SCARSDALE

TEACHERS
INSTITUTE

Fall/winter
2010-2011

SERVING THE SCARSDALE AND EDGEMONT

COMMUNITIES
 STI Fall & Winter Program

A LEARNING COMMUNITY

TECHNOLOGY CONTENT
KNOWLEDGE

TEACHING EQUITY &

STRATEGIES ACCESS

REFLECTIVE SCHOOL
PRACTICE COMMUNITY
ENVIRONMENT

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

4085F Teacher as Reader:
Edgemont
9/29 EMS 2 J. Stockton 18

Principles 7 4085G Teacher as Reader: 11/30 SHS 1 N. Pisano 18
Responding to Individual Student Needs 7 Science
Technology 7 4085H Teacher as Reader: Social 9/28 All 1 K. Krahl 19
Incentives for Innovation 8 Studies L. Meyer
National Board for Professional Teaching Standards 8 CONTENT KNOWLEDGE
Professional Performance Review Program 8
4086 A Look into NYC: New 9/24-25 All 1 P. Tomizawa 19
Teacher as Reader 8
Collaborations with Other Organizations 9
York Underground
4087 A History of America 10/5 All 1 H. Pasternack 20
EHS - Edgemont Junior/Senior High School HCS - Heathcote School Through Art
EWS - Edgewood School QRS - Quaker Ridge School 4088 An Author’s Walk 10/15- All 1 L. Onofri 21
FMS - Fox Meadow School SHS - Scarsdale High School Through Historic 16
GRA - Greenacres School SMS - Scarsdale Middle School
GRV - Greenville School Brooklyn: Park Slope
SPS - Seely Place School
4089 Grand Central: A Case 12/10-11 All 1 J. Overbey 21
*Course has prerequisites for participation; see description for details. Study in Change
4090 HHREC Distinguished 1/27 All 1 N. Ginsberg 22

Overview Lecture and Seminar Series

INTERDEPENDENCE
# Title Beginning Open To Credit Coordinator Page
REFLECTIVE PRACTICE 4091 Exploring Cultural Diversity 9/23 MS/HS 1 P. DiBianco 24
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Through Literature
4079E The Mentor Support 8/31 EHS 2 R. Farrell
Seminar: Edgemont 4092 Give Peace a Chance: 12/10-11 MS/HS 1 K. Claussen 24
Achieving Peace Through G. Johnson
4079S The Mentor Support 8/30 Scarsdale 3 D. Wrobleski 10
Conflict Resolution J. Weber
Seminar: Scarsdale
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4093 Incorporating International 10/22-23 All 1 C. Berger 25
4080 Mentoring Workshop for 9/27 SHS 3 A. Liptak
Games into the Curriculum C. Orlandi
Senior Options
Steering Committee 4094 Earth Links: Toward 11/10 All 1 P. DiBianco 26
Awareness and Understanding J. Weber
4081 Poetry and the Child 9/22 EWS 2 C. Five 12
of Current Events
4082 Reflective Practice 9/23 All 2 P. Dempsey 13
4095 Dots and Points on the 11/5-6 All 1 J. Stockton 27
Seminar H. Rodstein Map: Israel
4083 Reflecting on Special 11/12-13 All 1 A. Tripodi 14 4096 Introduction to Beadwork 1/7-8 All 1 E. Ungar 28
Education Practices in the and Decoupage
Mainstream Classroom 4097 Carnegie Hall TBA MS/HS 3 D. DiDomenico 29
4084 Classic Books into Film 9/21 All 2 D. Golden 14 R. DiYanni
J. Weber
4085 Teachers Reading 9/28 EWS 2 N. O’Rourke 15
TEACHING STRATEGIES
Together: Edgewood C. Schaeffer
4098 Using Literature to Build 9/14 GRA 1 C. Phillips 30
4085A Keeping Current in 9/30 FMS 1 J. Schorr 16 Community at Greenacres
Literature at Fox Meadow 4098A Celebrating Children’s 9/28 QRS 1 S. Hendler 31
4085B Keeping Current in 9/23 GRA 1 C. Phillips 16 Literature
Literature at Greenacres C. Sansone 4098B Greenville Book Club X 10/6 GRV 1 B. Horowitz 31
4085C Teacher as Reader: 9/28 HCS 2 A. Frantz 17 4098C Keeping Current in Young 10/21 5-9 1 L. Waltzman 32
Heathcote Adult Literature S. Waskow
4085D Quality Readers of 9/28 QRS 2 S. Hendler 17
4099 LCI at STI 9/30 LCI 2 D. Celentano 32
Quaker Ridge M. Tallevi
participants R. DiYanni
4085E Literature Across 9/28 All 2 D. Golden 17 J. Weber
Boundaries
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4100A Reggio Emilia Study Group 10/5 All 2 L. Hicks 34 4118 Keeping Up with 10/5 K-8 Spec. Ed 1 S. Goodman 51
L. Lamonaca Assessment in Special
4100B Inspirations from Reggio 12/3-4 All 1 L. Hicks 35 Education
Emilia – A Dialogue with L. Lamonaca 4119 Teaching Games to 1/28-29 K-3, LRC 1 B. Pagel 52
Lella Gandini Differentiate Instruction
4101 Developing Reading 9/21 Scarsdale 2 J. Giroux 36 4120 Differentiation Through 2/11-12 All 1 L. Tallevi 52
Comprehension using Elem. K. Pelekis Type M. Tallevi
Internet Tools C. Phillips SCHOOL, COMMUNITY, ENVIRONMENT
4121 New York Botanical 9/24 GRA 1 N. Closter 53
4102 Lesson Study in 10/7 Scarsdale 2 K. de la Garza 37
Gardens as a Teaching C. Sansone
Elementary and Middle K-8 W. Jackson
Resource G. Young
School Mathematics N. Pavia
4122 Sustainable Gardens in the 10/1-2 All 1 C. Forray 54
4103 Professional Learning 10/12 EWS 3 S. Houseknecht 38 Curriculum D. Rivellini
Through Lesson Study at W. Jackson
Edgewood J. Kiley 4123 The Convenient and 10/29-30 All 1 S. Boyar 55
Inconvenient Truths About
4104 Introduction to Inquiry: 10/29-30 All 1 J. Kiley 39 Energy
Comparing Approaches
4124 Nurses Study Group Nurses 1 J. Hoffman 56
and Process Skills
M. Koff
4105 Singapore Math with Ban 10/22-23 Scarsdale 1 K. de la Garza 40
Har Yeap K-5 N. Pavia TECHNOLOGY
4125 Edgemont Technology 9/30 K-6 1 K. Stevenson 57
4106 Exploring New Literature 10/21 3-6 1 B. Horowitz 40
Users Group, K-6 Edgemont
for English Language Arts V. Sonnenborn
Instruction: Grades 3-6 4126A Using a SMART Board 10/1-2 PC 1 D. Vermes 58
4107 Singapore Math Bar Model 11/5-6 All 1 D. Besancon 41 in the Classroom: PC Users
Drawing Method R. Deutsch Beginner
B. Jackson 4126B Using a SMART Board in 9/24-25 Mac 1 C. Sipe 59
4108 Handy Books from 11/12-13 K-3 1 N. Closter 42 the Classroom with a Mac Users D. Vermes
Kindergarten to 3rd Grade
4126C Smart Board in the World 10/22-23 K-12 World 1 J. Lamela 60
4109 Pictures and Poetry 12/10-11 All 1 D. Cassano 43 Language Classroom Language L. Mooney
4110 Learning Styles in the 1/7-8 All 1 L. Tallevi 44
4127 Extreme Makeover: School 10/5 All 1 J. Crisci 61
Classroom M. Tallevi
Technology Edition III K. Holvig
4111 Making Meaningful 1/21-22 All 1 D. Cassano 44 4128 Using JAVA Applets in the 10/7 HS Science 1 P. Jablonowski 61
Murals
Science Classroom B. Schoenbrun
4112 Stress in Children and 1/28-29 All 1 J. Walker 45
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4129 iPad in Education 10/29-30 All 1 K. Holvig
Adolescents
4113 Picture Books in a 2/4-5 Scarsdale 1 Scarsdale 4130 Comics in the Curriculum 11/5-6 All 1 L. Fisher 63
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Weekend Elem Elementary with Comic Life S. Goodman
Librarians 4131 iThink, Therefore, 12/3-4 All 1 K . Holvig 64
4114 Creative Books Grades 4-12 2/11-12 4-12 1 N. Closter iMovie’09! A. Verboys
47
4132 Building Digital Portfolios 11/12- All 1 J. Crisci 65
4115 Witness to Our Times 10/7 All 2 L. Fisher 48 13 K. Holvig
EQUITY AND ACCESS 4133 Infusing Technology into 1/6 K-12 1 J. Fitzgerald 65
4116 Race Still Matters 9/24 SHS 2 N. Ginsberg 49 English Language Arts ELA C. Hiller
F. Goldberg 4134 1/6 All 1 P. DiBianco
Beyond Google 2.0: Wikis, 66
4117 Across the Autism 10/1-2 All 1 S. Goodman 50 Social Networking, and
Spectrum New Research Tools
4135 Adobe Illustrator and CAM 1/28-29 All 1 S. Rambone 67

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4136 Creating Online Tutorials 2/4-5 All 1 K. Holvig

A. Verboys
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Principles
SPECIAL PROGRAMS – NON CREDIT
The purpose of the Scarsdale Teachers Institute is to offer planned and continuous education
4137 A CPR for Professional Nurses Stipend J. Hoffman 68
to the professional staff of the Scarsdale and Edgemont Schools, teachers in other school
Rescuers
4137 B CPR and AED 10/16 All 69
districts, and community residents.

4138 A Conversational English for 10/19 All NC M. Nowak 70 Scarsdale teachers began this program because they believe that the best teachers are alert,
4138 B Adult Learners 10/21 open-minded people who continue to learn and to translate their insights into appropriate
experiences for their students.

Course Coordinators and Speakers 71
Registration and Credit Information 73
Emergency Closing Information 73
Registration Form/Fee Schedule 74
Organization 75
Offering a variety of professional experiences in response to the needs of those working with
children, the Institute contributes to an atmosphere of intellectual inquiry that stimulates
the staff to continue learning. This professional interaction on educational issues benefits the
students and the staff of the Scarsdale and Edgemont School Districts.
Scarsdale and Edgemont teachers also endorse the principle that cooperation among
autonomous groups is fundamental to growth and is essential to progress in education.
They view the Institute as a laboratory for this principle. Here, various groups of teachers,
administrators, and community leaders may work together for a valued purpose.

Supported and sponsored by the Scarsdale Teachers Association, the Edgemont Teachers
Association, and the Scarsdale and Edgemont Boards of Education, the Institute reaffirms the
principles of professional autonomy and professional collaboration inherent in the highest
quality of professional development. Thus, through STI organization, administration, and
planning, teachers assume a large degree of responsibility for their professional growth.

The Scarsdale Teachers Institute is a member of the Teacher Resource and Computer
Training Centers of New York State. The STI is governed by a Policy Board of teachers,
administrators, community residents, and parents. As one of the founding members of the
Lower Hudson Teacher Center Network, the Scarsdale Teachers Institute collaborates and
cooperates with other teacher centers to provide professional growth opportunities for the
entire educational community.

Responding to Individual Student Needs

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

Technology
The Scarsdale Teachers Institute offers a full range of beginning to advanced courses
for staff and community members. Courses are designed collaboratively by teachers and
administrators to meet the district goal of integrating technology into the school curriculum.
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Incentives for Innovation
The Scarsdale Teachers Institute Incentives for Innovation Program enables teachers and
other educators to design, implement, and assess creative projects aimed at improving
learning and teaching. Teachers may collaborate with colleagues, implement a Professional
Performance Review Project, design assessment, technology, cooperative learning, or other
creative projects. Teachers have the opportunity to develop new teaching strategies, to
engage in particular research related to teaching, or to work with other teachers on topics
of specific educational interest.
Requests for proposals are sent to the Scarsdale and Edgemont faculties once each year.
National Board for Professional
Teaching Standards
Teachers who are interested in applying for NBPTS certification may receive scholarships
to fund the cost of the application and mentoring to support the process. The STI offers a
support seminar for teachers engaged in seeking National Board certification. Additional
resources from the National Board will be available. For further information about this
seminar call the STI office.
Professional Performance Review Program
The expanded Professional Performance Review Program offers opportunities for teachers
to design programs for professional growth that reflect their particular interests and goals.
STI courses are designed to support the Professional Performance Review Program
by furthering inquiry based learning, alternative assessment, standards for evaluation,
and student centered classrooms. Almost any STI course may be used as part of the
Professional Performance Review.
Teacher as Reader
“We need to make reading, which is in its essence a solitary endeavor, a social one as
well, to encourage that great thrill of finding kinship in shared experiences of books. We
must weave reading back into the very fabric of the culture, and make it a mainstay of
community.” Andrew Solomon, “The Closing of the American Book,” NYT, July 10,
2004.
The importance of reading literature for adults has gained nationwide attention with the
publication of recent studies indicating that pleasure reading among Americans in every
group is down. The STI Teacher as Reader courses counter this trend. Participants meet
throughout the year to read classic and new literature. In addition to genre, participants
examine themes, character development, and all other aspects of literary form. Adults who
love reading communicate this enthusiasm to the children in their care. Because of the
popularity of this course, the STI offers a number of sections determined by enrollment or
interest at individual schools.
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Collaborations with Other Organizations
The Scarsdale Teachers Institute enhances its program through selected collaborations
with other educational institutions. These relationships provide Scarsdale and Edgemont
faculty with resources that enrich opportunities for professional growth.
Lower Hudson Teacher Center Network
The 21 teacher centers in the Lower Hudson region meet regularly to share resources and
develop programs for local educators. Call the STI office for further information.
Kennedy Center for the Performing Arts
The STI, the Edith Winthrop Teacher Center, and the Teacher Center at Purchase College
have collaborated with the Performing Arts Center at Purchase College to offer teachers the
opportunity to work with guest artists from the Kennedy Center’s Education Program.
Holocaust and Human Rights Education Center
The STI continues the affiliation with the Holocaust and Human Rights Education
Center that brings distinguished scholars to the community.
Facing History and Ourselves
The programs of Facing History have a continuing impact on the Scarsdale schools.
Teachers participate in summer institutes as well as yearlong programs.
New York Technology Education Network
The New York Technology Education Network (NYTEN) provides a forum for
technology coordinators to share information and concerns related to the implementation
of technology in schools. It is a vehicle for suggestions, support, and strength in the pursuit
of excellence in K-12 technology. This network is co-sponsored by the Edith Winthrop
Teacher Center of Westchester and the Scarsdale Teachers Institute.
New York Institute of Technology Educational Enterprise Zone
The Educational Enterprise Zone (EEZ) is a K-12 videoconferencing consortium of
providers and receivers that meets regularly at various sites throughout New York City. EEZ
offers support to members in designing and implementing videoconferencing units of study.
Windward School
Windward School provides an instructional program for childen with language-based
learning disabilities. Windward Teacher Training Institute (WTTI) offers professional
development based on scientifically validated research in child development, learning
theory, and pedagogy. Courses, workshops, and lectures address a broad range of
developmental and curricular topics appropriate for both mainstream and remedial
settings. WTTI serves as a resource for educators and professionals in allied disciplines
such as speech and language therapists and psychologists, as well as for parents.
WTTI workshops may be considered for STI credit. One credit is offered for every 12 hours
of workshops. WTTI’s 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.
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REFLECTIVE PRACTICE
The Mentor Support Seminar: Edgemont #4079E
Over the past nine years the Mentor Program has become an integral part
of the Edgemont District program. This seminar provides a systematic
program of support for teachers new to Edgemont and recognizes and
rewards the experience and skill that Mentor teachers bring to new teachers.
The program is a rich opportunity for the professional development of
expert teachers who are now trained to work with colleagues. This year the
Mentors and new teachers will continue to refine and develop the program.
This seminar assists the Mentor teacher in defining his/her role and its
relationship to the new teacher. Mentor teachers will meet together to
identify needs, discuss problems, and seek solutions. Course topics include
roles and responsibilities of mentoring, teacher collaboration, and effective
communication. Mentor teachers participate in creating this unique
program designed specifically to meet the needs of the Edgemont staff.
Requirements: Attend all class sessions; read assigned materials for each
class session; meet with assigned new teacher for a one hour session per
week.
Course Coordinator: Rose Farrell
Open to: Instructional staff designated as Mentor teachers
Time: 8 sessions beginning Tu, 8/31
Location: EHS
Credit: 2 points salary credit for those teachers eligible for salary credit; $750
stipend for first year Mentors not eligible for salary credit; $1,000 stipend for
second year Mentors not eligible for salary credit
The Mentor Support Seminar: Scarsdale #4079S
Over the last 26 years the Mentor Program has become an integral part of
the Scarsdale District program. This seminar provides systematic support
for teachers new to Scarsdale and recognizes and rewards the experience
and skill that Mentor teachers bring to new teachers. The program is a
rich opportunity for the professional development of expert teachers who
are now trained to work with colleagues. This year the Mentors and new
teachers will continue to refine and develop the program.
This seminar assists the Mentor teacher in defining his/her role and its
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relationship to the new teacher. Mentor teachers will meet together to
identify needs, discuss problems, and seek solutions. Course topics include
roles and responsibilities of mentoring, teacher collaboration, and effective
communication. Mentor teachers participate in creating this unique
program designed specifically to meet the needs of the Scarsdale staff.
Requirements: Attend all class sessions; read assigned materials for each
class session; meet with assigned new teacher for a one-hour session per
week.
Course Facilitator: Diane Wrobleski
Open to: Instructional staff designated as Mentor teachers
Time: M, 8/30, 1-3; W 9/29, 10/27, 11/17, 1/26, 3/23, 4/27, 3:30-5:30
Location: SHS rm 170
Credit: 3 points salary credit for those teachers eligible for salary credit; $1,000
stipend for first year Mentors not eligible for salary credit; $,1250 for second
year Mentors plus 2 salary credits or $600 stipend
Mentoring Workshop for Senior Options Steering Committee #4080
Every year Scarsdale High School’s Senior Options Steering Committee
supervises, organizes, reviews, and revises the Senior Options Program.
Teaching staff on the Senior Options Steering Committee must reevaluate
program policies, forms, and logistics. The case load of mentors and
students changes annually; therefore, the Steering Committee must develop
new strategies, train new mentors, and supervise new students.
From September to February, participants meet monthly to review the
previous year’s program evaluations, to assess the outcomes, to make
revisions, and to recommend policy changes, where called for, as directed
by committee reflection. From March through June, participants will meet
at least twice monthly to introduce the revised program to mentors and
students. Steering Committee members also work independently with
individual mentors and students on project choices and proposal writing.
Spring meetings involve individual caseloads and subcommittee work.
Committee members must also read and approve caseload proposals by the
end of the third quarter. During the Senior Options experience, meetings
focus on problems specific mentors and students may have in preparation
for presentations, on critiquing the ongoing work of the program, and on
presenting ideas for reevaluation.
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Requirements: Attend all sessions and related meetings; read required
materials; work with caseload of mentors and seniors; be responsible for
student forms; evaluate and critique program and committee.
Course Coordinator: Ann Liptak
Open to: SHS Senior Options Steering Committee
Time: M 9/27, 10/25, 11/15, 1/24, 2/28, 3/21, 4/11, 5/16, 3:15-6; Tu 12/14,
3:15-6, with remaining dates to be set by group.
Location: SHS rm 1N7
Credit: Three points salary credit or stipend
The Child and Poetry #4081
Edgewood teachers, meeting in grade-level teams, have engaged in
professional development focused on balanced literacy for the last few
years, sharing best practices and discussing curriculum. The next step
calls for teachers to share their professional knowledge and insights across
the grades. Poetry, an important literacy topic taught each year from
kindergarten to fifth grades, builds language skills and inspires students to
write. An exploration of children’s work across the grades illustrates how
learners of different ages evolve in their understandings and interpretations
of the poetic genre.
The course will focus on poetry, K-5, and refer to professional literature
to inform discussions with colleagues at different grade levels. Participants
will examine poetry as a genre, how poems work, and the importance of
poetry for increasing vocabulary, and poetry as a way of thinking. Mentor
poems, mini-lessons, and best-loved poems will be shared. Course activities
include an examination of student work and methods of assessment.
Collaboration among teachers of all grades and subject areas is encouraged.
As a community of learners, participants will share methods and materials
and make recommendations for enhancing curriculum.
Requirements: Attend all sessions; complete assigned readings; share
effective lessons through demonstrations or a written description.
Course Coordinator: Cora Five
Open to: EWS
Time: W 9/22, 11:45-12:45
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Location: EWS
Credit: Two points salary credit or stipend
Reflective Practice Seminar #4082
When teams of practitioners meet and reflect together on the core issues of
teaching and learning, they can promote positive change in the classroom
and in the school culture. The goal is to build a community of learners
among colleagues through an examination of shared activities common to
all subject areas and grade levels.
In this yearlong course, participants will look collaboratively at concrete
examples of teacher and student work examining and applying various
protocols for reviewing student work. Teachers will observe in each
other’s classrooms and participate in activities designed to understand
the culture of a school. Two trained coaches lead the Reflective Practice
Group, composed of 8-12 professional staff members. The group meets
once a month; members will develop a set of reflections on their work
with students and colleagues. Members also will complete a set of peer
observations as the year progresses.
Requirements: Attend all sessions; develop a set of written reflections on
their work with students, colleagues, and the Reflective Practice Group;
report on the peer observation model and its impact on the teaching and
learning process.
Course Coordinators: Patty Dempsey, Howard Rodstein
Open to: All
Time: Th 9/23, 12/9, 1/20, 2/10, 3/17, 4/14, 5/19, 3:30-6; with 4 hours of
peer observations.
Location: Varies
Credit: Two points salary credit or stipend
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Reflecting on Special Education Practices in the Mainstream Classroom
#4083
More frequently than ever before, teachers in Scarsdale and Edgemont
are faced with a variety of complex situations that students can present
in the classroom. Emotional, behavioral, and health issues are emerging
that may impact learning for both classified and non-classified students.
When faced with difficult situations, teachers must be confident of their
ability to strategize and to utilize accommodations in the most effective and
efficient ways. Teachers and their students will benefit from professional
development that focuses on the types of intervention that can prevent
problems in the classroom from escalating.
Participants will share case study experiences that can challenge teachers at
all levels. If a teacher is experiencing a difficulty with a student, the chances
are very good that at least one colleague has had a similar experience.
Professional articles and other resources that relate to specific disorders and
conditions will be read and discussed. Resources include sample IEP’s and
504 Accommodation Plans and video clips from films such as F.A.T. City
and Autism, The Musical. Participants will gain an enriched repertoire of
strategies to inform their teaching practice. In addition, connections with
colleagues will establish an on-going source of peer support.
Requirements: Attend all sessions; complete assigned readings; write a
reflection paper or a case study analysis that reflects course content.
Course Coordinator: Andrea Tripodi
Open to: All
Time: F 11/12, 3:30-7:30; Sa 11/13, 8:30-4:30
Location: SMS library
Credit: One point salary credit or stipend
Classic Books into Film #4084
What elements are common to classic books and motion pictures? The
transformation of great literature into film creates images of characters,
settings, and dialogue. By including the film version of a work of literature
under study in curriculum, teachers encourage critical thinking and
analysis as well as attention to creative modes of interpreting an author’s
intent and meaning. A comparison of both genres offers a window on the
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creative process of writers and, similarly, the creative team behind the lens.
Teachers, and their students, will learn to study both novels and film with
critical skill as they compare and contrast written and visual formats.
Participants will analyze the great works of literature through both original
texts and cinema as they explore the elements that make a classic book
or film. Biographic monograms and critical essays about authors, books,
and movies will add depth of interpretation to both genres. Instruction
and discussion will model the use of literature and film interpretations
into curriculum. The first book and film will be Of Human Bondage by
Somerset Maugham
Requirements: Attend all sessions; complete assigned readings; prepare a
commentary on the conversion of the books into film for each session.
Course Coordinator: Dorothy Golden
Open to: All
Time: Tu 9/21, 10/19, 11/23, 1/18, 3/22, 4/12, 5/24, 6/14, 3:30-6:30
Location: SMS rm P190
Credit: Two points salary credit or stipend
Course limited to 15 participants.
Teachers Reading Together - Edgewood #4085
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 into point of view by listening to their colleagues’
responses to each book. Participants will enhance their own reading skills
and learn techniques for leading discussion groups with students. The first
book participants will read is Cutting for Stone by Abraham Verghese.
Requirements: Attend all sessions; read assigned materials; keep a journal
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of books read with reflections and classroom application. Teacher as Reader: Heathcote #4085C

Course Coordinators: Nancy O’Rourke, Carol Schaeffer
For the first session, participants should bring a book read over the summer
Open to: EWS to share with the group.
Time: Tu 9/28, 10/26, 11/30, 12/14, 1/25, 2/15, 3/29, 4/26, 5/31, 6/21, 3:30-6
Requirements: Attend all sessions; read assigned materials; keep a reflective
Location: EWS LRC notebook on the literature read and class discussions.
Credit: Two points salary credit or stipend Course Coordinator: Amber Frantz

Course limited to 15 participants. Open to: HCS
Keeping Current in Literature for Fox Meadow Teachers #4085A Time: Tu 9/28, 10/26, 11/30, 12/14, 1/25, 2/15, 3/29, 4/26, 5/31, 6/21,
3:30-6
The first book that will be read by the group is Pomegranate Soup by Location: HCS library
Marsha Mehran.
Credit: Two points salary credit or stipend
Requirements: Attend all sessions; complete assigned readings; keep
reflective notes, make connections to other literature, and prepare questions Quality Readers of Quaker Ridge #4085D
for discussion.
Possible texts to be read during the year will be Nurture Shock by Po
Course Coordinator: Jan Schorr Bronson and Ashley Merryman, Sarah’s Key by Tatiana De Rosnay, The
Open to: FMS Outliers by Malcolm Gladwell, and Stones into Schools by Greg Mortenson.
Time: Th, 9/30, noon-1, with remaining dates to be determined by group. Requirements: Attend all sessions; read assigned materials; keep a monthly
Location: FMS library journal on readings and book reviews.
Credit: One point salary credit or stipend Course Coordinators: Susan Hendler, Marie Tallevi

Open to: QRS

Keeping Current in Literature for Greenacres Teachers #4085B
Time: Tu/W, 9/28, 9/29, 10/26, 10/27, 11/16, 11/17, 12/14, 12/15, 1/25,
For the first session, participants should bring a book read over the summer 1/26, 2/15, 2/16, 3/29, 3/30, 4/26, 4/27, 5/24, 5/25, 6/21, 6/22, lunchtime,
to share with the group. with two afternoon sessions to be determined by group.

Location: QRS faculty lounge

Requirements: Attend all sessions; read assigned materials; keep reflective
notes, make connections to other literature, prepare questions for discussion. Credit: Two points salary credit or stipend

Course Coordinators: Carole Phillips, Cindy Sansone

An Examination of Literature Across Boundaries #4085E
Open to: GRA
The first book participants will read is Let the Great World Spin: A Novel by
Dates: W 9/23 noon-1, with remaining dates to be determined by group.
Colum McCann.
Location: GRA library
Requirements: Attend all sessions; read assigned materials; keep a reflective
Credit: One point salary credit or stipend.
notebook on the literature read and class discussions.
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Course Coordinator: Dorothy Golden Teacher as Reader: Social Studies #4085H

Open to: All
Participants will read The Help by Kathryn Stockett for the first session.
Time: Tu, 9/28, 10/26, 11/30, 12/14, 1/25, 2/15, 3/29, 4/26, 5/31, 6/21, 3:30-6

Location: SMS rm P190 Requirements: Attend all sessions; complete assigned readings; complete
Reader’s Log for each book.
Credit: Two points salary credit or stipend
Course Coordinators: Kate Krahl, Lauren Meyer
Course limited to 15 participants.
Open to: All
Teacher As Reader - Edgemont #4085F
Time: Tu 9/28, 11/30, 12/14, 2/15, 4/26, 5/31, 3:30-5:30
A short story will be read and discussed at the first session. Location: SHS rm 3N5

Credit: One point salary credit or stipend
Requirements: Attend all sessions; read assigned materials; complete
written assignment. CONTENT KNOWLEDGE

Course Coordinator: Jeannette Stockton A Look into New York City: New York Underground # 4086
Open to: EMS New York City has always been known for its architectural beauty, its
Time: W 9/29, 10/27, 11/17, 12/22, 1/26, 2/16, 3/30, 4 /27, 3:30-6:30 culture, its financial strength, and its trend setting visions for the rest of
the state, the nation, and the world. Underneath the streets of this great
Location: EHS faculty lounge metropolis, unseen by most, there exists the heart of the city, the driving
Credit: Two points salary credit or stipend forces that keep New York in motion. This fascinating underground
world provides teachers wealth of curriculum connections to science, math,
Course limited to 25 participants. history, and urban studies.
Teacher as Reader - Science #4085G
Participants in this course will explore, through lecture, multi-media
presentations, discussion, and touring, those aspects of New York City
A reading will be distributed before the first meeting. At the first session,
that lie beneath the surface. They will examine such areas as the subway
participants will suggest and discuss selections for the other meetings.
system, the water tunnels, the power system, the tubes for motor vehicles,

Grand Central Terminal, the planned transportation hub at the World
Requirements: Attend all sessions; read assigned materials; keep a reflective
Trade Center site, landfills, and some of the city’s archeological sites.
journal.
Participants will be engaged in thoughtful planning of curriculum that
Course Coordinator: Nicole Pisano reflects the content of this course.
Open to: SHS
Course Requirements: Attend all sessions; complete assigned readings;
Time: Tu 11//30, 1/25, 3/29, 4/26, 3:30-6:30 write a reflective paper, create a lesson plan, or develop a multimedia
presentation using course content.
Location: SHS rm 381

Credit: One point salary credit or stipend

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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 9/24, 3:30-7:30; Sa 9/25, 8:30-4:30
Location: EWS library and NYC
Credit: One point salary credit or stipend
Course limited to 18 participants.
A History of America Through Art # 4087
The use of works of art in the classroom to illustrate American History
serves both an educational and an aesthetic purpose. Art makes the past
visible and vivid. Historic people and events come alive for students
through artistic images: portraits, details of dress, environment, geography,
and more. Imagery as a teaching resource also fosters an understanding
of art works as art and is an opportunity to teach concepts of color,
composition, and style as a means to enhance student appreciation of those
qualities in all works of art.
From its earliest inception in the 17th century to now, the American
story will unfold for participants through the paintings and sculptures of
its artists. Ways in which changing social attitudes affect or are affected
by art styles will be explored. The focus will generally be on “Fine Art”
examples to illustrate historic events, people, and cultural concepts as well
as on the aesthetic success with which these concepts are conveyed. Some
Folk Art will also be included as relevant to the full development of the
uniquely American image. A consideration of cultural diversity, especially,
will elucidate differing imagery and perspectives on events in American
history.
 
Requirements: Attend all sessions; complete assigned readings; link
art works shown in the course to an aspect of American history in the
classroom
Course Coordinator: Helen Pasternack
Course Speaker: Lynn Mayocole, Professor, Westchester Community College
Open to: All
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Time: Tu 10/5, 10,12, 10/19, 11/2, 11/9, 11/16, 3:30-5:30
Location: SHS rm 1N5
Credit: One point salary credit or stipend
An Author’s Walk Through Historic Brooklyn: Park Slope #4088
From 17th century settlement by Dutch farmers to 21st century
renaissance, a study of Brooklyn provides a fascinating and diverse narrative
with numerous curricular applications. Park Slope, one of Brooklyn’s most
prominent and beautiful neighborhoods is a living museum of the past and
present. Visiting the Park Slope area illuminates Brooklyn’s cultural and
commercial history, artistic and architectural heritage, natural features, and
evolution through various eras.
Adrienne Onofri, journalist, tour guide, and author of Walking Brooklyn
(Wilderness Press, 2007), will lead the course. Friday’s session features a
classroom presentation on Park Slope, examining its significance within
the history of Brooklyn. On Saturday, a walking tour will highlight the
neighborhood’s many historic homes, churches and other buildings, and
include a visit to the Battle of Brooklyn museum. Curriculum connections
to all grade levels will be stressed throughout the course.
Requirements: Attend all sessions; complete assigned readings; develop a
classroom lesson or project based on course content.
Course Coordinator: Lisa Onofri
Course Speaker: Adrienne Onofri, tour guide and author of Walking Brooklyn
Open to: All
Time: F 10/15, 3:30-7:30; Sa 10/16, 8:30-4:30
Location: HCS library and Brooklyn
Fee: Up to $10 for admission, plus lunch
Credit: One point salary credit or stipend
Course limited to 15 participants
Grand Central: A Case Study in Change #4089
New York State History Standards mandate the teaching of multiple
perspectives on historical events. The course examines the impact of a
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political decision-making process that transformed the Grand Central English curriculum and mandated by New York State. Participants in
neighborhood with consequences for the city and the nation. Teachers will these programs are also invited to make use of the many other services for
research primary source documents as they track the monumental shifts teachers offered by the Westchester Holocaust Education Center.
that occurred over the last century in transportation, technology, sociology,
science, art, architecture, and economics in the Grand Central area and The 2010-2011 program consists of two components: A Distinguished
beyond. Lecture Series and a Focus Seminar. All take place at Reid Castle,
Manhattanville College.
Through multimedia resources including documentary film, photographs,
books, primary source documents, Internet resources, a guided walking Th, 1/27, 7:30 Lecture: TBA
tour, and discussion, participants will examine the Grand Central story as a Presenter: Janet DiFiore, Westchester County
study in change over the last century. Instruction will model the case-study District Attorney
approach to facilitate integration of an event into enriching and meaningful
lessons for students in technology, science, math, art, architecture, Th, 2/10, 4 Seminar: Hate Crimes: Are You Responsible?
sociology, and economics. Highlighted in the walking tour will be Grand Presenter: Peter Nelson, Facing History and
Central Terminal, the Chrysler, Lincoln, and Daily News buildings, and Ourselves
the East 42nd Street area.
M, 2/28, 4 Seminar: Arts as Resistance: Propaganda and Art in
Requirements: Attend all sessions; read assigned materials; create a Terezin
curriculum application of course content. Presenter: Nancy P. Kohn, Holocaust
educator
Course Coordinator: James Overbey
Course Speaker: Carol Duncan, Social Studies Consultant M, 3/7, 7:30 Lecture: The Controversies and Consistencies
in Holocaust Education: A Review of Research
Open to: All
on Teaching
Time: F 12/10, 3:30-7:30; Sa 12/11, 8:30-4:30 Presenter: TBA
Location: SMS rm B129 and Grand Central
TBA, 3:30-5:30 Final session in Scarsdale
Materials fee: $5
Requirements: Attend lectures and seminars; read assigned materials;
Credit: One point salary credit or stipend
prepare a classroom unit based on lectures and seminars; maintain a log of
Course limited to 18 participants. lectures and seminars.

Holocaust and Human Rights Education Center Distinguished Lecture Course Coordinator: Neil Ginsberg
and Seminar Series #4090 Open to: All

The continuing affiliation between the Holocaust and Human Rights Time: 7:30 for lecture series; 4-6:30 for seminars; 3:30-5:30 for final session
Education Center and the Scarsdale Teachers Institute offers the Location: Reid Castle Manhattanville College; SHS rm 362
faculty and the community an exceptional opportunity to examine the
contemporary relevance of the Holocaust as it illuminates such issues as Credit: One point salary credit or stipend
bigotry, racism, and human rights violations. The lecture and seminar Fee: None
series presents leading scholars and experienced educators on a variety
of Holocaust-related topics directly applicable to the Social Studies and
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INTERDEPENDENCE
Exploring Cultural Diversity Through Literature #4091
Teachers in a global community must understand the diverse customs
and traditions of their students and colleagues. What better way is there
to relate to others than through reading the stories that embed cultural
perspective into the lives of real people? Literature selected from across
the globe can foster a deep appreciation of the racial, ethnic, and cultural
groups within the school community, the nation, and the world. negotiation techniques. Curriculum materials and resources will be
Through the reading of selected works of literature and group discussion,
participants will learn about the daily lives and perspectives that exist within
different ethnic, socio-economic, and cultural groups. Teachers will develop
classroom activities that promote interest, respect, and understanding of
the global community based upon the readings. The first book to be read is
The Girl With The Dragon Tattoo by Stieg Larsson.
Requirements: Attend all sessions; complete assigned readings; develop a
curriculum application based on course content.
Course Coordinator: Phyllis DiBianco
Date: Th 9/23, 3:30-5:30, with remaining dates to be determined by group.
Open to: MS/HS
Location: SHS library
Credit: One point salary credit or stipend
Course limited to 12 participants.
Axis of Hope: Achieving Peace Through Conflict Resolution #4092
Today’s students inherit a world fraught with conflict, dilemma,
uncertainty, and change. Geopolitical solutions of past eras, often the
roots of today’s crises, do not serve the modern world well and frequently
inflame existing controversies. The ability to solve problems, negotiate
solutions, understand differing perspectives, and build consensus are skills
and attitudes the Scarsdale district is fostering through its emphasis on
preparing “students for effective participation in an interdependent world”
(A Scarsdale Education for the Future).
Axis of Hope provides teachers a resourceful curriculum for international
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conflict resolution. Through discussions, film, and interactive simulations,
participants will learn to engage students in the creative art of diplomacy,
negotiation, and compromise whether in the classroom or other school
life activities. At Friday’s session, Carl Hobert will introduce preventative
diplomacy and conflict management skills to participants and review
several global problem spots emphasizing the differing perspectives held by
various sides to each conflict. On Saturday, participants will apply these
skills to Kashmir-Jammu and other international dilemmas using simulated
provided for classroom use. Through the Axis of Hope pedagogy, teachers
will gain highly effective strategies for incorporating international studies
into curriculum and for applying critical thinking and innovative problem
solving to global issues.
Requirements: Attend all sessions; complete assigned readings; develop a
curriculum application of course content using techniques of diplomacy
and conflict resolution.
Course Coordinators: Kendra Claussen, Gwen Johnson, Joan Weber
Course Speaker: Carl Hobert, founder and Executive Director of Axis of Hope,
a non-profit organization dedicated to a curriculum of international conflict
resolution through preventive diplomacy.
Open to: MS/HS
Time: F 12/10, 3:30-7:30; Sa 12/11, 8:30-4:30
Location: SHS rm 1N4
Credit: One point salary credit or stipend
Incorporating International Games into Curriculum #4093
Two years ago, the world was captivated as thousands of international
athletes gathered to compete in the 2008 Summer Olympic games in
Beijing, China. This past summer, the World Cup 2010 in South Africa
similarly engaged the attention of people around the globe. 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.
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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.
Requirements: Attend all sessions; complete assigned readings; create a
curriculum project based on course content.
Course Coordinators: CeCe Berger, Cheryl Orlandi
Open to: All
Time: F 10/22, 3:30-7:30; Sa 10/23, 8:30-4:30
Location: SMS gyms A & B, T6
Credit: One point salary credit or stipend
Earth Links:  Toward Awareness and Understanding of Current Issues
#4094
Scarsdale graduates will live in a society and a world where economics,
politics, social issues, science, and ecological concerns increasingly The integration of creative arts into the academic curriculum, a mandate
transcend traditional borders. In this interdependent environment, of state and national arts standards, encourages students to exercise
education will be the most important tool and will determine the imaginative thinking as they consider design elements in their own
ability to understand, compete and contribute.
     Scarsdale Public Schools Strategic Plan
     Michael McGill, Superintendent
The Scarsdale Teachers Institute in collaboration with the Interdependence
Institute offers this yearlong seminar series. The Scarsdale District
Interdependence Committee was formed to further the Strategic Plan’s
goal of supporting existing activities and encouraging the creation of new
programs that foster multicultural awareness in the schools. Teachers and
administrators on the Committee developed several initiatives including
a lecture series on issues, both national and international that impact the
global and local communities. Speakers and topics will explore cultural and
current forces that bind us together as well as pull us apart.
The goal of the course is to enhance individual and collective awareness of
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current issues with global consequences that impact society. Participants
will consider the aims and practices of incorporating national and
international newsworthy events into the curriculum, examine activities in
the schools that serve as avenues to advance an understanding of cultures,
and look for additional ways to bring multiple perspectives to bear in
the classroom. Throughout the year, participants will attend lectures and
participate in discussions on topics of national and global interdependence.
Speakers will provide timely interpretations of events that are shaping the
century; participants will meet to discuss their reactions and reflections on
the lectures.    
Requirements: Attend all sessions; prepare a classroom unit based on
lectures.
Course Coordinators: Phyllis DiBianco, Joan Weber
Open to: All 
Time: W 11/10, 3:30-5:30, with remaining dates to be determined
Location: SHS rm 170/72
Credit: One point salary credit or stipend
Dots and Points on the Map: Israel #4095
creations and in those of other peoples and cultures around the world.
Exploration of classic art forms such as mosaics and games inspires an
appreciation of global creativity within a hands-on, multi-sensory teaching
model that is highly motivating and accessible to students with different
learning styles. In addition, these arts open windows on historical realities
of life and provide an understanding of multi-cultural perspectives.
Join two teachers in this multi-sensory journey to Israel in a course that
models hands-on pedagogy and helps educators reach students with
different learning styles. The study of geography, cuisine, art, and history
combine in a sensory view of Israel. Participants will make mosaics and
games and learn about regional food sources and preparation. Members
of the course will gain an understanding of the country and culture
through exploring, creating, and discussing, activities readily suited to the
classroom.
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Requirements: Attend all sessions; complete assigned readings and work;
create an art project using course content.
Course Coordinator: Jeannette Stockton
Course Speaker: Tali Marcus Minelli, Designer and teacher
Open to: All
Time: F 11/5, 3:30-7:30; Sa 11/6, 8:30-4:30
Location: EHS art rm
Materials fee: $15
Credit: One point salary credit or stipend
Course limited to 15 participants.
Introduction to Beadwork and Decoupage #4096
The infusion of artistic elements and design choices into curriculum
challenges students to think creatively, to look at the ordinary in
extraordinary ways. Daniel Pink, author of A Whole New Mind: Moving
from the Information Age to the Conceptual Age, explains: “The scales are
tipping away from what it used to take for people to get ahead – logical,
linear, left-brain, and spreadsheet-type abilities – in favor of abilities like
artistry, empathy and big-picture thinking, which are becoming more
valuable. Left brain skills are still absolutely necessary in our complex
world. They’re just not sufficient anymore.” This course promotes the
integration of right-brain artistic activities into a predominantly left-brain
environment through the application of the ancient arts of decoupage and
beadwork to classroom learning.
Throughout history, cultures across the globe have used a variety of
materials to transform everyday objects into artistic pieces admired for
beauty as well as function. Beadwork has been used universally to enhance
and decorate costumes. The origins of decoupage have been traced from
East Siberian tomb art, to China, and, through trade routes, to Venice
and France. Inspired by examples from various cultures around the world
both historic and contemporary, participants will create two projects for
use in the classroom to stimulate artistic self-expression in students. The
compositional Rule of Thirds, based on proportion and measurement, will
be applied in the design phase. Learning the math component of design
will help students add visual enrichment to presentations and assignments
while engaging the imagination.
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Requirements: Attend all sessions; read assigned materials; complete two
projects based on class instruction.
Course Coordinator: Elizabeth Ungar
Course Speaker: Carol Desoe, Math Chair, Scarsdale High School, retired
Open to: All
Time: F 1/7, 3:30-7:30; Sa 1/8, 8:30-4:30
Location: SHS, rm 250
Materials fee: $30
Credit: One point salary credit or stipend
Course limited to 15 participants.
Global Encounters/Cultural Exchange #4097
The Global Encounters Cultural Exchange, sponsored by Carnegie Hall,
supports musical and educational partnerships between educators in
the New York metropolitan area and educators abroad in Mexico and
India. The goal of the professional development workshops is to support
integration of music from another culture into the classroom environment
and to facilitate intercultural dialogue between teachers and students.
This dialogue is predicated on an understanding of the intricacies of trust
building, curriculum development, and creative collaboration. The Global
Encounters program provides teachers with the tools necessary to engage
their educational partners in meaningful cultural and musical work.
In this course, participants will explore the rationale and common practices
of cultural exchange work, decide on personal goals related to their
partnerships, and plan a yearlong schedule of activities with their partners
related to the overall program goals. Workshop topics will include: how
to prepare students to engage in culturally sensitive discussions; how to
successfully integrate music in the classroom; how to foster meaningful
online exchange between students; how to incorporate this program into
pre-existing semester syllabi. Participants will reflect on and share their
own practices as educators and look for growth areas in their development.
Through video-conferencing, on-line communication, concert experiences,
and workshops, both at Carnegie Hall and in the Scarsdale Schools,
teachers will connect their classrooms to the world with this yearlong
cultural exchange program.
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Requirements: Attend all sessions; complete assigned readings; develop and
share curriculum applications of the course.
Course Coordinators: Don DiDomenico, Robert DiYanni, Joan Weber
Open to: SMS/SHS
Time: TBA
Location: Carnegie Hall, NYC
Credit: Three points salary credit or stipend
TEACHING STRATEGIES
Using Literature to Build Community at Greenacres #4098
Reading good books together strengthens the common bonds that form a
school community. When Greenacres teachers, children, and parents read
the same selections chosen from a wide range of children’s authors, themes
pertinent to personal behavior and responsibility can be discussed at school
and at home. Teachers at every grade level come together in this way to
reinforce values and an awareness of issues that concern the Greenacres
community. Requirements: Attend all sessions; read assigned materials; write a lesson plan
Each month participants will read and discuss a new children’s book. Course Coordinator: Susan Hendler
Participants will create activities, appropriate to the grade levels, designed to
encourage discussion of the themes in the book. Responses to the literature
will be shared through the building in a variety of ways: individual response
bulletin boards, display of class projects, cross-class and/or cross-grade
discussion, and more.
Requirements: Attend all sessions; read assigned materials; develop
activities and lesson plans to incorporate the authors, literature, and social
themes discussed in the course.
Course Coordinator: Carole Phillips
Open to: GRA
Time: Tu 9/14, noon-1, with remaining dates to be determined by group.
Location: GRA library
Credit: One point salary credit or stipend
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Celebrating Children’s Literature #4098A
Literature is an important part of the curriculum, and teachers need the
opportunity to keep current with the field of quality children’s books and to
discuss with colleagues their classroom application. Book discussions among
colleagues also model the teaching of author techniques and genre to students.
Books recommended from Caldecott and Newberry winners and the American
Library Association provide teachers current titles for classroom reading.
During sessions of this monthly class, participants are introduced to two or
three of the top 2009 children’s books. Each participant chooses a book to
focus on in a session and may use that book with students as preparation for
discussion. Books include short stories, picture books and poetry. Participants
read aloud and discuss ways to use the books in their classrooms. Books being
considered include: Moonshot: The Flight of Apollo 11 by Brian Floca, Duck!
Rabbit! by Amy Krouse Rosenthal and Tom Lichtenheld, Listen to the Wind:
The Story of Dr. Greg and Three Cups of Tea by Greg Mortenson and Susan
L. Roth, My Abuelita by Tony Johnston and Yuyi Morales.
and reflection incorporating books into curriculum.
Open to: QRS
Time: Tu, 9/28, 10/5, 11/2, 12/7, 1/4, 2/1, 3/1, 4/5, 5/3, 6/7, lunchtime, with
one afternoon session to be determined
Location: QRS faculty lounge
Credit: One point salary credit or stipend
Greenville Book Club-Part XI #4098B
Teachers need opportunities to share and learn from each other the ever-growing
variety of children’s books and authors available to them. Books with common
themes provide a stimulus for colleagues on a faculty to engage in discussions of
pertinent school issues reflected in picture books chosen for this activity.
Teachers will meet to explore new methods and strategies for using selected
titles, both fiction and nonfiction, that will be purchased for inter-disciplinary
school-wide use every other month. Participants will discuss themes
and teaching strategies, work in groups to create activities, plan for class
presentations, and share ideas and student work with colleagues. At each session,
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background about the author/illustrator and other pertinent information will be
provided in order to integrate these new materials into the curriculum.
Requirements: Attend all sessions; read assigned materials and monthly
handouts and text chapters from selected resources; plan an evaluation of each
book to be shared.
Course Coordinator: Barbara Horowitz
Course Speaker: Stephanie Feingold, Teacher, Greenville, retired
Open to: GRV
Time: W 10/6, 12/1, 1/19, 3/16, 5/4, 6/1, 3:15-5:30
Location: GRV library
Credit: One point salary credit or stipend
Keeping Current with Young Adult Literature #4098C
Teachers need to stay current with high quality fiction that holds strong
appeal for young readers. With the knowledge of trends and themes in age-
appropriate literature, teachers can inspire enthusiasm for reading. With
enhanced awareness of new titles, participants can be confident in
recommending appropriate literature for young adults.
Book discussions will focus on literary elements, themes, and publishing
trends in young adult literature. An annotated list of current well-reviewed
titles will be provided for each session. Participants will be required to read
two titles from each list. Relevant reading materials, activities, and speakers
will be offered from time to time to supplement discussion.
Requirements: Attend all sessions; read two books per session; prepare
reader responses.
Course Coordinators: Liz Waltzman, Sharon Waskow
Open to: 5-9
Time: Th 10/21, 12/2, 1/13, 3/3, 3:30-6:30
Location: SMS library
Credit: One point salary credit or stipend
Course limited to 24 participants.
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LCI at STI #4099
The Lincoln Center Institute is devoted to embedding aesthetic education
in elementary, middle, and high school curricula through developing
meaningful aesthetic education for all students. LCI offers a coherently
structured program that involves teaching artists working in close
partnership with classroom teachers during an intensive summer workshop
and through follow-up activities throughout the school year. This course
will be part of a long-term series of conversations about the arts and
aesthetic education designed to keep the conversation going among LCI
summer participants. An ancillary goal is to empower teacher teams in each
building to encourage other Edgemont and Scarsdale teachers to participate
in the LCI aesthetic education initiative in the near future and to continue
