Browse our Summer Institute course descriptions below for a detailed overview of each course.
Check back often for additional course opportunities.
If you have any questions regarding the courses please email firstname.lastname@example.org or call 206-296-2147.
Instructor Remy Poon
Time: 8:30-3:30, with an hour lunch break
Young Children’s Mathematics Cognitively Guided Instruction in Early Childhood Education by Thomas P. Carpenter, Megan L. Franke, Nicholas C. Johnson, Angela Chan Turrou and Anita A. Wager
Access and Equity: Promoting High Quality Mathematics in PK-2 (stock no.15199), published by The National Council of Teachers of Mathematics, Inc. www.nctm.org.
This course is designed to give participants an understanding of how children progress in their mathematical thinking and learning as well as to how to facilitate high quality learning experiences. Participants will explore rigorous, developmentally appropriate mathematics content with an overarching focus on racial equity in teaching and learning early numeracy in order to provide opportunities and access for ALL students, especially students of color.
Instructors Dr. Katharine Geramita and Shoshanna Cohen, M.Ed.
Time: 8:30 – 3:30 with an hour lunch break
This course connects elementary educators and students to STEM through entrepreneurship and storytelling. Nothing replaces the power of learning through storytelling. Research continually demonstrates that sharing personal experiences and introducing relatable role models to students in elementary school is key to seeding early interest in STEM.
This course is aimed specifically at improving educator comfort with STEM concepts and introducing them to the tools and materials CreositySpace developed that enable teachers to weave STEM concepts into their existing curriculum and out-of-school instruction time. Workshop participants will leave with ideas and a complete, ready-to-use, Technology Entrepreneurship Curriculum digital module they can use immediately in their classrooms and out-of-school groups.
What better way to make STEM real for kids--at a time when they ask, "What do I want to do when I grow up?"--than introducing them to the young entrepreneurs launching technology startups and creating new products to solve complex industrial and social challenges?
The three goals of the CreositySpace Educator Professional Development course are improved teacher confidence, flexibility, and capability in incorporating STEM into daily lessons.
Instructor Dr. Jeom Ja Yeo
Time: 8:30-3:30 with an hour lunch break
Au, W. (2014). Rethinking multicultural education: Teaching for racial and cultural justice (2nd edition). Milwaukee, Wis: Rethinking Schools.
This course is designed for participants to explore the ways in which language, culture, and communities intersect with teaching and learning. Course content includes the issues confronted by English language learners and their families as well as with available community resources that promote advocacy for ELL students and their families. Participants will take part in class discussions, hands-on activities, and small projects and learn strategies that help improve how participants communicate with ELL students, parents, and agencies.
Instructor Dr. Stacey Robbins and the Center for Digital Learning & Innovation
Time: 8:30-11:30 face-to-face plus an additional 15 hours asynchronous online
In this hybrid course, participants will explore the use of educational technologies. The culminating project will involve presenting digital tools that address participants’ problems of practice, and will include justification for the strategies selected, alignment with instructional objectives and consideration of learners’ strengths and constraints.
Instructor Dr. Cinda Johnson and Kris Hirschmann, M.Ed.
Time: 8:30-3:30 with an hour lunch break
This course includes transition assessments, development of courses of study, identifying postsecondary goals, linkages to adult service agencies, understanding of post-school outcomes for youth with disabilities and the importance of self-determination and self-advocacy in partnership with community and family members from culturally and linguistically diverse backgrounds.
Participants will 1) learn evidence-based practices for supporting students with disabilities while in high school, 2) strategies to support students' transition to college, training and/or employment; 3) ways to increase self-advocacy skills and self-directed IEP meetings, and 4) understand the array of services offered by adult service agencies.
