express the discoveries of the nature walks. These strategies encourage students to express their discoveries in more dynamic modes than traditional lab reports,

32

and they entertain endless possibilities for expressing scientific information. Participants will prepare and deliver a single interpretive nature walk 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 and Scarsdale High School woods are planned.

Course Coordinator: Richard Clark Open to: All Time: M 7/27-Th 7/30, 9-3:30


Materials needed: Art book, watercolors, journal, Last Child in the Woods, by Richard Louv


Introduction to Mindfulness Education......................... #S3884

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, Harvard’s 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 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.

Course Coordinator: Ilene Smith

Open to: All Time: M 7/27-Th 7/30, 9-3:30


Fees: $15 museum fee, $6 tea ceremony, lunch (optional)


Race Matters II................... #3885

Today’s high school students have been identified by some pundits as a generation of young people who have transcended race. Whether accurate observation or wishful thinking, the issue of race relations persists in this generation, as it has throughout American history, under particular scrutiny in the recent presidential election. Recently, Scarsdale’s Equity and Access Committee has explored perceptions of race relations and school policy in Scarsdale, and polled students, teachers, and the community on the topic. Pursuing the same inquiry, a group of Scarsdale High School teachers gathered informally to discuss the impact of race and racial perspectives in the classroom and the High School and have formed into a study group to meet regularly, to read, to discuss racial relations and perceptions and their impact on curriculum and school policy.

The Scarsdale High School study group on race relations provides a vehicle for heightening awareness of racial issues through discussion, reading, and multi-media resources. Participants will examine the impact of race and racial perspectives in classroom life, in the community, and in

EQUITY AND ACCESS

33

the nation. Participants will explore their own backgrounds and take on introspective look at how biography shapes personal attitudes toward race and ethnicity. Topics will include affirmative action, the Obama candidacy, the O. J. Simpson trial, and the way in which Americans choose their neighborhoods as well as their presidential candidates. Readings include Shelby Steele, Marcus Mabry, and Tim Wise. Participants can anticipate the involvement of the Jacob Burns Center and the Facing History project.

Course Coordinators: Neil Ginsberg, Fred Goldberg

Open to: SHS Time: F 2/27, 2-3:30, with remaining dates to be set by group.



Social and Emotional Issues for the Learning Disabled Child ...........................................#3886

Children with learning disabilities often present a unique set of social and emotional behaviors that can influence an entire classroom population. This course is designed to raise the level of teacher awareness of the source for these behaviors and to suggest strategies that can lead to increased success for children in a variety of school situations. Through reference to experts in the field of special education and discussion with colleagues, teachers will deepen their knowledge in both the theory and practice necessary to create a classroom environment where all children can thrive. Participants will reflect on experiences they have had in their classrooms involving successes as well as difficulties with learning disabled students. Activities and readings will identify specific student behaviors that call for direct instruction and provide strategies for both proactive and reactive interventions. Included in the course will be a viewing of Rick LaVoie’s video, Last One Picked, First One Picked On, the sequel to the better-known F.A.T. City video. Participants will have the opportunity to raise questions and concerns for group discussion.

Course Coordinators: Andrea Tripodi, Jennifer Walker

Open to: All

Time: F 3/6, 3:30-7:30; Sa 3/7, 8:30-4:30




Addressing Adolescent Self-injury: Strategies for School Personnel ...........................................#3887

Self-injury is the act of deliberate self-mutilation with varying degrees of severity. The tendency for adolescents to cope with emotional pain by harming themselves physically is reaching epidemic proportions. School personnel need the opportunity to learn, with colleagues, about this condition in order to recognize symptoms and to develop strategies for addressing the issues that lead young people to self-injury.

This workshop will address the etiology and underlying dynamics of the chronic, seemingly addictive, and contagious nature of self-injury. The presenter will also offer techniques for motivating adolescents to involve their parents, begin treatment, and change their behavior in both the short and long term. Techniques proposed can help troubled adolescents find alternative coping strategies to self-injury, identify sources of distress, and choose appropriate alternatives. The course will be tailored to the participants’ experiences and needs.

Course Coordinator: Jennifer Walker Open to: All Time: F 4/24, 3:30-7:30; Sa 4/25, 8:30-4:30




Empathy Through the Ages. #3888

A Native American proverb cautions that before judging another person, one must

34

“walk a mile in his moccasins.” In the spirit of this proverb, teachers are committed to providing classroom experiences that cultivate the value of empathy. The Earth’s Elders Program, an established interdisciplinary unit in the Middle School’s Butler House 6th grade curriculum, builds understanding in student-interviewers for the elderly from Scarsdale who relate eyewitness accounts of events from World War II to the present. In preparation for their interviews, students read and discuss issues related to the elderly, developing a sensitivity to senior citizens before meeting and interviewing them. As a result of these interviews by sixth graders, the school has gathered a rich oral history collection from community members. The success of this program can be a model to guide teachers in creating a blueprint for the study of other groups whose stories need to be told through empathic eyes.

Course leaders will model resources and activities to develop empathy in young people by reading portions of The Wisdom of the World’s Oldest People by Jerry Friedman, the basis of the Earth’s Elders project. The account of a personal journey from the steppes of Mongolia to Manchester-by-the Sea in Massachusetts reports on insights provided by super centenarians-ordinary people who achieved extraordinary ages. Course members will also tour the world from the perspective of the elderly as described by writers such as Paula Span from the Columbia University Graduate School of Journalism and Bob Morris the author of Assisted Loving: True Tales of Double Dating with My Dad. Lastly, participants will be provided with guidelines to create particular projects dealing with human rights and sensitivity. Participants may modify the Elder’s project, depending on grade level, or develop other programs dealing with those with physical, developmental, or other challenges.

Course Coordinators: Michele Beni, Eric Bitterman




Teaching Children with ADHD .........................................#S3889

ADHD, Attention Deficit Hyperactivity Disorder, the most commonly diagnosed psychiatric disorder in childhood, significantly impacts academic performance. Over the last 10 years, interventions predicated upon research in the areas of neuroanatomy, pharmacology, education, and behavior management have advanced the educator’s ability to teach and work with these students. Teachers must understand the underlying interconnected processes and develop skills to deal with specific interfering ADHD symptoms in order to meet the needs of these children. This course is an implementation of the Scarsdale District Strategic Plan to promote knowledge among faculty and staff to support their efforts to teach individual learners.

Course content includes a review of the implications of research and clinical information that inform best practice models in educating students with ADHD. Participants will also be guided through steps teachers can take to maximize ADHD students’ abilities and minimize characteristics that hinder them at school. Participants will learn the connection between classroom manifestations of underlying ADHD processes and how best to ameliorate their impact.

Course Coordinator: Elliot Cohen

Open to: All Time: M 7/20-Tu 7/21, 9-3:30




Teaching Children with Anxiety Problems.......................... #S3890

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

35

the serious impact of anxiety disorders on development and performance as well as effective strategies for coping with anxiety and associated problems. This course is an implementation of the Scarsdale District Strategic Plan to promote knowledge among faculty and staff in support of their efforts to teach individual learners.

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.


Open to: All Time: W 7/22-Th 7/23, 9-3:30




Developing Best Educational Practice Through Case Analysis .........................................#S3891

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. This course provides educators time and opportunity to review, develop, and share best practice strategies within the framework of case material and relevant literature and resources.

Through a case analysis approach, participants will analyze the needs of individual students and develop educational

and psychological techniques to enhance learning and performance. This is a workshop-oriented course geared toward the sharing and development of techniques and resources applied to illustrative case examples. Together, educators will analyze previous and/or ongoing cases for the purpose of developing useful educational and psychological strategies to help students learn in the classroom setting.


Open to: All Time: M 8/3, Tu 8/4, 9-3:30



Being Black in America....... #3892

The scope and depth of the Black experience in the United States is often not reflected in curriculum choices. In part, this is due to a lack of familiarity with and knowledge of the roles and experiences of Blacks in America. Often, rather than misinterpret the “Black experience,” educators ignore it. Based on The Black List Project, a photography exhibit of Black Americans at the Brooklyn Museum, this course seeks to introduce a wide range of Black personages and provide a more intimate understanding of the Black experience in the United States as a way to encourage participants to identify contexts, concepts, and lessons that can be incorporated into their disciplines and curriculum choices.

This course is grounded in the Nov.11-March 29, 2009, Brooklyn Museum exhibit, The Black List Project, created by Timothy Greenfield Sanders and Elvis Mitchell. This photographic exhibition of 25 portraits is part of a documentary project that explores being Black in America. In addition to photographs, the exhibit includes filmed interviews. The Black List’s subjects come from a diverse collection of disciplines, from the worlds of arts, sports, politics, business, and government. In addition to viewing the exhibit, participants will read and discuss The Black List by Timothy Greenfield Sanders and Elvis Mitchell.

36

Course Coordinators: Serge Azor, Joan Weber

Course Speaker: Jeanne D. Adair, Ed.D., New York University Metropolitan Center for Urban Education

Open to: All Time: F 3/6, 3:30-7:30 and Sa 3/7, 8:30-4:30


Fee: Brooklyn Museum, $8; The Black List by Timothy Greenfield Sanders and Elvis Mitchell, $21 at Amazon.com


School Nurse Study Group.. #3893

Teachers, parents, and students often look to district nurses for advice on health issues that arise in the news or in the schools. Medical information is constantly being updated, and the school nurses need the time and opportunity to meet with colleagues to discuss the latest findings in their field. Study group participation provides the school nurses a venue to read, listen, and share new medical information that will enhance health office practice.

Participants will choose books and articles on topics that are relevant school health office concerns. Through reading, participation in discussion, and sharing daily-based practice information, school nurses will become better-informed advocates and resources for their students and families.

Course Coordinators: Maureen Donovan, Joyce Hoffman

Open to: Nurses Time: Th 3/5, 12, 19, 26, 4/2, 16, 3:30-5:30

Location: FMS, rm 11

Credit: Stipend

Education Law for Teachers ...........................................#3894

Everyday legal issues can impact the daily lives of students, teachers, parents, and community members. Timely topics essential for teachers and other school personnel to know include: the responsibilities for child abuse reporting; tenure law; the legal requirements of the No Child Behind Act; rights and responsibilities of students including student discipline and zero tolerance policies; the implications of Project SAVE (Safe Schools Against Violence in Education); sexual harassment law; and the impact of special education mandates. In today’s litigious society, educators must be aware of their own rights and responsibilities, as well as those of their students.

Participants will examine the ramifications of school law in the classroom and in the school community. Participants will learn to use case law to analyze events with legal implications. Class activities include role-playing, case analysis, and discussions on the major issues in educational law listed above as applied to real-life situations. Participants will leave feeling confident to make decisions in their classrooms and schools without contradicting the law. Course Coordinator: Meghan Troy

Course Speaker: Walter J. Sullivan, Professor of Education and Educational Leadership, College of New Rochelle, former superintendent of Skaneateles Public Schools


Location: SMS, rm C155


The School of Belonging: David Levine’s System for Building an Emotionally Safe Learning Community......................... #3895

In this age of standards, high-stakes testing, curriculum stressors, and societal pressures on students and educators, classroom time is


37

precious. When academic performance is the only area measured and evaluated, it can seem overwhelming to take time out of the school day to meet students’ social and emotional needs. Teachers know that when those needs are met, students feel excited about the discoveries each new day will bring, achievement soars; behaviors such as bullying, name-calling and teasing diminish; and the classroom functions more efficiently and effectively. This course will examine successful methods to provide every student a sense of belonging and safety in the classroom.

In this course, K-12 teachers will learn about emotional safety, what it is, how it is created, and what is meant by its opposite, emotional violence. Participants will understand the connection between meeting a child’s emotional needs and the motivation to learn. A key aspect of the course will focus on how to teach social skills effectively through group dialogue, moral dilemma discussion, class meetings, fishbowl, common language, story telling and processing. Teachers will examine Building Classroom Communities, The School of Belonging Plan Book, The Little Book of Listening and will reflect upon implement ng these resources. Participants will also explore emotional intelligence (EQ), what it is, how it is measured, and Theory U, which can move a group of students to a deeper level of connection with school, each other, and themselves. Course Coordinator: Monica Grey

Course Speaker: David Levine, author, Teaching Empathy


Location: EHS library


Outdoor Education Camp Best Practices Part III................. #3896

The Sixth Grade Outdoor Education Camp is an integral part of the Edgemont elementary curriculum. The Camp develops life-long attitudes, knowledge, and skills including

respect for the environment, orienteering and topographical map reading, landform identification, forest ecology, meteorology, first aid, and much more. On-going comprehensive teacher training is required to maintain the conceptual and experiential richness of this field event. Veteran teachers of the Camp need the time and opportunity to share their knowledge with colleagues new to this teaching model and to demonstrate skills learned in Part I and II of this course and other relevant STI courses.

Over the course of many years conducting the Outdoor Education Camp, participating teachers have learned effective techniques to integrate a wealth of knowledge into a hiking activity for students. In this weekend course, participants trained in the Camp philosophy and goals will demonstrate their areas of expertise. Teachers new to the Camp will learn from experienced colleagues methods that work to integrate related academic fields of study into the hiking experience as well as group dynamics, team building, and decision-making. These skills build self-confidence and resiliency in students and are opportunities for learners of all abilities to excel outside the traditional curriculum. Participants will design a safe and instructive culminating activity, an all day hike which is far more than a walk in the woods, for Edgemont’s sixth graders.

Course Coordinators: Tom Blank, Alan Cass

Open to: Elementary Staff, Edgemont Time: F 5/1, 3:30-7:30; Sa 5/2, 8:30-4:30

Location: SPS & Mountain Lakes Camp, North Salem, NY

Materials fee: $10


Eco-Activism and Art: The Reef Project............................... #3897

Last fall, Middle School staff members took part in an STI eco-activism course inspired by an international traveling exhibit to save the coral reefs. Participants hoped to make students and the community aware of the threat to the ocean’s coral reefs by researching environmental conditions

38

causing the demise of the reefs and by preparing an exhibit of individual crocheted hyperbolic forms to be combined into a giant coral reef display at the Middle School. As a result of this course, students, teachers, staff, and community members are actively involved in crocheting hundreds of coral pieces for the planned exhibit.

Successful eco-activism campaigns require time, momentum, and planning. In this weekend course, participants will put together the various elements of an interactive exhibit including fish, man, and algae, plan an official opening, and develop a strategy for involving the school community in an awareness campaign to save the coral reefs. Middle School staff will create and develop curricular opportunities for the classroom and school wide projects that will incorporate the reef display to be mounted in the Cooper House glass case. Course Coordinators: Maureen Ball, Mary Jane Motl, Sharon Waskow

Open to: SMS Time: F 5/8, 3:30-7:30; Sa 5/9, 8:30-4:30



Challenge Course Workshop I ........................................#3898 A

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. Course Coordinators: Barney Foltman, Robert Keith, Kevin Roemer

Open to: All

Time: F 6/12, 3:30-7:30; Sa 6/13, 8:30-4:30

Location: SMS, gyms A & B Credit: One point salary credit or stipend


Challenge Course II........ #S3898 B

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 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.

39

Course Coordinators: Barney Foltman, Robert Keith, Kevin Roemer

Open to: All Time: M 6/29-F 7/3, 8:30-4

Location: Bedford Training Center

Facilities Fee: $55


Summer Institute 2009 for Sustainability Education... #S3899

Evaluations from last summer’s Sustainability Institute showed strong participant support for a course with a focus on curriculum development for teaching teams, as well as for opportunities to analyze, with colleagues, work from previous courses. The Sustainability Summer Institute 2009 will continue to provide strategies and materials to integrate the district goals of sustainability into the classroom. Issues of environment, social justice, and sustainable development pose important questions for the future of human society and for those who wish to teach for a just and sustainable future. Today’s students, as the corporate and political leaders, scientists, educators, engineers, architects, and consumers of the future, need to know about environmental problems and how to help create an environmentally healthy and just world. Educators need curricular tools and resources and the chance to reflect on their practices regarding sustainability education.

During this one-week Institute, teachers will learn to lead students through critical investigations of contemporary issues using sustainability-based content and methods. New participants will be introduced to existing curricula based on this approach and be guided in the adaptation of existing lesson plans that incorporate the targeted content and methods. These curriculum designs will be aimed at specific learning outcomes that include critical thinking, clarification of values, communication, decision-making, and problem solving. Returning participants will be able to evaluate critically their application of sustainability curriculum, as well as expand upon it or introduce other course members to their own experience. In addition, the

course will discuss topics including: resource and land use, energy, transportation, environmental impacts of economic choices, and other issues reflected in the state science and social studies standards. Instruction and activities will focus on practical classroom application of all of these concepts.

Course Coordinators: Rachele Colantuono, Duncan Wilson

Open to: All Time: M 7/20-F 7/24, 8-4

Location: SHS, rm 170 SMS, F171 & P183

Credit: Thee points salary credit or stipend

Web Tools for Librarians.... #3900

The students and staff of the Scarsdale and Edgemont schools utilize the Web for a vast array of research and reading resources, and it is critical to provide access to them through a user-friendly Web interface. The school librarians need to collaborate to design and build attractive, information-rich, Internet tools for students, teachers, and parents that address the continuum of K-12 information literacy skills.

The librarians will update the library Web sites with design and content that takes students, staff, and community members to high quality curriculum-related, reliable resources. Participants will work together to align information literacy skills with grade level and subject area content. Librarians will share strategies for developing library instructional activities that integrate subscription databases, reading resources, primary source artifacts, and technology skills with curriculum content. Using Web tools, each librarian will further develop resources to support individual school projects and classroom activities.


Open to: Librarians Time: Th 2/26, 3:30-6, with remaining dates to be set by group

Location: SHS library


TECHNOLOGY

40

Keeping Current with Technology ...........................................#3901

Using information, media, and technology, often in combination, are paramount among the skills students need in the 21st century. To be current in the classroom, teachers must be familiar with computer technology operations, from basic to advanced, and many teachers have expressed the need for a course that addresses the fundamentals of the technology available to them in the classroom. An understanding of computer technology is essential to achieving competence with the continuum of 21st century technology skills and applications.

Participants in Tech Skills 101 will gain an understanding of the essential functions of the Macintosh computer and its integration with the school-wide network. Through instruction and guided practice, participants will learn how to set up of a printer, customize the finder, establish back-up strategies, use e-mail, connect peripherals including scanners, Elmos, data projectors, SMARTBoard. This six-session course will provide teachers the foundation, the confidence, and the comfort they need to operate a MAC computer and the background for more advanced technology courses. Course Coordinator: Linda Fisher

Course Speaker: Kathy Basso

Open to: MAC users Time: Tu 3/3, 10, 17, 24, 4/14, 21, 3:30-5:30 Location: SMS, rm C159


New Technologies Seminar. #3902

As the field of educational technology grows, teachers look for opportunities to stay abreast of new tools, resources, and instructional practices that support curriculum. In a recent survey, more than 1/3 of Edgemont teachers expressed the need for professional development in new technologies. Teachers of all subjects will enhance their practice with a basic understanding of the latest computer software and hardware, including projection

technologies and their use to enhance instruction.

Over the course of the New Technologies Seminar, participants will be introduced to at least six new software, hardware, or Web-based resources available in the schools. The course will meet six times. At each meeting, the instructor will give a brief overview of a program, including specific information on how it can be used to support instruction. Teachers will then have the opportunity to use the tool hands-on. Throughout the course, participants will develop student-learning experiences around one or more of the resources presented, and class time will be devoted to sharing and discussing the classroom application of programs. By the end of the course, teachers will have a basic understanding of each tool, be able to make an informed decision about how it can be used to support instruction, and be able to plan for additional professional learning.

Course Coordinator: Michael Curtin

Open to: Edgemont Time: Th 3/12, 4/2, 23, 5/7, 28, 6/11, 3:30-5:30

Location: EHS, rm A11



iThink, Therefore, iMovie ‘09! ...........................................#3903

iMovie ’09 is a completely redesigned version of Apple’s popular video editing program. Beginners and experienced users alike will find this program a versatile tool. Novices to iMovie will appreciate the ease of features like “drag-and-drop” that facilitate the addition of video and audio clips to a project. iMovie veterans will note the new dynamic themes with titles, transitions and credits, including an “Indiana Jones” style animated travel map that identifies shoot locations. iMovie’s accessibility and ease of application enable teachers at all levels of video editing expertise to apply the latest technology in the classroom. In addition, with knowledge of iMovie 9, participants will be able to make use of advanced tools readily available in their schools.

41

Participants will learn to use the latest iMovie ‘09 technology to enhance classroom lessons and demonstrations and student reports. Teachers and students, alike, can create high-quality video presentations to illustrate abstract concepts or documentaries that highlight the relevance of social issues. Compelling projects combine digital video, photos, and music, and even voice narration. There’s no limit to what participants can learn and teach their students to produce.

Course Coordinators: Ken Holvig, Andy Verboys

Open to: All

Time: F 3/13, 3:30-7:30; Sa 3/14, 8:30-4:30




Digital Storytelling with Microsoft Photostory......................... #3904

Digital storytelling is a multimedia genre that combines photos, spoken word, music, video, and text to convey a narrative. Students and teachers can use digital narrative techniques to support many different curricular activities including writing instruction, technology mastery, and multicultural awareness. Microsoft PhotoStory enables teachers to create class units around digital storytelling projects that can be used to enrich student involvement in curriculum content.

Over the course of a weekend, participants will view a number of examples of digital stories created by students and teachers. They will receive guided instruction in bringing digital photos, music, and the spoken word into PhotoStory and in assembling them into a finished video. Each participant will compose a digital story and develop it through scripts, storyboards, and peer review. Course discussion will explore ways of incorporating this powerful new medium into the curriculum.

Course Coordinator: Michael Curtin


Location: EMS, rm A11



SMARTBoard Technology and Keynote in the Scarsdale Middle School Science Curriculum.. #3905

Permanently mounted data projection devices have been installed in the Middle School science labs, and science department members learned the essentials of their use in a recent STI course. SMARTBoard with Keynote has proved to be a valuable classroom tool to enhance lab demonstrations and lessons, and science teachers are now eager to develop their skills beyond the basics. Teachers will benefit from learning the advanced features of the technology, collaborating with colleagues on curriculum applications, and sharing lessons that incorporate additional projection technologies into science presentations.

Instructors will demonstrate and guide participants in the use of the advanced features of SMARTnotebook and Keynote. Websites such as United Streaming will enable teachers to project videoclips that animate and enliven scientific procedures and processes. Through discussions, hands on training, and collaboration, participants will develop their expertise and design lessons incorporating the latest features of the projection technologies available in the science labs. Department members will work together to compile lessons that use SMARTBoard with Keynote, and they will catalogue relevant interactive Web sites.

Course Coordinators: Jennifer Gilbert, Cristine Gilliland

Course Speaker: Doug Vermes

Open to: SMS Science Time: F 3/20, 3:30-7:30; Sa 3/21, 8:30-4:30

Location: SMS, rm F77

Credit: One point salary credit or stipend iWork ‘09 in the Classroom....#3906

Traditional use of computers in the classroom includes word processing, desktop

42

publishing, spreadsheets, and presentations. Apple’s iWork ’09 is a newly updated suite of software that includes Keynote for presentations, Pages for desktop publishing, and Numbers, Apple’s spreadsheet program. Curriculum applications for the use of the iWork suite in classroom practice spans all grades and subject areas.

In this course, participants will learn the basics of the three iWork ‘09 applications and explore the curriculum possibilities of each. Online tutorials will support direct instruction and serve as an on-going resource for participants. Exemplars will be offered and participants will design and create a detailed curriculum lesson to meet the specific needs of their students using one or all of the iWork ‘09 suite applications.






Advanced Keynote with Keynote ‘09 ......................................... #3907

Teachers who are familiar with the basics of Keynote have expressed the need for a course on its advanced features. Keynote ’09, recently released, has evolved the program into a sophisticated presentation tool with extended and new capabilities. Users are able to showcase text, graphics, audio, video, and animation in a single slide or presentation. Students who are inundated with stimuli from television, the Internet, and iPods are a demanding audience; technically creative and sophisticated presentations are more likely to capture their attention. A course that focuses on the advanced features of Keynote ’09 benefits Edgemont and Scarsdale teachers and students alike. Projection technologies motivate student learning with images and video that enrich any topic. Through demonstration and guided practice, participants will learn to

use the advanced features of Keynote ‘09 including the manipulation of images, sound, and video to produce striking slideshows. Helpful programs available through the district computers or over the Internet will be included. With Keynote ‘09 skills, participants will create their own presentations to enhance instruction in any subject area or grade level. The visual and audio capabilities of the advanced Keynote ’09 software will impress the most media savvy of students.

Course Coordinator: Steve Scharf

Open to: Experienced users of Keynote Time: F 5/1, 3:30-7:30; Sa 5/2, 8:30-4:30

Location: SMS, rm P183



Digital Storybooks to Go.....#3908

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. 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.

Participants will create digital multimedia storybooks for use in both the classroom and library by learning to combine scanned images, video, and PowerPoint slides into a single integrated project. During the first session of this weekend course, participants will be introduced to the new iPhoto ‘09 and Adobe Photoshop and will practice the features of these applications that are necessary to complete the storybook project. Also, participants will be introduced to Blurb and My Publisher, two additional online book-publishing sites. During the second session, participants will design, develop, and publish a book, complete with photos, based on a unit of study from their curriculum.

43


Dates: F 5/8, 3:30-7:30; Sa 5/9, 8:30-4:30


Open to: All

Materials fee: (Optional) $30 for professionally bound and published book



Sibelius in the Classroom ....#3909

On-going developments in technology challenge teachers to meet the changing needs of students in today’s high tech learning arena. Technology and music are important avenues to teaching and learning, and their integration is a desirable blend for curriculum. Today’s young students demonstrate a high degree of fluency in computer use. At the same time, they require instruction in the skills necessary for researching, creating, publishing, and sharing their work. This course introduces teachers to Sibelius, a powerful computer software application that allows users to write, play, print, and publish music notation. The partnership of music and Sibelius will inspire teachers to explore, create, and share music for and with their students.

This course is a collaborative endeavor in technology and music education that reflects learning standards on the national, state, and district levels. Using Sibelius, course coordinators will demonstrate and model examples of classroom lessons and projects and provide additional resource materials. Participants, in turn, will learn to use Sibelius to create their own music as prelude to classroom application. Comparison and contrast of traditional vs. contemporary methods of writing, creating, arranging, and evaluating music as a living art form will offer teachers a new perspective on the advantages and efficiency of embracing the computer as a tool for music education.

Course Coordinators: Lisa Forte, Jodi Giroux

Open to: All

Time: F 6/5, 3:30-7:30; Sa 6/6, 8:30-4:30 Location: HCS computer lab Credit: One point salary credit or stipend

Beyond Google 2.0: Wikis, Social Networking, and New Research Tools................................ #S3910

Students and staff of the Scarsdale schools have access to a vast array of subscription print and multimedia databases and new interactive Web resources that enhance classroom instruction. Different Internet resources require different access strategies, and teachers need instruction for developing the skills to explore and utilize them in classroom lessons and student assignments. Teachers also need the time and opportunity to develop interdisciplinary activities by working with colleagues in other departments and grade levels.

In this three-day hands-on course, teachers will master advanced search techniques for locating and utilizing information in subscription databases and will explore current interactive Web tools. Participants will learn the strategies and skills necessary to delve deeply into the resources of Scarsdale’s online databases, focusing on those that relate to individual subject areas as well as interdisciplinary resources such as ARTstor and United Streaming. Teachers will import image, video, audio and text files for offline use in the classroom, create wikis, and use collaborative online networking tools. This class will provide a laboratory for teachers, working in the library with members of their own and other departments and grades, to design teaching materials and interdisciplinary student activities that incorporate the use of interactive Web resources.


Open to: All Time: M 6/29-W 7/1, 8:30-4:30

Location: SHS library



44

Integrating Video Clips with Vernier LabQuest............. #S3911

LabQuest and LoggerPro data analysis software enhance laboratory explorations, automate data collection and data analysis, and enable science teachers to develop unique and visually powerful lab demonstrations. New and experienced users of the software need instruction on the applications and guidance in using the programs’ latest features. Additionally, those familiar with the technology will learn to integrate video and graphics with the experimental data. Through LabQuest and LoggerPro enhancement, students are able to observe an event while data collection and analysis are occurring simultaneously allowing data analysis in real time. This course introduces new and experienced users to the operation and application of the Vernier LabQuest tools. Walter Rohr, Vernier consultant, will lead the workshop and provide his expertise with the use of LabQuest in the classroom. Participants will share experiences using LabQuest in the science lab, methods for sharing data and data analysis, and the integration of visual components that enhance student learning. Participants will also learn to videotape an experiment or demonstration and link that visual information to the data collection and analysis information provided by the LabQuest tool. The use of video with the LabQuest can be especially effective when working with students who may not be ready to perform an experiment on their own while collecting the necessary data.

Course Coordinators: Ihor Szkolar, Jim Williams

Course Speaker: Walter Rohr, Vernier Consultant

Open to: SHS science Time: TBA



Stop the Presses! Virtual Newsroom in the Classroom ...............#S3912

Digital communication technology is changing the way information is viewed and absorbed.

Trends in the news media show that more information is available to the public than ever before, information delivered through a variety of channels new to the 21st century. Newspapers and broadcast stations now have Web sites, blogs, videos, and social networking sites to extend or complement the information they present in conventional modes. The varied ways of analyzing information require traditional reading and writing skills and strategies as well as new online literacy skills, strategies, and dispositions. 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.

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 Wikis, blogs, Web design, podcasts, and other technologies 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.

Course Coordinators: Paul Tomizawa, William Yang

Open to: All Time: M 7/20-F 7/24, 8:30-4:30

Location: GRA computer lab



FileMaker Pro Boot Camp. #S3913

FileMakerPro is a powerful, easy-to-use database design application for managing data in every subject area. Beginners, intermediate, and experienced users of FileMaker will find technological instruction and support in this weeklong institute. The course format provides teachers the time to learn this powerful

45

application and the opportunity to reflect on how this unique program can be applied to student work in individual subject areas and to professional projects.

This course supports the professional development of participants at all levels of proficiency. Sessions will move FileMaker users from an examination of databases and an understanding of their relationship to spreadsheets, to learning techniques for designing and implementing sophisticated database solutions for use in schools settings. Teachers will be introduced to advanced layout skills and the use of functions and scripts. They will explore the potential for multi-user databases and will also begin to work with relational databases. Participants will consider models for using databases with students as they learn FileMaker’s potential to enrich classroom practice.

Course Coordinators: Jerry Crisci, Doug Rose Open to: All

Time: M 8/3-F 8/7, 8:30-4:30




iWeek ‘09: Harnessing the Power of iLife............................. #S3914 Organize photos, make movies in seconds, visualize music creations, publish with power — all more intuitively than ever before – with the new iLife ’09. Most teacher laptops and student workstations have significant multimedia capabilities utilizing USB and Firewire video and audio connectivity. The potential for developing instructional strategies using the various elements of the digital hub has become central to technology-supported 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 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 of the digital hub. Instructors will differentiate instruction to accommodate all skill levels. Course Coordinators: Jerry Crisci, Ken Holvig, Andy Verboys Open to: All

Time: M 8/17-F 8/21, 8:30-4:30




Warm Glass........................ #3915

The study and creation of warm glass heightens one’s sensibilities to design, color, form, and function. An exploration of the various multicultural and contemporary styles and techniques of creating and firing functional objects provides a deeper appreciation of all things ceramic. Learning art by creating art is a thoroughly enjoyable experience that draws on the ‘artist within,’ teaches a new craft, and provides the joy and satisfaction of creating functional and beautiful warm glass ware.

This class is an introduction to kiln fired glass. Participants will learn the processes of glass fusing, slumping, and casting through hands on projects. These are ancient glass techniques that have been revived through the Studio Glass Movement in recent years and have become quite popular in the craft world. The hands on aspect will involve cutting, crushing and arranging sheet glass and placing in/on molds to be fired in a kiln. Projects will include: suncatchers, jewelry, bowls, and small sculptures. This is not a hot glass course! No glassblowing!

Course Coordinator: Maria DeAngelis

Open to: All Time: Tu 3/3, 10, 17, 24, 4/14, 21, 3:30-5:30


Materials Fee: $20

Credit: non-credit

SPECIAL NON-CREDIT PROGRAMS

46

Knitting.............................. #3916

During the past decade, the popularity of knitting as a hobby has expanded as people of all ages discover the satisfaction that comes from this historic art form. This trend, led by celebrities across the globe, has led to a flurry of patterns and designer yarns marketed to a younger and trendier generation of knitters than ever before.

Participants will create a project or projects of their choice based on each individual level of expertise. Knitters at all levels of accomplishment, from beginner to advanced, will find instruction to develop their skills. Participants will be eligible to receive a discount on supplies from Sticks and Strings in Scarsdale.

Course Coordinator: Heidi Kaplan

Course Speaker: Laura Paul, professional knitting instructor, Sticks and Strings

Open to: All Time: Tu 3/3, 10, 24, 4/21, 5/12, 6/2, 3:30-5:30

Location: SMS, P190

Materials fee: Cost of knitting materials

Credit: Non-credit

Conversational English for Adult Language Learners.... #3917 A & B

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 fun 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.

Course Coordinator: Meredythe Nowak

Time: Section A - Tu, noon-1 starting 3/24; Section B - Th, noon-1 starting 3/26

Location: QRS

Fee: No fee

Course limited to 10 participants

Gentle Yoga........................ #3918

Yoga practice increases strength, flexibility, and balance. Each session will include a series of Yoga postures beginning with a centering, gradually increasing intensity, a gentle stretch, and relaxation to close. Students will also have instruction in viniyoga, a therapeutic style of yoga practice. This yoga can help with conditions such as carpal tunnel and other various stress related conditions.

Course Coordinator: Joan Weber

Course Speaker: Patricia Meehan, certified yoga and viniyoga instructor

Open to: All

Time: Th 4/16, 23, 30, 5/7, 14, 21, 4-5

Location: SHS, rm 370 Credit: Non credit

CPR for Professional Rescuers ...........................................#3919 This course is consistent with the Guidelines 2000 for Emergency Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. If participants wish, the use of the Automatic External Defibrillator can be taught.

CPR for Professional Rescuers will be given as a new certification, nine to 12 hours, depending on the amount of time needed for completion. Recertification requires seven to nine hours, depending on participant proficiency with new skills and familiarity with CPR.

Course Coordinator: Joyce Hoffman, Nurse, Quaker Ridge

47

Open to: Nurses

Time: Tu 4/21, 5/5, 12, 19, 3:30-6:30

Location: QRS, rm 16

Credit: Stipend

Materials Fees: $12 for book (send check made out to American Red Cross to Joyce Hoffman) $15 for new card (check made out to the American Red Cross after completing course)

Principles, Philosophy, and Organization of Athletics in Education......................... #S3920

Knowledge of the philosophies, principles, and policies of athletics must be an integral part of physical education professional development training. An overview of national, state, local, and district policies provides teachers a foundation for the organization and operation of interscholastic athletics. Inherent to a study of athletics in education is an awareness of and reflection on pedagogy and the variety of successful coaching styles that further student learning and achievement. A course that showcases principles and strategies for successful coaching and explores the challenges and issues in athletics and coaching in society today will benefit district teachers and students. During this week long course, participants will learn about the function and organization of athletic associations and leagues in New York State. Personal standards and responsibilities of the coach as an educational leader will be examined. Additional topics to be discussed include legal considerations, risk management, health and safety guidelines, and procedures, budgets, record keeping, developing and maintaining relationships with parents, officials, athletes, spectators and coaches. The session will combine lectures, workshops, and hands on activities.

This course meets New York State requirements for coaching certification. Course Coordinator: Mike Menna

Course Speakers: Barney Foltman,Robert Keith

Open to: Coaches Time: M 7/20-F 7/24, 9-4

Location: SHS, new gyms

Tuition fee: $225

Credit: Coaching certificate

48

Course Coordinators and SpeakersPage

Jeanne D. Adair, Ed.D., New York University Metropolitan Center for Urban Education.......................................................................................... 36Serge Azor, Teacher, Scarsdale High School........................................................... 36 Maureen Ball, Teacher, Scarsdale Middle School.................................................... 26, 38Kathy Basso, Computer Aide, Scarsdale Middle School ........................................ 40Paula Bautista, Teacher, Greenacres...................................................................... 14Michele Beni, House Counselor, Scarsdale Middle School..................................... 34CeCe Berger, Teacher, Scarsdale Middle School..................................................... 22Eric Bitterman, Teacher, Scarsdale Middle School.................................................. 34Tom Blank, Teacher, Greenville............................................................................. 37Steve Boyar, Teacher, Scarsdale High School......................................................... 14Lucy Calkins, Teachers College, Columbia University............................................ 11 Alan Cass, Teacher, Seely...................................................................................... 37Diane Celentano, Dance/Lincoln Center Coordinator, Scarsdale............................ 31Richard Clark, Teacher, Scarsdale High School....................................................... 32Nancy Closter, Teacher, Greenacres....................................................................... 24Elliot Cohen, Psychologist, Scarsdale Middle School.............................................. 34, 35Rachele Colantuono, Teacher, Scarsdale Middle School......................................... 28, 39Bill Costanzo, Professor, Westchester Community College..................................... 21 Gerald Crisci, Director of Instructional and Administrative Computing, Scarsdale......................................................................................... 45Michael Curtin, Instructional Technology Specialist, Edgemont............................. 40, 41Maria DeAngelis, Teacher, Scarsdale High School................................................. 45 Trent DeBerry, Teacher, Heathcote........................................................................ 11 Katherine de la Garza, Elementary Science Enrichment Teacher, Scarsdale............ 24, 28 Phyllis DiBianco, Librarian, Scarsdale High School .................................21, 24, 25, 39, 43Robert DiYanni, Director of Arts and Aesthetic Education, Scarsdale .................... 12, 31Maureen Donovan, Nurse, Fox Meadow................................................................ 36Chris Douglass, English Chair, Scarsdale High School, retired................................ 14 Maggie Favretti, Teacher, Scarsdale High School............................................... 20, 23, 24Linda Fisher, Arts Chair, Scarsdale Middle School................................................. 26, 40Barney Foltman, Teacher, Scarsdale Middle School..................................... 29, 38, 39, 47Evelyn and Juan Fontan, Latin Dance Consultants................................................. 19Lisa Forte, Head Elementary General/Vocal Music Teacher, Scarsdale...................... 27, 43Jay Gandelman, Teacher, Scarsdale Middle School..................................... 27Tracey Garrison-Feingold, Senior Program Associate, Facing History and Ourselves 18Jennifer Gilbert, Science Chair, Scarsdale Middle School...................................... 41Cristine Gilliland, Teacher, Scarsdale Middle School............................................. 41 Neil Ginsberg, Teacher, Scarsdale High School...................................................... 18, 33Jodi Giroux, Head Elementary Computer Teacher, Scarsdale................................. 43Fred Goldberg, Assistant Principal, Scarsdale High School..................................... 33 Steve Goodman, Teacher, Scarsdale Middle School............................................... 15, 29Monica Grey, Teacher, Edgemont Jr/Sr High School.............................................. 37Lindsey Hicks, Teacher, Heathcote ....................................................................... 27 Joyce Hoffman, Nurse, Quaker Ridge................................................................... 36, 46Ken Holvig, Head Computer Teacher, Scarsdale Middle School.................., 41, 42, 43, 45Bill Jackson, Elementary Math Teacher, Scarsdale.................................................. 24Klaus Jacob, Adjunct Professor, Columbia School of International and Public Affairs 14Patricia Jennings, Director, The Garrison Institute at Penn State University........... 12

49

Gwen Johnson, Teacher, Scarsdale High School................................................... 19Heidi Kaplan, Teacher, Scarsdale Middle School.................................................. 46Robert Keith, Physical Education Chair, Scarsdale Middle School.................29, 38, 39, 47Amy Kenney, Social Studies Helping Teacher, Scarsdale....................................... 26 Kimberly Kilcoyne, Teacher, Seely Place............................................................... 22Jennifer Kiley, Science Helping Teacher, Scarsdale............................................... 31Radmila Knezevich, Teacher, Fox Meadow.......................................................... 13Kate Krahl, Teacher, Scarsdale High School.......................................................... 16Nancy Krim, Teacher, Scarsdale High School, retired............................................ 25 Louise Kuklis, Teacher, Edgemont Jr/Sr High School............................................ 20David Levine, Author, Teaching Empathy............................................................. 37Michael Lord, Site Historian and Director, Philipsburg Manor.............................. 16Sue Luft, Teacher, Fox Meadow........................................................................... 26Patricia Meehan, Certified yoga and viniyoga instructor....................................... 46Cliff Mendelson, Artist......................................................................................... 22Mike Menna, Athletic Director, Scarsdale High School......................................... 29, 47Mary Dee Merrell, Art Consultant......................................................................... 24Melinda Meyer, New Canaan School District........................................................ 31Harold Miller, Director, NYSS Science Olympiad ................................................. 27Mary Jane Motl, Teacher, Scarsdale Middle School............................................... 38Ann Marie Nee, Teacher, Scarsdale High School................................................ 20, 23, 24Meredythe Nowak, Teacher, Greenacres, Heathcote, Quaker Ridge...................... 46Amy Ogden, Teacher, Fox Meadow...................................................................... 27Adrienne Onofri, Author, Educator........................................................................ 16 Lisa Onofri, Teacher, Heathcote............................................................................ 16Cheryl Orlandi, Teacher, Scarsdale Middle School................................................ 19, 22Laura Paul, Professional knitting instructor, Sticks and Strings............................... 46Nancy Pavia, Elementary Math Helping Teacher, Scarsdale................................... 24Nicole Pisano, Teacher, Scarsdale High School ...................................................... 13 Chris Reali, Teacher, Scarsdale Middle School...................................................... 15Karin Reetz, Art Consultant................................................................................... 25Dawn Rivellini, Teacher, Scarsdale Middle School................................................ 26 Kevin Roemer, Teacher, Scarsdale Middle School...............................................29, 38, 39Walter Rohr, Vernier Consultant........................................................................... 44Doug Rose, Teacher, Scarsdale Middle School..................................................... 45Marge Ross, Teacher, Scarsdale Middle School.................................................... 18Harry Rosvally, Westport School District ............................................................. 31Karine Schaefer, Teacher, Scarsdale High School.................................................. 11Steve Scharf, Teacher, Scarsdale Middle School................................................... 29, 42 Greta Scharnweber, Director of the Outreach Program of the Hagop Kevorkian Center for Near Eastern Studies at NYU.......................................... 21Jan Schorr, Librarian, Fox Meadow....................................................................... 13Emelie Sciarpelletti, Health Coordinator, Scarsdale .............................................. 25Elena Serapiglia, Yale PIER Council on Latin American and Iberian Studies.......... 21Christi Sibrizzi, Teacher, Scarsdale Middle School................................................ 28 Holly Smith, Connecticut Museum of Science...................................................... 31Ilene Smith, Teacher, Edgemont Jr/Sr High School................................................ 12, 32 Phil Smith, Poet and artist ................................................................................... 27Maria Stiles, Principal, Heathcote........................................................................ 11Jeannette Stockton, Teacher, Edgemont Jr/Sr High School.................................... 20Jim Sullivan, Language Arts Helping Teacher, Scarsdale......................................... 13

50

Walter J. Sullivan, Professor of Education and Educational Leadership, College of New Rochelle, former superintendent of Skaneateles Public Schools............................ 36 Iwan Syahril, Scholar in Residence, Scarsdale......................................................... 19 Ihor Szkolar, Teacher, Scarsdale High School.......................................................... 44Len Tallevi, Social Studies Chair, Scarsdale Middle School...................................... 30Marie Tallevi, Teacher, Quaker Ridge..................................................................... 30Sarah Picard Taylor, Teachers College, Columbia University................................... 11Kathleen Tolan, Teachers College, Columbia University......................................... 11Paul Tomizawa, Teacher, Edgewood................................................................. 15, 17, 44 Andrea Tripodi, Psychologist, Scarsdale Middle School ........................................ 33 Meghan Troy, Teacher, Scarsdale Middle School................................................... 36Maria Valentin, Teacher, Scarsdale High School .................................................... 20Andy Verboys, Teacher, Scarsdale Middle School................................... .....41, 42, 43, 45Doug Vermes, Teacher, Scarsdale High School ...................................................... 41Jennifer Walker, Psychologist, Scarsdale High School............................................ 33 Kathy Walsh, Teacher, Edgemont Jr/Sr High School............................................... 29Steve Walsh, Teacher, Scarsdale Middle School .................................................... 29Sharon Waskow, Librarian, Scarsdale Middle School ............................................ 38Joan Weber, Assistant Superintendent for Personnel and Administrative Services, Scarsdale ............ ............................................................12, 21, 24, 31, 36, 46 Jim Williams, Teacher, Scarsdale High School....................................................... 27, 44Duncan Wilson, Assistant Principal, Scarsdale Middle School................................ 39Marlene Yahalom, Director of Education and Holocaust scholar, Holocaust and Human Rights Education Center.................................................................................... 18William Yang, Teacher, Greenacres ....................................................................... 44Ban Har Yeap, Author of Singapore Primary Math textbooks ................................. 28Art and Susan Zuckerman, Hosts of a WVOX show and contributors to the Travel Channel ............................................................................................. 15, 17

51

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

HOW TO REGISTER

•Online:www.scarsdaleschools.org/sti. Receipt of payment secures your place in a course. If you register online, you must send a check to the STI office within 48 hours to guarantee your registration. •AttheSTIOffice:ScarsdaleHighSchool,room102 •Byphone: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. •Bymail:sendcompletedformandyourcheckmadepayabletoScarsdale Teachers Institute to the STI, 2 Brewster Road, Scarsdale, New York 10583.

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

SALARY STUDY CREDIT, STIPENDS FOR COURSESAccording 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 year’s allotment or the upcoming school year’s 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.

Emergency ClosingIn 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.

52

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

Please make checks payable to the Scarsdale Teachers Institute. Check must accompany registration form.

CANCELLATION POLICYNo 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 # Course Title Amount

1.___________ _______________________________________________ _____________

2.___________ _______________________________________________ _____________

3.___________ _______________________________________________ _____________

4.___________ _______________________________________________ _____________

Amount Enclosed $______________________

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

Fee Schedule:$75 per credit for Scarsdale and Edgemont faculty and residents$45 per credit for Scarsdale and Edgemont non-teaching staff, retired teachers, and senior citizens$85 per credit for non-residents

Register beforehand!Your timely registration assures your place

in a course and can make the difference betweena course running or being cancelled!

53

STI Policy Board 2008-2009Susan Taylor, DirectorKenneth Holvig, Assistant to the Director, Head Computer Teacher, Scarsdale Middle SchoolPhyllis DiBianco, Librarian, Scarsdale High School, Policy Board Chair Valerie Abrahams, Scarsdale Parent-Teacher CouncilGerald Crisci, Director of Instructional and Administrative Computing, ScarsdaleMichael Curtin, Instructional Technology Specialist, EdgemontMichaeline Curtis, Board of Education, EdgemontJohn Dean, Teacher, GreenacresLinda Fisher, Art Department Chair, Scarsdale Middle SchoolKathleen Fox, Teacher, Seely PlaceSusan Groner, Resident, ScarsdaleElizabeth Guggenheimer, Board of Education, ScarsdalePenny Hamlet, Teacher in Charge, Quaker RidgeMarc Heller, Principal, GreenvilleGwen Johnson, Teacher, Scarsdale High SchoolJohn Klemme, Principal, Scarsdale High SchoolLorella Lamonaca, Teacher, Edgewood Michael McDermott, Principal, Scarsdale Middle SchoolTrudy Moses, President, Scarsdale Teachers Association, TreasurerLisa Onofri, Teacher, Heathcote Nicole Pisano, Teacher, Scarsdale High SchoolNancy Rodgers, Teacher, Fox MeadowDan Schuchat, Social Studies Chair, Edgemont Jr/Sr High SchoolLynne Shain, Assistant Superintendent for Curriculum, ScarsdalePaul Solomon, President, Edgemont Teachers AssociationVivian Sonnenborn, Teacher, GreenvilleJeannette Stockton, Teacher, Edgemont Jr/Sr High SchoolSharon Waskow, Librarian, Scarsdale Middle SchoolJoan Weber, Assistant Superintendent for Personnel & Administrative Services, ScarsdaleEmma Wixted, Teacher, Scarsdale Middle SchoolDiane Wrobleski, Teacher, Scarsdale High SchoolGerry Young, Principal, Greenacres

Fran Garafolo, STI Secretary

Policy Board Standing Committees ACCREDITATION MINI GRANT John Dean Phyllis DiBianco Linda Fisher Mike McDermott Lynne Shain Vivian Sonnenborn Susan Taylor Joan Weber

Past Directors of the STI Judith Schwartz 1980-2002 Doris Breslow 1979-1980 Ralph Ricci 1975-1979 Werner Feig 1972-1975 Doris Breslow 1969-1972, founder

Elizabeth GuggenheimerKen HolvigGwen JohnsonVivian SonnenbornSusan TaylorJoan WeberGerry Young

56

Intentionally Blank

Documents

STI Spring/Summer 2009 Catalog