integrating aesthetic education in the arts into their curriculum. The Arts
and Aesthetic Education initiative, of which this course is a part, aims
to sustain and intensify discussions of arts and aesthetic education across
schools and across grades.
This intensive course provides for a continuation of the Lincoln Center
Institute for Aesthetic Education experience, its philosophy of aesthetic
education, its capacities for aesthetic learning, and its practices for
introducing and integrating aesthetic education into the curriculum. As
Dana Gioia, Chairman of the National Endowment for the Arts recently
noted, “Art is an irreplaceable way of understanding and expressing the
world….it addresses us in the fullness of our being….Art awakens, enlarges,
refines and restores our humanity.” In pursuing this rich experience of
the arts, this course provides an opportunity for faculty to continue the
work they have already begun with the Lincoln Center Institute during the
summer workshops, to share their experiences and ideas about aesthetic
education, and to participate in expanding the LCI initiative among
Scarsdale faculty and students. The course activities will include reading
and discussion of texts in aesthetic education, arts activities involving direct
experience of works of art, strategies for implementing aesthetic education
into curriculum, and the application of Lincoln Center capacities for
aesthetic education as a protocol for examining student work outcomes of
the LCI curriculum.
Requirements: Attend all sessions; complete required readings; develop and
share curriculum applications of the course.
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Course Coordinators: Diane Celentano, Robert DiYanni, Joan Weber
Open to: Participants of Lincoln Center Summer Institute
Time: Th 9/30, 10/28, 11/18, 12/16, 1/27, 2/17, 3/31, 4/28, 5/26, 6/16, 3:30-
5:30, with remaining dates to be determined by group.
Location: SHS rm 170
Credit: Two points salary credit or stipend
REGGIO EMILIA
In 1945, after living for two decades under fascism, the citizens of Reggio
Emilia saw the need to reinvent their education based on humanism
and equity. Drawing on European and American progressive education
pedagogy, the constructivist and sociocultural ideas of Piaget and Vygotsky,
and Italian regional traditions of participatory democracy, the citizens of
Reggio Emilia formed a city-parent-teacher partnership and developed an
innovative and dynamic education model. In Reggio Emilia, children’s
intellectual and social emotional growth is fostered through a focus on
exploration, expressive communication, and collaboration. The Reggio
Emilia approach, a model for schools around the world, provides teachers
with new ways to think about and explore the nature of the child as learner,
the role of the teacher, and curriculum development.
The following two courses further professional development in the
pedagogy of Reggio Emilia.
The Reggio Emilia Study Group: “Niente Senza la Gioia” (Nothing
without Joy) #4100A
This yearlong study group is designed as an ongoing, collaborative
support group in which teachers work on projects and share their
Reggio Emilia inspired classroom experiences. Teachers will grow their
understanding of the Reggio approach and articulate their interpretation
of the philosophy. Course work and discussions will focus on the essential
Reggio Emilia components of the social-constructivist approach of the
child as protagonist, collaborator, and communicator; the environment as
the third teacher; the teacher as partner, nurturer, guide, and researcher;
documentation as communication; the parent as partner; and the
organization as foundational. In 2010-2011, the study group will continue
its exploration of the central metaphor of the approach: the 100 languages
of children. The group will focus on story and storytelling and “the
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complex relationships among materials, environments and the thoughts of
children.” (In the Spirit of the Studio, 2005). Readings, videos, discussions,
material explorations, and visits to other New York area Reggio-inspired
schools will allow teachers to deepen their knowledge in support of “a new
culture of childhood that places real value on the potential and creativity of
children.” (Guidici, Rinaldi & Krechevsky, 2001).
Course Requirements: Attend all sessions; complete assigned readings;
create and share a project with classroom/curriculum application.
Course Coordinators: Lindsey Hicks, Lorella Lamonaca
Course Speakers: Lella Gandini, United States Liaison for the Dissemination of
the Reggio Emilia Program; Phil Smith, Poet
Open to: All
Time: Tu 10/5, 11/2, 12/7, 1/4, 2/1, 3/1, 4/5, 5/3, 6/7, 3:30-6 with 4 hours of
independent study
Location: HCS library
Credit: Two points salary credit or stipend
Innovations in Early Childhood Education: A Dialogue with Lella
Gandini #4100B
In this weekend course, Scarsdale and Edgemont teachers will have the
unique opportunity to enter into dialogue with Lella Gandini, an educator
whose deep knowledge and vision of children and learning have had a
profound influence on early childhood education in the United States. Lella
Gandini, the United States Liaison for the Dissemination of the Reggio
Program, will review the history of the municipal schools of Reggio Emilia,
Italy, and examine its underlying pedagogy, a constructivist approach
applicable to learners of all ages. This approach, built upon “the defense
and promotion of the rights of children,” the use of authentic materials, an
emphasis on creativity, the environment as teacher, and teachers as learners
is consistent with the district goals of love of learning and interdependence.
In whole group discussions and small break out sessions, Lella will share
reflections and interpretations. Participants will explore the fundamentals
of constructivist pedagogy with a specific focus on inquiry learning and
documentation. Readings, stories, discussions, and hands-on experiences
will allow teachers to deepen their understanding of inquiry learning as well
as expand their repertoire of strategies to further inquiry learning in their
classrooms.
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Requirements: Attend all sessions; complete assigned readings; complete a
lesson plan or reflection that articulates the application of inquiry learning
in the classroom.
Course Coordinators: Jodi Giroux, Lindsey Hicks, Lorella Lamonaca
Course Speaker: Lella Gandini, United States Liaison for the Dissemination of
the Reggio Emilia Program
Open to: All
Time: F 12/3, 3:30-7:30; Sa 12/4, 8:30-4:30
Location: HCS library
Credit: One point salary credit or stipend
Developing Reading Comprehension Using Internet Tools #4101
To participate in an information society, students must be able to
recognize and appreciate multiple perspectives, to collaborate, and to
share expertise. These activities, known as the “new literacies,” include
the reading comprehension and learning skills required for students to
be successful users of the Internet and other emerging information and
communications technologies. Authentic use of these Internet technologies
affords both students and teachers the opportunities to make multiple
perspectives visible, expand the learning community, and make thinking
concrete. Teachers will enhance their practice by learning and applying
critical information literacy skills in the classroom. Teaching students to
use these available tools effectively will encourage the critical thinking and
collaboration skills necessary for their future. This course will focus on student learning in elementary and middle school
Lisa Zawilinski, staff developer and a member of the New Literacies
Research Team at the University of Connecticut, will guide participants as
they explore methods to enhance the development of critical literacies and
online reading comprehension in the classroom. The New Literacies can
be readily integrated into the Grades 1-5 curriculum including Balanced
Literacy, Inquiry Research, and the Capstone Project. Teachers will
immerse themselves in the use of Internet technologies needed to support
student learning in the age of technology: blogs, wikis, voicethreads and
more. Participants will consider the best methods of designing curriculum
and research projects that integrate information literacy skills across the
grades.
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Requirements: Attend all sessions; complete assigned readings; participate
on online forums/discussions; create a curriculum project based on course
content.
Course Coordinators: Jodi Giroux, Karen Pelekis, Carole Phillips
Course Speaker: Lisa Zawilinski, Staff Developer, University of Connecticut
Open to: Elementary Scarsdale
Time: Tu, 9/21, 10/12, 11/9, 1/11, 2/8, 3/8, 4/12, 5/10, 6/14, 3:30-5:30; with
two dates to be determined by group and two hours of independent work
Location: GRA Library
Credit: Two points salary credit or stipend
Lesson Study in Elementary and Middle School Mathematics #4102
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.”
mathematics while enriching teacher understanding and practice of content
and pedagogy. Collaborative teams of 3-4 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.
Requirements: Attend all course meetings and participate in online sessions
with colleagues; complete assigned readings; research, plan, implement, and
reflect on a group lesson.
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Course Coordinators: Kathy De La Garza, Bill Jackson, Nancy Pavia
Open to: K-8 Scarsdale
Time: Th 10/7, 10/14, 10/21, 11/4, 12/2, 12/9, 1/6, 3:30-5:30, with 1
additional two-hour meeting scheduled flexibly, 2 two-hour online meetings,
and 4 hours of independent study
Location: SHS rm 172
Credits: Two points salary credit or stipend
Professional Learning Through Lesson Study at Edgewood #4103
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.”
In this year long building based course, Edgewood teachers will take an
in-depth look at Lesson Study and work in teams to plan research lessons
in a variety of subject areas around a common pedagogical theme related
to the Strategic Plan. Collaborative teams of 3-4 members will research,
plan, teach, observe, and reflect on an actual classroom lesson. Following
the presentations of each lesson, group members will reflect on the lesson
and consider methods to refine instruction with the goal of making each
lesson more effective.
Requirements: Form a lesson study group of 3-4 teachers and attend
all sessions of the course with these colleagues; complete assigned
readings; research, plan, implement, and reflect on a group lesson; plan a
conference presentation.
Course Coordinators: Scott Houseknecht, Bill Jackson, Jen Kiley
Open to: EWS Faculty
Time: Tu 10/12, 10/19, 11/9, 11/16, 3:30-5:30, with four more sessions in
the spring term and 5 additional two-hour meetings scheduled flexibly, 4
hours of online meetings, and 6 hours (3 per semester) of independent study
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Location: EWS Library
Credits: Three point salary credit or stipend
Introduction to Inquiry: Comparing Approaches and Process Skills
#4104
From the earliest grades, students learn best when engaged in the active
construction of ideas and explanations. The content of the course,
Comparing Approaches and Process Skills, is derived from the San Francisco
Exploratorium Fundamentals of Curriculum, a staff development program
designed to expand teacher knowledge and pedagogy in the application
of inquiry-based teaching in the science classroom. Teaching science
as inquiry enhances student understanding of science concepts and the
effective application of science process skills.
The course begins with the Comparing Approaches workshop.
Participants will discover that various approaches to hands-on science
have distinguishable characteristics and support different objectives
for learning. Successful science teaching requires the use of a variety of
methods with matching content, process, and personalized learning goals.
In the Process Skills workshop, the second part of the course, participants
will identify the competencies needed to carry out inquiry. As a result
of both workshops, participants will gain: a more complete and accurate
understanding of the process skills of science and the central role these
skills play in the learning of science concepts; the ability to identify
developmental levels with which children approach process skills; the
methodology to redesigning science activities in ways that will meet the
learning needs of children of differing ability and developmental levels.
Requirements: Attend all sessions; complete assigned readings; develop a
curriculum project based on course material.
Course Coordinator: Jennifer Kiley
Open to: All
Time: F 10/29, 3:30-7:30; Sa 10/30, 8:30-4:30
Location: SHS rm 170/72
Credit: One point salary credit or stipend
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A Closer Look at Singapore Math with Ban Har Yeap #4105
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.
Requirements: Attend all sessions; complete assigned readings; develop
lessons using the Singapore text and information learned in the course.
Course Coordinators: Kathy de la Garza, Nancy Pavia
Course Speaker: Ban Har Yeap, author of Singapore Primary Math textbooks
Open to: K-5 Scarsdale
Time: F 10/22, 3:30-7:30; Sa 10/23, 8:30-4:30
Location: SHS rm 170/72
Credit: One point salary credit or stipend
Exploring New Literature for English Language Arts Instruction
(Grades 3-6) #4106
To promote a love of reading in students, teachers will gather together to
share new children’s books, both fiction and nonfiction. As participants
read and review books in collaboration with colleagues, they will determine
which ones to integrate into the English Language Arts program and which
support other subject areas on their grade level.
Participants will read new works. In class, the literature will be discussed
and related teaching strategies will be reviewed. Teachers will develop ideas
to link these materials to instruction. At the completion of the course, each
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participant will have read several books and reflected on how to integrate
them into curriculum.
Requirements: Attend all sessions; read a book and bring to class a written
description of an appropriate activity to be used in connection with the
new title.
Course Coordinators: Barbara Horowitz, Vivian Sonnenborn
Open to: Grades 3-6
Time: Th 10/21, 11/18, 1/20, 2/17, 3/24, 4/28, 3:30-5:30
Location: GRV library
Credit: One point salary credit or stipend
Participants should be prepared to buy/borrow copies of new titles.
Course limited to 20 participants.
The Singapore Math Bar Model Drawing Method #4107
Teachers of mathematics know that word problems often challenge
students, especially those who find reading difficult. Bar modeling is a
problem-solving tool designed to help students of all abilities analyze word
statements by drawing diagrams to represent mathematical quantities and
their relationships. When students are guided to transform abstract words
into drawings they can recognize the steps and operations needed to solve
a multi-step problem. The strategy also develops algebraic thinking and
facilitates the transition from arithmetic to algebra. In recent international
studies, Singaporean students have consistently scored at the top in
mathematical problem solving; their success has been attributed in part to
this model drawing approach. Math teachers at all grade levels will add to
their repertoire of effective instructional strategies with the inclusion of bar
modeling.
Teachers will become skilled at bar modeling to solve word problems, a
visualization strategy that is well suited to a wide range of student learning
styles. Participants will use bar modeling to analyze word problems
involving whole numbers, fractions, ratio, rate, and percentage, as well as
complex multi-step word problems. The use of bar models in the teaching
of algebra will also be demonstrated. The group will share ideas and
strategies for the application of bar modeling in math for all units, learning
styles, and grades.
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Requirements: Attend all sessions; complete assigned readings; develop a
curriculum application of bar modeling.
Course Coordinators: David Besancon, Robyn Deutsch, Bill Jackson
Open to: All
Time: F 11/5, 3:30-7:30; Sa 11/6, 8:30-4:30
Location: SHS 170/72
Materials: Please purchase the book Bar Modeling: A Problem Solving Tool by
Ban Har Yeap, at: www.singaporemath.com/Bar_Modeling_A_Problem_solving_
Tool_p/bmpst.htm. Cost is $29
Credit: One point salary credit or stipend
Handy Books from Kindergarten to 3rd Grade #4108
Making books with students can be a useful technique to increase excitement
and interest in learning. Integrating the art of bookmaking with academic
areas enriches a lesson by developing creativity through artistic expression in
children of varying learning styles and differences. Learning skills enhanced
by this art form are patience, precision, listening, direction following, and the
development of fine motor skills
Participants will create six or seven book structures, each unique and
suitable for classroom use. Bookbinding basics such as bone folders, folding
techniques, board covering, and sewing will be taught. Individuals will apply
their own creative expression in the decorative phase and will share ideas
regarding the many ways these books can be used in the classroom.
Requirements: Attend all sessions; complete all bookmaking structures;
participate in discussions on how book structure can be used in the classroom.
Course Coordinator: Nancy Closter
Course Speakers: Mary Dee Merrell, Artist; Karin Reetz, Artist
Open to: K-3
Time: F 11/12, 3:30-7:30; Sa 11/13, 8:30-4:30
Location: GRA art rm
Materials fee: $25
Credit: One point salary credit or stipend
Course limited to 20 participants.
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Pictures and Poetry #4109
When children’s stories are driven by rich visual images,
their writing is transformed in many powerful ways.
-Beth Olshansky
Beth Olshansky explores the keys to visual and linguistic literacy in the
book, The Power of Pictures. Her approach to creative thinking in the
classroom is based on extensive research and involves the process of making
art, then utilizing it to inspire creative writing. The results are that students
design more imaginative art works and create writing that is richer in detail
and description. The progression of art to writing develops the natural
capacity of children to think in pictures and words and leads to the young
writer’s expression of feelings and ideas in tangible form. Olshansky’s
innovative arts based techniques of literacy instruction reach students of all
ability levels and provide teachers additional approaches to the teaching of
reading and writing.
Participants will analyze Beth Olshansky’s research and apply her
techniques to practical classroom application in writing and image making.
The class will function as an artist and writers’ workshop, where teachers
experiment with a variety of art materials and forms of poetry. They will
weave together words and pictures by developing, expressing, and recording
ideas using an array of techniques that includes watercolor, paint, crayon
wax resist, and collage. Topics will focus on themes of place, personal
identity, environment, feelings, and story; examples of how themes and
techniques may be adapted to a variety of subjects and levels will be
explored. The class will culminate in a celebration of the participants’
portfolios ready for use in the classroom as springboards for new art and
writing lessons.
Requirements: Attend all sessions; complete assigned readings; compile an
art and writing portfolio for classroom use.
Course Coordinator: Denise Cassano
Open to: All
Time: F 12/10, 3:30-7:30; Sa 12/11, 8:30-4:30
Location: SMS rm T17
Materials fee: $15
Credit: One point salary credit or stipend
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Learning Styles in the Classroom #4110
In recent years, educational research and programming have emphasized
the accommodation of individual student differences in the classroom.
Materials, methods, and management systems have proliferated rapidly.
While strategies have been developed that provide alternative learning
opportunities for children and adults, the technologies needed to assess and
classify children have been slower in coming. The Murphy-Meisgeier Type
Indicator for Children (MMTIC) was developed out of this need. Type
Theory provides the knowledge and skills for recognizing why and how
learning and teaching style differences occur, what they mean, and how
educators can more effectively deal with these differences.
Just as every teacher has a preferred style of teaching, every student has a
preferred style of learning. In this course, participants will explore ways
to improve student learning through the use of the Myers-Briggs Type
Indicator (MBTI). Before teachers can apply the MBTI to classroom use,
they must learn about their type and see how type relates to the classroom.
The workshop will develop activities designed to accommodate differences
in teaching and learning styles in order to maximize student success.
Requirements: Attend all sessions; read assigned materials; take the Myers-
Briggs Type Indicator; write a paper that applies Type Theory to classroom
or develop a unit of study that incorporates Type instruction.
Course Coordinators: Len Tallevi, Marie Tallevi
Open to: All
Time: F 1/7, 3:30-7:30; Sa 1/8, 8:30-4:30
Location: SMS library
Materials fee: $10 for MBTI test
Credit: One point salary credit or stipend
Making Meaningful Murals #4111
Murals have been an expression of culture for thousands of years.
Throughout history, people have created images on walls to celebrate
religious ceremonies, to commemorate important events, and to document
the values of a society. The conception and planning of a mural, its design
and execution, and the gathering of materials and division of work all
engage participants in group cooperation and decision-making. The images
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and symbols in murals can be applied to all subject areas.
The course will begin with a presentation on how other artists and teachers
have incorporated murals into their curriculum. Participants will work
either alone or in a group to develop a concept for a mural in their school
or community, plan the procedure, and execute a painted mural. Murals
may be interdisciplinary, thematic, or specific to a particular curriculum.
Instruction on the elements of art will guide participants to design murals
that are dramatic as well as effective.  Painting techniques to be used with
students of all ages will also be taught.  Participants will leave with a mural
design tailored to their curriculum and students’ needs. 
Requirements: Attend all sessions; design and complete a mural that
integrates with a classroom project.
Course Coordinator: Denise Cassano
Open to: All
Time: F 1/21, 3:30-7:30; Sa 1/22, 8:30-4:30
Location: SMS rm T17
Credit: One point salary credit or stipend
Materials Fee: $25
Course limited to 12 participants.
Stress in Children and Adolescents #4112
Growing evidence from research affirms that today’s youths are a highly
stressed group. Multiple social and situational determinants account for
the tensions students experience. At each developmental stage a shifting
balance occurs between stressful life events that heighten vulnerability and
the protective factors that enhance youth resilience. As long as the balance
between stressful life events and protective factors is favorable, successful
adaptation is possible. Stress affects the functioning of children and
adolescents at home, with their peers, as well as in school. Teachers need
to be aware of the stresses faced by 21st century students and knowledgeable
about strategies to increase youth coping skills.
The goal of this course is to encourage the development of coping strategies
in participants and in students. Participants will be guided through a
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clinical exploration of stress in school-age children: psychological origins;
environmental factors; physiological and psychological responses; related
influences including developmental stage, gender, and culture. Participants
will look at the pressures in their own lives and the methods they rely on
to cope. Staff will exchange concerns and issues that they have experienced
with students and suggestions for individual and classroom activities that
promote stress reduction including role plays, movie clips, songs, and
poetry. Increased knowledge and sensitivity gained from course content will
help teachers to identify and intervene more effectively with students who
are experiencing stress.
Requirements: Attend all sessions; complete assigned readings; complete a
curriculum-based project from course content.
Course Coordinator: Jennifer Walker
Open to: All
Time: F 1/28, 3:30-7:30; Sa 1/29, 8:30-4:30
Location: SHS rm 170
Credit: One point salary credit or stipend
Picture Books in a Weekend #4113
Children’s literature is a constantly changing field, and teachers need to
stay current and informed about the newest and most notable picture
books available. Teachers also need time to discuss and collaborate with
colleagues. This course will explore literature as participants examine
new picture books and develop ways to integrate them into their current
language arts programs.  different fiber papers, book cloth, binder’s board, adhesives, and thread.
This course explores picture books published in the last three years.
District librarians will highlight various titles by comparing and contrasting
literary quality, artwork, pertinent themes, expressive language, curriculum
connections, readability levels, and more. Participants will read and discuss
a wide variety of picture books, keep readers’ journals to record personal
responses to the material, and plan how each title may be used with
students. Participants will also learn about various awards for the picture
book genre, including the Caldecott Medal, and discuss the important
criteria that award committees consider when choosing the “best” picture
book published. As part of the course, a noted author/illustrator will be a
guest speaker who will share a personal journey of writing and illustrating
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books for children and provide a valuable perspective on creating and
publishing.
Requirements: Attend all sessions; read all assigned material; create lessons
reflecting course content.
Course Coordinators: Scarsdale Elementary Librarians
Open to: Scarsdale Elementary
Time: F 2/4, 3:30-7:30; Sa 2/5, 8:30-4:30
Location: QRS library
Credit: One point salary credit or stipend
Course limited to 25 participants.
Creative Books Grades 4-12 #4114
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 child. Combining the art of
book-making with academic areas enriches curriculum, develops a child’s
capacity for artistic representation, acknowledges wide interpretative scope
for children with varying learning differences and styles, and results in
learning.
Participants will create six or seven book structures, each unique and
suitable for classroom use. A wide variety of materials will be used, such as
Techniques in folding, gluing, and sewing will be taught. Individuals will
apply their own creative expression in the decorating phase and will discuss
the many ways these books can be used to enrich curriculum grades 4 to 12.
Requirements: Attend all sessions; complete all book structures; participate
in group discussions about classroom use and ideas.
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Coordinator: Nancy Closter
Course Speakers: Mary Dee Merrell, Artist; Karin Reetz, Artist
Open to: 4-12
Time: F 2/11, 3:30-7:30; Sa 2/12, 8:30-4:30
Location: GRA art rm
Materials fee: $25
Credit: One point salary credit or stipend
Course limited to 20 participants.
Witness To Our Times: Images that Affect People #4115
A strong grounding in media literacy is an essential skill that students
need now and in the future. When students become photographers they
are asked to look closely at the word around them. Learning to utilize the
skills of a photojournalist, students not only become more perceptive of
their world, they are better able to interact, engage, and understand the
importance of the visual media in their daily lives. Participants in this
course will learn how to create well-crafted photographs and to develop
a strong visual voice that can serve as a means to generate awareness of a
topic. This course will help the participant to develop the skills and insights
necessary to document events that are important to them. Teachers skilled
at designing strong visual images and meaningful photo essays will be able
to translate this ability to guide students in communicating their own world
views through project-based assignments.
In this course, participants will learn to become better photographers.
This process will encompass everything from preparation and research
to the actual photography. They will learn the techniques necessary to
create strong visual images, to edit their photographs, and to create strong
photo essays. Students will be directed to take photographs, and will
return to each session with a group of photographs that will be critiqued
by the teacher and the members of the group. In addition, discussions will
examine the business of photography; the changing digital world; magazine
work and publishing; and the sale of stock photographs. Teachers will
create a portfolio of their own work ready for use in the classroom to model
the photo essays for students.
Prerequisite: Must have digital camera, access to computer with Photoshop
and be able to bring in 8x10 prints of the assignments.
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Requirements: Attend all sessions; compile an annotated portfolio of work;
develop a classroom unit based on course content.
Course Coordinator: Linda Fisher
Course Speaker: Richard Falco, Photographer
Open to: All
Time: Th, 10/7, 10/14, 11/4, 12/2, 12/9, 1/6, 1/20, 2/3, 2/10, 3/10, 4/7, 4/14,
3:30-5:30
Location: SMS rm C159
Credit: Two points salary credit or stipend
EQUITY AND ACCESS
Race (Still) Matters #4116
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. 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 on classroom life, the community, and the nation. They
will explore their own backgrounds and take an introspective look at how
biography shapes personal attitudes toward race and ethnicity. Topics
will include affirmative action, the Obama presidency, white privilege,
and racially-influenced personal choices. Speakers and readings include
Shelby Steele, Randall Kennedy, and Peggy McIntosh, and Tim Wise.
Participants can anticipate the involvement of the Jacob Burns Center
and the Facing History project. The course, open to returnees and new
participants, will revisit some topics previously covered to prompt evolving
perspective and fresh thought.
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Requirements: Attend all sessions; complete assigned readings; develop a
curriculum project or reflection paper based on course content.
Course Coordinators: Neil Ginsberg, Fred Goldberg
Open to: SHS
Time: F, 9/24, 2-3:30, with remaining dates to be determined by group.
Location: SHS rm 362
Credit: Two points salary credit or stipend
Across the Autism Spectrum #4117
According to the Autism Society of America, autism is defined as “a
complex developmental disability that typically appears during the first
three years of life and is the result of a neurological disorder that affects the
normal functioning of the brain, impacting development in the areas of
social interaction and communication skills. Both children and adults with
autism typically show difficulties in verbal and non-verbal communication,
social interaction and leisure activities.” With one in one hundred fifty
children being diagnosed with autism, more and more teachers are faced
with meeting the academic, social, and behavioral needs of children who
present with characteristics of autism. An overview of autism, its identifying
characteristics, and strategies that can be used in the classroom will support
teachers in meeting the challenges of this special group of learners.
Amanda Doll, a Board Certified Behavior Analyst, will provide background
information on the history of autism, discuss current research and practice,
and review terminology that has become commonplace in the last few
years. Through discussion and collaboration, teachers will learn a variety
of strategies and ideas for addressing the varied needs of students in their
classroom who demonstrate characteristics of autism with or without a
formal diagnosis. Participants will become acquainted with the learning and
social/behavioral difficulties that are characteristic of children on the autism
spectrum. They will also gain knowledge of the most effective behavioral
supports for learners with sensory and self-regulation differences.
Requirements: Attend all sessions; complete assigned readings; develop a
case study based on classroom experience and course content.
Course Coordinator: Susan Goodman
Course Speaker: Amanda Doll, Behavior Analyst, EDM., BCBA
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Open to: All
Time: F 10/1, 3:30-7:30; Sa 10/2, 8:30-4:30
Location: SHS rm 170
Credit: One point salary credit or stipend
Keeping Up with Assessment in Special Education #4118
Assessments are important gauges of student progress. Teachers use
multiple types of assessment on a daily basis to monitor student learning
and to adjust instruction accordingly. The broader field of educational
assessment refers to the process of documenting, usually in measurable
terms, the knowledge and skills a student has acquired over a period of
time, usually a year or more. Standardized tests serve an important role in
special education as a measure of student progress and as criteria for student
placement. A periodic review of standardized tests will provide teachers
and administrators essential information on the coordination between
district curriculum and testing in order to plan individualized instruction
and to place special education students appropriately.
Course participants will review the end-of-year standardized tests
administered to special education students with the goal of determining
the strengths and limitations of the current instruments. The group will
evaluate the data generated by this testing focusing on its correlation to
district wide curriculum and programs as well as the learning and cognitive
profiles of the students in the special education program. Participants will
also explore alternative assessment materials to determine if a preferable
evaluation measure of a child’s skills and progress is available. As a group,
the participants will report on the merits of assessments currently in use
and additional options for the accurate testing and placement of the
district’s special education population.
Requirements: Attend all sessions; complete assigned readings; participate
in an evaluation of standardized tests used by the district for special
education as well as possible alternatives.
Course Coordinator: Susan Goodman
Open to: K-8 special education
Time: Tu 10/5, 10/12, 10/19, 11/2, 11/9, 11/16, 3:30-5:30
Location: SHS special education conference room
Credit: One point salary credit or stipend
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Creating Games to Differentiate Instruction #4119
Children must learn a variety of skills in the early grades, and many
students need the repetition of skills and concepts before they can achieve
mastery. Games and activities help children learn by providing repetition
and review in a wonderfully effective manner. Games appeal to every
ability level and can be integrated into reading, writing, and mathematics.
Children are active learners, and games engage them in learning.
This course provides teachers the strategies that facilitate differentiating
instruction, an important district goal. Teachers in grades K-3 will learn
to create games and activities that can be used immediately in their
classrooms to reinforce curriculum. An integral part of the course will be
the discussion of multiple intelligences and differentiation of instruction.
Teachers will examine their individual curricular areas in the primary grades
to develop 8-10 games/activities as their final projects. Participants should
bring reference materials for the concepts they would like to develop.
Requirements: Attend all sessions; share personal games and ideas with
colleagues; complete 8-10 new games or activities for the classroom based
on course content.
Course Coordinator: Bevin Pagel
Open to: K-3 and Special Ed
Time: F 1/28, 3:30-7:30; Sa 1/29, 8:30-4:30
Location: EWS library
Materials Fee: $20. Teachers should bring scissors.
Credit: One point salary credit or stipend
Course limited to 17 participants.
Differentiation Through Type #4120
An ongoing pursuit for the Scarsdale school community is the question
of how best to respond to students’ individual learning differences.
The district’s recent work with Carol Ann Tomlinson in the field
of differentiation has deepened and enriched faculty knowledge and
understanding of the issue. An additional resource on differentiation with
which many staff members are familiar is the Myers-Briggs Type Indicator,
and teachers are interested in applying their knowledge of Myers-Briggs
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to classroom planning and practice. This course demonstrates how to use
psychological Type as a natural part of the curriculum planning process
to accommodate learning styles and to differentiate instruction for all
students.
Participants will review the tenets of Type, examine Type-based lessons
that differentiate instruction, and use these models to develop lessons that
accommodate the individual learning needs of their students. Participants
will have the option to take the Myers-Briggs Type Indicator. Those
with a firm understanding of their Type will be directed to new activities
that provide advanced knowledge of methods for applying Type in the
classroom. With the basics of Type understood, participants will examine
model lessons that have been created to accommodate Type differences.
Participants will then create lessons they will use to differentiate instruction
in their own classrooms.
Requirements: Attend all sessions; complete assigned readings; create and
critique lessons that demonstrate differentiation through Type.
Course Coordinators: Len Tallevi, Marie Tallevi
Open to: All
Time: F 2/11, 3:30-7:30; Sa 2/12, 8:30-4:30
Location: SMS library
Credit: One point salary credit or stipend
SCHOOL, COMMUNITY, ENVIRONMENT
The New York Botanical Gardens as a Teaching Resource #4121
The “green” in Greenacres takes on a deeper hue in 2010-11, as the staff,
once again, participates in an environmental studies project engaging
teaches and students across the grades. Recent yearlong, all-school
endeavors at Greenacres include Sound Waters, a study of the Long Island
Sound ecosystem, and the Stone Barns experience, an investigation of
sustainable agriculture in the Westchester region. This year, the Greenacres
faculty turns to a renowned local resource, the New York Botanical
Gardens, as its partner in the building of school community through the
integration of inquiry research in science and the planting of gardens on
the school grounds. The course supports the Greenacres teachers as they
continue their site visits to the NYBG, and as they integrate project-based
environmental studies into the science curriculum across the grades.
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In preparation for the 2010-2011 Greenacres initiative, the staff
participated in a spring workshop at the New York Botanical Gardens, a
250 acre site with 50 diverse gardens, 30,000 trees, and a 50 acre native
forest, rock garden, and rain forest, as well as seasonal exhibits. This year,
the Greenacres teachers will continue to work with the educational staff
of the NYBG to enrich their knowledge and enhance curriculum for
students through a project-based study of plant conservation and plant
environments. Teachers will learn about area climate zones, weather
conditions, soil preparation, and the aesthetic aspects of planning a session is hands-on, and participants will learn by doing as they design and
garden: color, texture, height of bloom, combinations of plants, and
more. The knowledge of plant life acquired at the Botanical Gardens will
enable teachers to provide a richer, deeper experience for their students as
they engage in inquiry research on the study of plants. Student trips to the
Botanical Gardens are also planned for the year. Gardens at Greenacres is the
projected outcome of the school’s latest environmental studies community
project.
Requirements: Attend all sessions; complete assigned readings; develop a
classroom connection to the course content.
Course Coordinators: Nancy Closter, Cindy Sansone, Gerry Young
Open to: GRA
Time: Sa 9/24, 8:30-4:30 with four hours to be determined by group.
Location: NY Botanical Gardens
Credit: One point salary credit or stipend
Sustainable Gardens in the Curriculum #4122
Scarsdale’s strategic plan calls for the education of students who are
prepared for “effective participation in an interdependent world,” young
people with informed imaginations developing innovative solutions to
complex, seemingly intractable global dilemmas. One such global
problem is agriculture, a vital area of sustainability imperiled by numerous
environmental and social conditions. Urban planners are hopeful that
creative approaches to agriculture can provide relief for projected food
shortages in the decades to come with the development of sustainable
agricultural plots in and around cities. Individually tended home gardens
can reduce food costs, increase the nutritional quality of food, and lower the
environmental impact of food delivery trucks traversing long distances from
farms to markets. District school grounds are ideal sites for establishing
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sustainable gardens and for providing students experiences in real world,
creative problem solving.
A weekend of training will provide teachers the knowledge and support
needed to integrate sustainable gardening into the life and work of the
schools. The course will begin with an overview of a growing cycle, an
exploration of the role of edible gardens in the schools and in the
curriculum, and the development of gardening units. Saturday’s
prepare garden beds and gain the knowledge and skill needed to establish
and maintain a food growing area. The session will conclude with teachers
collaborating to plan for the establishment of gardens in the schools and in
the curriculum.
Requirements: Attend all sessions; complete assigned readings; create a unit
of study that integrates sustainable gardening into curriculum.
Course Coordinators: Cara Forray, Dawn Rivellini
Course Speaker: Russell Greenleaf, Greenleaf Gardens
Open to: All
Time: F 10/1, 3:30-7:30; Sa 10/2, 8:30-4:30
Location: SMS garden and C159
Credit: One point salary credit or stipend
The Convenient and Inconvenient Truths About Energy #4123
The Deepwater Horizon blowout in the Gulf of Mexico has vividly
encapsulated the energy dilemma the world now faces. Why are the oil
companies drilling at the far edges of technology, beneath a mile of water
and 3 miles of earth in the first place? What risks is the United States
willing to take to keep the oil flowing? Recent events make clear that future
oil and gas supplies will be neither cheap nor easy to bring to market,
and that the new supply comes with large environmental, financial, and
geopolitical risks. As demand outstrips supply, economists predict much
higher prices and volatility. The impact of the energy transition, the
changing patterns of energy source and use, on the global economy and
the planet’s climate will be significant, with far-reaching consequences
extending into the adult lives of today’s students. As the topic of energy
resources and sustainability grows in importance across the grades, teachers
must also consider if the news on energy is all bad. Will energy price
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increases lead to the development of newer, cleaner forms of energy that
may ultimately benefit the nation and the world? What are the time,
substitution, and scalability issues? Information about energy can often be
confusing, and teachers need background data on the origin, location, and
quantity of fossil fuel resources as they increasingly incorporate the critical
study of energy into curriculum.
Geologist and peak oil expert Sally Odland, Director, Association for the
Study of Peak Oil and Gas, will lead the course beginning with a review
of fossil fuels: locations and origins of oil, coal, and natural gas, and the
process by which they are changed into usable forms of energy. Peak Oil
and Gas is a research organization supporting the “peak oil” theory that
predicts future oil availability. Dr. Orland will highlight the most current
information on fossil fuel reserves and the potential for alternative energy
development. Instruction, participant questions, and group discussion will
inform a better understanding of the truth behind a potentially frightening
energy situation. Throughout the course, connections to curriculum will
be emphasized, and, by the end of the weekend, teachers will have the
background to develop activities about energy that can be incorporated into
units of study at any grade.
Requirements: Attend all sessions; complete assigned readings; develop a
curriculum application of course content.
Course Coordinator: Steve Boyar
Course Speaker: Sally Odland, Geologist, Lamont Doherty Geological
Observatory, Director, Association for the Study of Peak Oil and Gas (ASPO-USA)
Open to: All
Time: F 10/29, 3:30-7:30; Sa, 10/30, 8:30-4:30
Location: SHS rm 382
Credit: One point salary credit or stipend
School Nurse Study Group #4124
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,
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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.
Requirements: Attend all sessions; complete assigned readings; write six
summaries of readings that apply to health office practices.
Course Coordinators: Joyce Hoffman, Marcia Koff
Open to: Nurses
Time: TBA
Location: SMS nurses office
Credit: Stipend
TECHNOLOGY
Edgemont Technology User Group, K-6 #4125
An increasing number of elementary teachers in Edgemont have access to
computer-connected projectors, interactive white boards, and document
cameras. Teachers new to these technologies need instruction and support
to learn operations and to integrate them fully into classroom practice.
Experienced users will benefit from growing their skills in the advanced
applications of the technologies as well as from sharing their expertise
and experiences with beginners. By bringing together more experienced
users with new and potential users, the course provides a forum for
professional sharing and learning in the development of a core community
of technology users available to support one another and newcomers to the
group. Students benefit when teachers confidently and competently enrich
curriculum with appropriate educational technology.
The intent of this course is to support and advance the ability of all teachers
to integrate featured technologies into daily classroom usage: computer-
connected projectors, interactive whiteboards, and document cameras.
Participants will engage in a combination of demonstrations, hands-on
practice, experimentation, presentation, and individualized lesson planning.
Meeting times extend over the school year with sessions scheduled every
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two to three weeks, a pace that allows time between classes for participants
to explore, incorporate, practice, and evaluate the experience of the
technologies with their students in the classroom. Teachers will work
independently and in collaborative groups to create lesson plans and collect
resources that can be archived and shared with colleagues through the
T-share files of Greenville and Seely Place.
Requirements: Attend all sessions; demonstrate competence in the use of
technologies taught in the course; develop a curriculum application for one
of the featured technologies for use in the classroom and for sharing with
colleagues.
Course Coordinator: Kathleen Stevenson
Course Speaker: Kaye White, Teacher, Greenville, Retired
Open to: K-6 Edgemont
Time: Th 9/16, 9/30, 10/14, 10/28, 11/4, 12/9, 1/13, 1/27, 2/10, 3/3, 3/17,
3/31, 4/14, 3:30-4:30
Location: GRV rm 13
Credit: One point salary credit or stipend
Using a SMART Board in the Classroom: PC Beginner #4126A
SMART Boards, interactive whiteboards connected to computers and data
projectors, are being installed in many classrooms. Once a computer image
is projected onto its surface, the SMART Board can be used as a computer
operated by hand-touch on the white board. Teachers need training to
achieve a working knowledge of the numerous ways to integrate SMART
Board into daily lessons. This technology can add a whole new dimension
to teaching and learning experiences.
Participants will learn how to use a SMART Board with their PC’s, the
benefits and drawbacks of SMART Boards, how to work with the SMART
Notebook software, and how to interact with other commonly used
applications. The sessions will combine lecture and presentations by the
instructor and workshop time for participants to familiarize themselves with
the technology and the software. Participants will be expected to develop
SMART Board lessons applicable to their grade level/subject area, and to
demonstrate what they have learned and how they will use class content
in their teaching. This course is geared towards beginners to the SMART
Board who are using a PC.
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Requirements: Attend all sessions; develop a SMART Notebook lesson;
develop a curriculum application of SMART Board technology.
Course Coordinator: Doug Vermes
Open to: All
Time: F 10/1, 3:30-7:30; Sa 10/2, 8:30-4:30
Location: SHS rm 352
Credit: One point salary credit or stipend
Using a SMART Board in the Classroom with a Mac #4126B
SMART Boards, interactive whiteboards connected to computers and data
projectors, are being installed in many classrooms. Once a computer image
is projected onto the SMART Board it can be manipulated by hand-touch
on the white board. This projection technology can add a whole new
dimension to teaching and learning experiences. Teachers need training to
achieve a working knowledge of the numerous ways to integrate SMART
Board into daily lessons. Moreover, the Mac version of the SMART Board
software has many functional differences from the PC version, and Mac
users need special training in this technology.
Mac users will learn how to use a SMART Board, the benefits and
drawbacks of SMART Boards, how to work with the SMART Notebook
software, and how to interact with other commonly used applications.
The sessions will combine lecture and presentations by the instructor
and workshop time for participants to familiarize themselves with the
technology and the software. Participants will be expected to develop
SMART Board lessons applicable to their grade level/subject area, and to
demonstrate what they have learned and how they will use class content
in their teaching. This course is geared towards beginners to the SMART
Board who are using a Mac.
Requirements: Attend all sessions; develop a SMART Notebook lesson;
develop a curriculum application of SMART Board technology.
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Course Coordinators: Doug Vermes, Chris Sipe
Open to: All
Time: F 9/24, 3:30-7:30; Sa 9/25, 8:30-4:30
Location: SMS rm C159
Credit: One point salary credit or stipend
SMART Board in the World Language Classroom #4126C
As the use of SMART Board technology expands in district classrooms,
teachers are requesting training in its application to specific subject areas.
World Language department members are eager to explore the possibilities
that SMART Board provides to engage their students in highly motivating
and interactive classroom language learning sessions. SMART software
includes tools, interactive games, and media that are ideal for enhancing
instruction in the World Language classroom.
Participants will learn the fundamentals of SMART Board technology as
it relates to the teaching of world languages. Through demonstrations by
course leaders and guided practice, teachers will become competent in the
use of SMART Notebook software that includes tools, interactive games, and
media ideal for helping students gain mastery of another language. SMART
applications are designed to expand student vocabulary, improve sentence
structuring, and facilitate conversation through a highly motivating
combination of visual, kinesthetic, and aural techniques. Language teachers
will gain skill in a technology that enhances both teaching and learning.
Requirements: Attend all sessions; demonstrate competence with Smart
Board; create and share SMART Board lessons specific to world language
instruction; create a My Content folder for professional use.
Course Coordinators: Jose Lamela, Lauren Mooney
Open to: K-12 World Language
Time: F 10/22, 3:30-7:30; Sa 10/23, 8:30-4:30
Location: SHS rm 352
Credit: One point salary credit or stipend
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Extreme Makeover: School Technology Edition III #4127
The 21st century teacher must respond to the demands of today’s learners
by keeping current with technology and updating curriculum presentations
to reflect student preferences. These digital native learners prefer gathering
information quickly from multiple multimedia sources; interacting and
networking simultaneously with many others; learning “just-in-time.” Digital-
learners value what is relevant and instantly useful. Their teachers need support
and guidance to enhance curriculum with the sophisticated technology skills
that students in this digital age expect.
“Extreme” participants will study the nature of digital native learners to develop
strategies for delivering content appropriately. Instruction and discussion
will explore technology applications suitable for curriculum integration.
Participants will be introduced to Google applications, blogs, wikis, podcasts,
Voicethreads, Animoto videos and other Web 2.0 technologies. Instructors will
demonstrate specific examples of extreme curriculum makeovers utilizing many
of these technologies and will guide participants to re-tool curriculum units or
lessons using the technologies presented in the class.
Requirements: Attend all sessions; complete assigned readings; create an
extreme makeover curriculum project employing the technologies taught in the
course.
Course Coordinators: Jerry Crisci, Ken Holvig
Open to: All
Time: Tu 10/5, 10/12, 10/19, 11/2, 11/9, 11/16, 3:30-5:30
Location: SMS rm C159
Credit: One point salary credit or stipend
Using JAVA Applets in the Science Classroom 4128
The use of JAVA Applets facilitates the teaching of science concepts that are
difficult to convey using traditional equipment. New Web sites employing
the use of Applets proliferate on the Internet. These sites allow teachers
and their students to alter variables in simulated experiments and then
form conclusions about the relationships being studied. Science teachers
will enhance laboratory experiments when they apply the use of Applets to
complex concepts.
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Participants will observe applications of JAVA Applets that are appropriate
for classroom demonstrations, homework assignments, and laboratory
experiences. They will work with model lessons to learn how best to use
various kinds of Applets. The teachers will also explore the Internet, finding
and cataloguing Applets appropriate for their disciplines. A comprehensive
catalogue of Applets will be developed for sharing within the schools. This
catalogue will list the Web sites of the Applets and include brief descriptions
of contents, grade levels, and suggestions for use. Finally, each teacher will
create lessons based on these Applets.
Requirements:  Attend all sessions; create lessons based on the JAVA
Applets Web sites; demonstrate competence in using JAVA Applets.
Course Coordinators: Pat Jablonowski, Beth Schoenbrun
                       
Open To: HS science
 
Time: Th 10/7, 10/14, 11/4, 12/12, 3:30-6:30
 
Location: SHS rm 306
Credits: One point salary credit or stipend
iPad in Education #4129
Is the iPad the digital design that will transform education? The iPad,
characterized as a “magical device” by Steve Jobs, Apple co-founder and
CEO, has taken the consumer world by storm. While combining familiar
features of the computer and newer interactive capacities, it is also a
cutting edge idea with untapped potential for use by students and teachers.
Proponents predict that the sleek and portable iPad will replace the
textbook and the backpack for its obvious convenience. More than mere
portability, however, iPad technology is a whole new way of looking at
the computing experience, and developers are compiling a growing library
of appealing educational applications. Educators have a responsibility to
explore this new device to determine its place in teaching and learning and
to be informed of an exciting development in educational technology.
Participants will be introduced to every aspect of the iPad: operation,
applications, and connectivity. They will consider how an iPad is similar
to a laptop or a netbook and in what ways is it unique and more versatile.
Course demonstration and instruction will include the exploration of a
number of innovative iPad applications designed to support teaching in
a variety of curriculum areas. Additionally, participants will learn to use
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the iPad as a presentation tool. Overall, the course invites participants to
explore the potential of the iPad as an instructional tool for students and
teachers.
Requirements: Attend all sessions; demonstrate competence in using the
iPad in an educational setting; design a curriculum unit to be shared with
the group using the iPad as a resource.
Course Coordinator: Ken Holvig
Dates: F 10/29, 3:30-7:30; Sa 10/30, 8:30-4:30
Location: SMS rm C159
Open to: All
Prerequisite: Own an iPad? Bring it. If not, we will provide loaners.
Credit: One point salary credit or stipend
Course limited to 12 participants.
Comics in the Curriculum with Comic Life #4130
The combination of comics and technology has great potential for
teaching and learning. Students often are interested and engaged in the
comics medium as readers and may have a fair level of visual literacy
and sophistication. Learning to create comics uses a variety of skill sets
to extract information, communicate ideas and emotions, and interpret
both words and images. The Comic Life computer program facilitates the
creation of comics. Teachers can employ this technology tool in many
different contexts as an alternative learning strategy that students find fun
and exhilarating.
Participants will use the Comic Life program to make comics. The process
of creating comics takes advantage of the natural tendency to spin stories in
words and pictures and develops organizational and critical thinking skills.
Making comics is writing! During the first session of this weekend course,
participants will see an overview of comic styles. The program Comic Life
will be introduced and tips and tricks for using Photoshop will be presented.
During the second session participants will develop, design, and create high
quality, curriculum-based, digital comics using multiple sources of primary
and secondary information as well as images from art and photographic
archives.
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Requirements: Attend all sessions; come prepared with resources from
curriculum subject are; create a digital project demonstrating competence
with Comic Life.
Course Coordinators: Linda Fisher, Steve Goodman
Open to: All
Time: F 11/5, 3:30-7:30; Sa 11/6, 8:30-4:30
Location: SMS rm C159
Credit: One point salary credit or stipend
Course limited to 15 participants.
iThink, Therefore, iMovie ..’09! #4131
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 ’09, participants will be able to make use of advanced tools readily
available in their schools.
Participants will learn to use iMovie ’09 to enhance classroom lessons and
to facilitate project-based learning. Teachers and students can create high-
quality video presentations to illustrate abstract concepts or documentaries
that highlight the relevance of social issues. Compelling projects combine
digital video, photos, and music, and voice narration. Even beginners will
be able to use iMovie’s new “green screen” feature. There’s no limit to what
participants can learn and teach their students to produce.
Requirements: Attend all sessions; complete a 5-7 minute curriculum-
related video including edited footage and music; complete a journal of the
weekend’s activities.
Course Coordinators: Ken Holvig, Andy Verboys
Open to: All
Time: F 12/3, 3:30-7:30; Sa 12/4, 8:30-4: 30
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Location: SMS rm C159
Credit: One point salary credit or stipend
Course limited to 12 participants.
Building Digital Portfolios #4132
Student work is the best measure of learning in the classroom, and many
teachers employ portfolios to collect evidence of student growth and
achievement over a year. Traditionally, binders, boxes, or file folders have
served as portfolio casings for gathering and storing paper and other print
based materials. Now, digital storage expands the types of student work that
can be included in a portfolio from paper-based only to samples of audio and
visual learning. With the knowledge of applications including Adobe Acrobat
Professional Digital Portfolio, teachers are able to archive a wide variety of
student work and more adequately provide evidence of student learning.
Participants will be introduced to software applications for saving student
work. They will learn to scan, use digital photography, and record video.
Instruction in Adobe Acrobat Professional Digital Portfolio will equip
participants to employ a simple and methodical way to organize and catalog
individual assignments, projects, performances, and reflections. By using
electronic portfolios, teachers are able to capture authentic student growth
over time and to document step-by-step skill building and learning.
Requirements: Attend all sessions; create a sample digital portfolio using
Adobe Acrobat Professional.
Course Coordinators: Jerry Crisci, Ken Holvig
Time: F 11/12, 3:30-7:30; Sa 11/13, 8:30-4:30
Location: SMS rm C159
Open to: All
Credit: One point salary credit or stipend
Course limited to 12 participants.
Infusing Technology into English Language Arts #4133
The International Reading Association stresses that students must be skilled
in 21st century technologies in order to be fully literate. Today’s learner
enters school with a sophisticated knowledge of technology and, according
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to the research, spends a great deal of time reading and communicating
online. The new literacies of the digital information age challenge teachers to
stay current with software that is curriculum-driven, purposeful, and valuable
to classroom practice. Teachers will benefit from instruction and guidance in
the use of new technologies to teach literature and writing that incorporate
the digital learning styles and resources familiar to today’s students.
This course explores how technology can best be used in the English
language arts classroom. Participants will be introduced to the latest
educational software designed to strengthen communication skills of
listening, speaking, reading, and writing. Google Lit Trips, Animoto,
Voicethread, blogs, podcasts, online surveys, and class Websites can enliven
and enrich curriculum and classroom activities. Teachers will also learn to
set up and use a Ning, an online learning community that expands classroom
discussion and supports the sharing of multimedia projects. Technology in
the English language arts classroom can be a valuable support in reaching
students with different learning styles and a wide range of abilities.
Requirements: Attend all sessions; complete assigned readings; develop a
multimedia project incorporating one or more technology tools to enhance
the teaching of reading and writing.
Course Coordinators: Janie Fitzgerald, Cara Hiller
Open to: K-12 English teachers
Time: Th 1/6, 1/13, 1/20, 2/3, 2/10, 3:30-5:30; Tu, 2/8, 3:30-5:30
Location: SMS rm C154 & B135
Credit: One point salary credit or stipend
Beyond Google 2.0: Wikis, Social Networking, and New Research
Tools # 4134
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.
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In this 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. Teachers will combine image,
video, audio, and text files for 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.
Requirements: Attend all sessions; develop original teaching materials or
student activities applying the resources of the course to classroom practice.
Course Coordinator: Phyllis DiBianco
Open to: All
Time: Th 1/6, 1/13, 1/20, 2/3, 2/10, 3:30-6
Location: SHS library
Credit: One point salary credit or stipend
Course limited to 15 participants.
Adobe Illustrator and CAM #4135
Adobe Illustrator used with Computer Aided Machining (CAM) enhances
the technology skills of teachers and students at all grade levels. Visual
aids for classroom report covers and student newsletters are just two of
the many practical and creative uses for Adobe Illustrator and CAM. An
additional feature can transform graphics from the Internet into vectorized
drawings.
This is a hands-on course that integrates Adobe Illustrator, a graphics program,
with the process of Computer Aided Machining. Participants will learn the
basic operations of the program while developing classroom handout sheets.
To illustrate competence with the program, participants will create metal key
rings using Adobe Illustrator and CAM in design and production.
Requirements: Attend all sessions; demonstrate competence with Adobe
Illustrator by completing class assignments; develop a classroom unit based on
course content.
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Course Coordinator: Steve Rambone
Open to: All
Time: F 1/28, 3:30-7:30; Sa 1/29, 8:30-4:30
Location: SMS rm T18
Credit: One point salary credit or stipend
Course limited to 12 participants.
Creating Online Tutorials #4136
Teachers continually look for new ways to support student learning,
frequently engaging technology to enhance and enrich instruction. The
on-line tutorial is a recent addition to the field of educational software in
the service of learning. Electronic tutorials are innovative extra help sessions
that allow students to review course material at their own pace and at times
convenient to individual schedules. The many advantages of digital tutorials
include student control over course material with time for reflection and
formation of clarifying questions for teachers.
Recent software developments make the creation of on-line tutorials
a convenient and easy process for teachers to learn and to add to their
repertoire of instructional tools. They will develop Web based video tutorials
for curriculum units with the new QuickTime capture feature built into
Apple’s new Snow Leopard operating system. Additionally, participants will
apply a third party application, Snapz Pro, to save Web clips and to capture
interactive content displayed on the computer. Instructors will share strategies
for posting their course content on the Web or in SchoolWires.
Requirements: Attend all sessions; create a curriculum related online tutorial.
Course Coordinators: Ken Holvig, Andy Verboys
Open to: All
Time: F 2/4, 3:30-7:30; Sa 2/5, 8:30-4:30
Location: SMS rm C159
Credit: One point salary credit or stipend
Course limited to 12 participants.
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SPECIAL NON-CREDIT PROGRAMS
CPR for Professional Rescuers #4137A
This course is consistent with the Guidelines 2000 for Emergency
Cardiopulmonary Resuscitation and Emergency Cardiovascular Care. If
participants wish, the use of the Automatic External Defibrillator can be taught.
CPR for Professional Rescuers will be given as a new certification, nine to
twelve hours, depending on the amount of time needed for completion.
Recertification requires seven to nine hours, depending on participant
proficiency with new skills and familiarity with CPR.
Requirements: Attend all sessions; read assigned materials; demonstrate
competence with techniques taught.
Course Coordinator: Joyce Hoffman
Open to: Nurses
Time:TBA
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)
CPR and AED for Adults and Children #4137B
Whether in the classroom, in the halls, on the playground or the athletic
field, students and adults face the potential of injury at school. The first
three minutes after an injury occurs are the most critical. This is the time
before the school nurse, doctor, EMT or other trained person arrives.
Teachers and parents seek opportunities to inform themselves of new
first aid and CPR techniques in order to understand how to react in an
emergency and when to get help. Certification or recertification can be
satisfied with this course.
Requirements: Attend all sessions; read required textbooks.
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Course Coordinator: Joyce Hoffman
Course Speaker: Bob Caldwell, Safety Consultant
Open to: All
Time: Sa 10/16, 8:30-4:30
Location: QRS rm 16
Credit: $250 stipend for Scarsdale staff
Course limited to 12 participants.
Conversational English for Adult Language Learners #4138 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.
Requirements: Attend each class; bring a mirror to class; participate in
discussions and activities.
Course Coordinator: Meredythe Nowak
Time: Section A: Tu, noon-1, 10/19, 10/26, 11/9, 11/16, 11/23, 11/30, 12/14,
1/4, 1/11, 1/18; Section B - Th, noon-1, 10/21, 10/28, 11/4, 11/18, 12/16,
1/6, 1/13, 1/20, 1/27, 2/3
Location: QRS
Fee: No fee
Course limited to 10 participants in each session.
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Course Coordinators and Speakers Page
CeCe Berger, Teacher, Scarsdale Middle School..................................................... 26
David Besancon, Teacher, Fox Meadow................................................................. 42
Steve Boyar, Teacher, Scarsdale High School........................................................... 56
Bob Caldwell, Safety Consultant............................................................................. 70
Denise Cassano, Teacher, Scarsdale Middle School................................................ 43, 45
Diane Celentano, Dance/Lincoln Center Coordinator, Scarsdale............................ . 34
Kendra Claussen, Teacher, Scarsdale High School................................................... 25
Nancy Closter, Teacher, Greenacres.................................................................. 42, 48, 54
Gerald Crisci, Director of Instructional and Administrative
Computing, Scarsdale.......................................................................................... 61, 65
Katherine de la Garza, Elementary Math Helping Teacher, Scarsdale....................... 38, 40
Patty Dempsey, Teacher, Quaker Ridge................................................................... 13
Carol Desoe, Math Chair, Scarsdale High School, retired......................................... 29
Robyn Deutsch, Teacher, Fox Meadow................................................................... 42
Phyllis DiBianco, Librarian, Scarsdale High School ............................................ 24, 27, 67
Don DiDomenico, Teacher, Scarsdale High School................................................... 30
Janet DiFiore, Westchester County District Attorney.............................................. 23
Robert DiYanni, Director of Arts and Aesthetic Education, Scarsdale ..................... 30, 34
Amanda Doll, Behavior Analyst, EDM., BCBA......................................................... 50
Richard Falco, Photographer.................................................................................... 49
Rose Farrell, Teacher, Greenville............................................................................. 10
Stephanie Feingold, Teacher, Greenville, retired..................................................... 32
Linda Fisher, Arts Chair, Scarsdale Middle School................................................... 49, 64
Janie Fitzgerald, Teacher, Scarsdale Middle School................................................ 66
Cora Five, Teacher, Edgewood................................................................................. 12
Cara Forray, Teacher, Scarsdale Middle School........................................................ 55
Amber Frantz, Teacher, Heathcote........................................................................... 17
Lella Gandini, United States Liaison for the Dissemination of the
Reggio Emilia Program........................................................................................ 35, 36
Neil Ginsberg, Teacher, Scarsdale High School........................................................ 23, 50
Jodi Giroux, Teacher, Heathcote.............................................................................. 36, 37
Fred Goldberg, Assistant Principal, Scarsdale High School....................................... 50
Dorothy Golden, Teacher, Scarsdale Middle School................................................. 15, 18
Steve Goodman, Teacher, Scarsdale Middle School................................................. 64
Susan Goodman, Teacher in Charge, Special Education, Scarsdale......................... 50, 51
Susan Hendler, Teacher, Quaker Ridge.................................................................... 17, 31
Lindsey Hicks, Teacher, Heathcote......................................................................... 35, 36
Cara Hiller, Teacher, Scarsdale Middle School........................................................ 66
Carl Hobert, founder and Executive Director of Axis of Hope, a non-profit
organization dedicated to a curriculum of international conflict resolution
through preventive diplomacy............................................................................ 25
Joyce Hoffman, Nurse, Quaker Ridge................................................................ 57, 69, 70
Ken Holvig, Head Computer Teacher, Scarsdale Middle School............ 61, 63, 64, 65, 68
Barbara Horowitz, Librarian, Greenville................................................................... 32, 41
Scott Houseknecht, Principal, Edgewood School, Scarsdale...................................... 38
Pat Jablonowski, Teacher, Scarsdale High School..................................................... 62
Bill Jackson, Elementary Math Teacher, Scarsdale.................................................. . 38, 42
Gwen Johnson, Teacher, Scarsdale High School...................................................... 25
Jennifer Kiley, Elementary Science Helping Teacher, Scarsdale............................... . 38, 39
Nancy P. Kohn, Holocaust educator......................................................................... 23
Marcia Koff, Nurse, Scarsdale Middle School........................................................... 57
Kate Krahl, Teacher, Scarsdale High School.............................................................. 19
Jose Lamela, Teacher, Scarsdale High School.......................................................... 60
Lorella Lamonaca, Teacher, Edgewood............................................................... 35, 36
Ann Liptak, Senior Options Coordinator, Scarsdale High School........................ 12
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Lynn Mayocole, Professor, Westchester Community College............................
Mary Dee Merrell, Artist....................................................................................
20
42, 48
Lauren Meyer, Teacher, Scarsdale High School.................................................. 19
Tali Marcus Minelli, Designer and teacher......................................................... 28
Lauren Mooney, Teacher, Scasdale High School................................................. 60
Peter Nelson, Facing History and Ourselves, Director, New York Office............. 23
Meredythe Nowak, Teacher, Greenacres, Heathcote, Quaker Ridge................... 70
Sally Odland, Geologist, Lamont Doherty Geological Observatory, Director,
Association for the Study of Peak Oil and Gas (ASPO-USA).......................... 56
Adrienne Onofri, Author, Educator..................................................................... 21
Lisa Onofri, Teacher, Heathcote........................................................................ 21
Cheryl Orlandi, Teacher, Scarsdale Middle School............................................ . 26
Nancy O’Rourke, Teacher, Edgewood................................................................ 16
James Overbey, Teacher, Scarsdale Middle School........................................... 22
Bevin Pagel, Teacher, Edgewood........................................................................ 52
Helen Pasternack, Teacher, Edgewood............................................................... 20
Nancy Pavia, Elementary Math Helping Teacher, Scarsdale............................... . 38, 40
Karen Pelekis, Teacher, Greenacres.................................................................... 37
Nicole Pisano, Teacher, Scarsdale High School .................................................. 18
Carole Phillips, Librarian, Greenacres................................................................ 16, 30, 37
Steve Rambone, Teacher, Scarsdale Middle School............................................ 68
Karin Reetz, Artist.............................................................................................. 42, 48
Dawn Rivellini, Teacher, Scarsdale Middle School............................................. . 55
Howard Rodstein, Teacher in Charge, Scarsdale Alternative School................... 13
Cindy Sansone, Teacher-in-Charge, Greenacres................................................. 16, 54
Carol Schaeffer, Teacher, Edgewood.................................................................. 16
Beth Schoenbrun, Teacher, Scarsdale High School.............................................. 62
Jan Schorr, Librarian, Fox Meadow..................................................................... 16
Chris Sipe, Teacher, Scarsdale Middle School.................................................... 60
Phil Smith, Poet and artist ................................................................................ 45
Vivian Sonnenborn, Teacher, Greenville............................................................. 41
Kathleen Stevenson, Teacher, Greenville............................................................ 58
Jeannette Stockton, Teacher, Edgemont Jr/Sr High School................................. 18, 28
Len Tallevi, Social Studies Chair, Scarsdale Middle School................................. 44, 53
Marie Tallevi, Teacher, Quaker Ridge............................................................... 17, 44, 53
Paul Tomizawa, Teacher, Edgewood................................................................. . 20
Andrea Tripodi, Psychologist, Scarsdale Middle School ... .. ................................. 14
Elizabeth Ungar, Teacher, Scarsdale High School............................................... 29
Andy Verboys, Teacher, Scarsdale Middle School.............................................. 64, 68
Doug Vermes, Teacher, Scarsdale High School ................................................. 59, 60
Jennifer Walker, Psychologist, Scarsdale High School......................................... 46
Liz Waltzman, Librarian, Scarsdale Middle School.............................................. 32
Sharon Waskow, Librarian, Scarsdale Middle School.......................................... 32
Joan Weber, Assistant Superintendent for Personnel and Administrative Services,
Scarsdale................................................................................................. 25, 27, 30, 34
Kaye White, Teacher, Greenville, retired........................................................... 58
Diane Wrobleski, Teacher, Scarsdale High School, retired ................................ 11
Ban Har Yeap, Author of Singapore Primary Math textbooks ............................ 40
Gerry Young, Principal, Greenacres.................................................................... 54
Lisa Zawilinski, Staff Developer, University of Connecticut............................... 37
Art and Susan Zuckerman, Hosts of a WVOX show and contributors to
the Travel Channel.......................................................................................... .. 20
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Registration and Credit Information 
You must register prior to the start of a course; registration and tuition payment ensure
your place in a course. Please note that some courses have limited enrollment; register
early to obtain your first choice. You may obtain a registration form from the STI office
or online. You may also register by phone at the STI office, 721-2580. Checks should be
made payable to the Scarsdale Teachers Institute.
How to Register
•Online: www.scarsdaleschools.org/sti. Receipt of payment secures your place in
a course. If you register online, you must send a check to the STI office within
48 hours to guarantee your registration.
•At the STI Office: Scarsdale High School, room 102
•By phone: 721-2580
Receipt of payment secures your place in a course. If you register by phone,
you must send a check to the STI office within 48 hours to guarantee your
registration.
•By mail: send completed form and your check made payable to Scarsdale Teachers
Institute to the STI, 2 Brewster Road, Scarsdale, New York 10583.
Non-Credit Courses
Courses in this catalogue labeled “non-credit” are those for which the Institute will not
request Board of Education support. These courses will be supported solely by teachers’
tuition fees.
Salary Study Credit, Stipends for Courses
According to the STA contract, the Board of Education has agreed to approve, at the
recommendation of the Accreditation Committee, courses for salary credit or a stipend
and has set aside a sum of money to pay the instructional expenses of these courses.
The Board approves a course for credit according to the following procedure. If a course
furthers the educational goals of the District, the Institute Director submits it to the
Accreditation Committee for review and recommendation and then to the Superintendent
and Board of Education for approval. Assignments of salary credit will usually be
announced before the course begins.
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 Closing
In the event that the Scarsdale or Edgemont Schools are closed for the day or are closed
during the day, STI courses for that day are cancelled. Course coordinators will arrange
make-up times.
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Registration Form STI Policy Board 2010-2011

Payment Policy Susan Taylor, Director
Please return entire page to the Scarsdale Teachers Institute, 2 Brewster Road, Scarsdale, Kenneth Holvig, Assistant to the Director, Head Computer Teacher, Scarsdale Middle School
New York 10583. Receipt of this registration form with payment secures your place in a Phyllis DiBianco, Librarian, Scarsdale High School, Policy Board Chair
course. The STI office will notify you if a course is not running. If you have any questions,
Trudy Moses, President, Scarsdale Teachers Association, Treasurer
please call 721-2580. Payment must be made before the course begins. No credit or
stipend will be awarded without full payment. John Dean, Teacher, Greenacres, Secretary
Jennifer Allen, Principal, Greenville
Please make checks payable to the Scarsdale Teachers Institute. Check must accompany Christine Cecere, Teacher, Edgemont Jr/Sr High School
registration form. William Costanzo, Professor, Westchester Community College
Cancellation Policy Gerald Crisci, Director of Instructional and Administrative Computing, Scarsdale
No refunds will be issued for courses unless participant gives two-day notice to STI office. Michael Curtin, Assistant Principal, Edgemont Junior/Senior High School
Michaeline Curtis, Board of Education, Edgemont
Scarsdale, Edgemont, and other Westchester residents are welcome to enroll in STI courses Linda Fisher, Art Department Chair, Scarsdale Middle School
listed as “programs open to all.” Kathleen Fox, Teacher, Seely Place
Mary Beth Gose, Board of Education, Scarsdale
Name ________________________________________________________________________ Elizabeth Gruber, Resident
Penny Hamlet, Teacher in Charge, Quaker Ridge
School ____________________________ Grade(s) _______________Tel. ext. ____________ Elise Hilf-Levine, Teacher, Scarsdale High School
Tracy Jaffe, Scarsdale Parent-Teacher Council
Home Address _______________________________________________________________
Gwen Johnson, Teacher, Scarsdale High School
__________________________________ Home Phone ______________________________ John Klemme, Principal, Scarsdale High School
Lorella Lamonaca, Teacher, Edgewood
Cell Phone ________________________________ Michael McDermott, Principal, Scarsdale Middle School
Amy Odgen, Teacher, Fox Meadow
Email Address Lisa Onofri, Teacher, Heathcote
Nicole Pisano, Science Department Chair, Scarsdale High School
Course # Course Title Amount Lynne Shain, Assistant Superintendent for Instruction, Scarsdale
Paul Solomon, President, Edgemont Teachers Association
1.___________ _______________________________________________ _____________
Vivian Sonnenborn, Teacher, Greenville
2.___________ _______________________________________________ _____________ Jeannette Stockton, Teacher, Edgemont Jr/Sr High School
Sharon Waskow, Librarian, Scarsdale Middle School
3.___________ _______________________________________________ _____________ Joan Weber, Assistant Superintendent for Personnel & Administrative Services, Scarsdale
Emma Wixted, Teacher, Scarsdale Middle School
4.___________ _______________________________________________ _____________ Gerry Young, Principal, Greenacres School
Fran Garafolo, STI Secretary
Amount Enclosed $______________________
Policy Board Standing Committees
Please send this form to STI and keep a copy to remind yourself of upcoming courses for Accreditation Incentives for Innovation
which you have registered. John Dean Mary Beth Gose
Phyllis DiBianco Ken Holvig
Linda Fisher Gwen Johnson
Register beforehand! Mike McDermott Vivian Sonnenborn
Your timely registration assures your place Lynne Shain Susan Taylor
in a course and can make the difference between Vivian Sonnenborn Joan Weber
Susan Taylor Gerry Young
a course running or being cancelled! Joan Weber
Fee Schedule:
Past Directors of the STI  Judith Schwartz 1980-2002
$75 per credit for Scarsdale and Edgemont faculty and residents Doris Breslow 1979-1980 
$45 per credit for Scarsdale and Edgemont non-teaching staff, retired teachers, and senior citizens Ralph Ricci 1975-1979
$85 per credit for non-residents Werner Feig 1972-1975
Doris Breslow 1969-1972, founder
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 SCARSDALE
TEACHERS
INSTITUTE
Fall/Winter
2010-2011

SERVING THE SCARSDALE AND EDGEMONT

COMMUNITIES