Upon completion, participants will be able to:
Instructor Dr. Rachel Turow
Offered for 20 clock hours or 2 post-bac credits for $500
Book(s): Gunaratana, H. (2011). Mindfulness in Plain English. Somerville, MA: Wisdom Publications. https://www.urbandharma.org/pdf2/Mindfulness%20in%20Plain%20English%20Book%20Preview.pdf
Mindfulness skills—specific techniques for paying attention to present-moment experiences in a nonjudgmental way—have been shown to improve attention, academic performance, stress, self-criticism, relationships, physical health, and mental health. The course will address some of the historical, cultural and spiritual traditions related to mindfulness practices throughout the world, but will focus on the ways that specific mindfulness skills are currently implemented in educational, psychological, and medical contexts. We will address developmental, cognitive, emotional, neurological, and relational processes linked with mindfulness practice. Participants will consider past research, practice a range of scientifically supported mindfulness skills, and investigate their own hypotheses about mindfulness.
(9am – 1 pm on 6/23/18, 12/8/18, 3/2/19 at SU Campus and Regional Groups. Dates to be determined within regional groups.)
20-21 hours during regional (10 meetings of 2 hours each or 7 meetings of 3 hours each)
12 hours during cert-alike meetings (4 hours during orientation/foundation and 8 hours during cert-alike meetings)
Instructor – Dr. Julie Kang
Face-to-face Orientation and Hybrid during the school year
National board Candidate Support Program will provide an overview of the NBPTS process. Candidates will learn how two NBPTS foundational documents—The Five Core Propositions and The Architecture of Accomplished Teaching—undergird the philosophy and structure of the certification. Candidates will engage in collaborative process of describing, analyzing and reflecting on these two frameworks, as well as learning how to navigate the NBPTS website. Note: This course is a requirement for embarking on the National Board Certification process, and must be completed prior to beginning any of the remaining regional and certificate-alike meetings.
Candidates will learn to write clearly and convincingly about pedagogical practices and developmentally appropriate content in their chosen certificate area.
Through the process, candidates will self-assess their own content knowledge proficiency against these standards in order to identify personal challenges and identify strategies and resources to improve their teaching and learning.
Candidates will also participate in a mock assessment center experience to practice a timed writing using released items.
Candidates will engage with NBCTs and other candidates in cert-alike and district/regional groups in collaborative readings and discussions around NBPTS standards and best practices which align with the standards.
Candidates will analyze student work samples for evidence of growth and will learn to write clearly and convincingly as they describe, analyze, and reflect on their instructional choices to achieve growth.
Candidates will cite evidence from a video recording to demonstrate how they engage students and impact student learning.
Candidates will gather information from a variety of sources about a class. Candidates will analyze and reflect on how their knowledge of assessments and assessment practices positively impacts student learning.
Candidates will learn to write clearly and convincingly to provide evidence of collaboration with families, the community, and colleagues, and to describe contributions to learning communities to advance students’ growth.
Instructor – Dr. Nicholaus Erber La-Pierre
Participants will explore how addiction affects the various stages of the human lifespan and across diverse populations. Included are the milestone areas of adolescence, adults, and older adults, as well as populations divided by race/ethnicity, gender, sexuality, and disability. The course will provide information pertaining to each sub group, and provide a framework for viewing the particular nature of each. Each stage has certain vulnerabilities to addiction and this will also be examined. This course satisfies the Survey of Addiction part of WAC 246-811-077 (educational requirements to apply for chemical dependency certification with alternative training).
Instructor - Donald Summers
Time: 8:30-11:30, plus 15 hours asynchronous online
This course gives social enterprise executives, fundraisers and board members the tools and process to create powerful plans that transform organizations and achieve high impact. Participants will learn how to 1) bring their staff and stakeholders together around ambitious, exciting goals; 2) engage the community partners and funders essential for success; 3) define the financial and organizational resources necessary for success. Participants will leave with all the ideas, tools and templates to create their own investment-grade, world-class transformation plan for their social change efforts.
At the end of this course, students will:
Instructor - Dr. Brian Taberski
This course introduces students to the mission and identity of Catholic Schools. Beginning with a survey of the basic tenets of the Catholic theological tradition, the course exams the history of Catholic education, and concludes with reflecting on the mission, vision, and values of Catholic schools in a contemporary context.
At the end of this course, students will: