Upcoming Professional Learning Events

  • via Zoom

    NYSED Lead Evaluator Training - Foundations in Leading Educators (required for APPR Initial Certification)

    Register here.

    This professional learning experience is designed for school and/or district leaders who are new to their role.

    Together we will explore NYSED APPR evaluation requirements for school and district leaders. Specific emphasis will be on aligning your APPR process to your school/district strategic goal, mission/vision, and 2025-26 initiatives, cross-team calibration, and feedback.*

    *PLCS, in conversation with NYSED and in response to changes to APPR, has redesigned our Lead Evaluator Training Program. We have designed half-day three hour sessions that you can choose from to design your own Lead Evaluator program. These sessions meet NYSED expectations for APPR Lead Evaluator recertification. All leaders new to their district or role will need to attend our Foundations in Leading Educators session to meet the requirements for NYSED's Lead Evaluator Training. Please check your district's APPR plan to determine the number of days/hours approved by NYSED for your district's Lead Evaluator Training.

    Participants: School leaders who evaluate teachers and are new to their role, school, and/or district. District leaders who evaluate principals and are new to their role, school, and/or district. 

    Center for Professional Learning and Curriculum Support
  • via Zoom

    NYSED Lead Evaluator Training (APPR) - MTSS/MTSS-I Framework

    Register here.


    This professional learning experience focuses on integrating key educational standards and frameworks, including the 9 NYSED Required Elements of Evaluator Professional Learning Programs (APPR), PSEL standards, MPPR, and the Danielson Framework, within the context of Multi-Tiered System of Supports (MTSS). Participants will review the core components of MTSS, examine the NYSED MTSSi Pilot, and identify and organize existing academic and social-emotional learning (SEL) practices within the MTSS framework. Additionally, they will develop actionable steps to enhance MTSS/MTSSi practices from the perspectives of both School Leaders and District Leaders within their schools.

    *PLCS, in conversation with NYSED and in response to changes to APPR, has redesigned our Lead Evaluator Training Program. We have designed half-day three hour sessions that you can choose from to design your own Lead Evaluator program. These sessions meet NYSED expectations for APPR Lead Evaluator recertification.

    All leaders new to their district or role will need to attend our Foundations in Leading Leaders session to meet the requirements for NYSED's Lead Evaluator Training. Please check your district's APPR plan to determine the number of days/hours approved by NYSED for your district's Lead Evaluator Training.

    Participants: School leaders who evaluate teachers. District leaders who evaluate principals.

    Center for Professional Learning and Curriculum Support
  • SWBOCES - 450 Mamaroneck Avenue, 3rd floor, Harrison, NY

    Integrating Social Studies into ELA for Elementary Teams

    Register here

    As we understand the importance of knowledge-building to improve students' reading development - and we struggle to find time for Social Studies in our elementary schedules - let's improve the integration of Social Studies within our ELA units.

    In this workshop, we will unpack our existing ELA/literacy and Social Studies standards and practices, identify opportunities to bridge the subjects, and begin revising units to integrate ELA/literacy and Social Studies.

    Participants are encouraged to come as teams to support collaboration around curriculum updates to implement in the new school year and will receive a 10% credit for attending with at least two other district colleagues.

    Center for Professional Learning and Curriculum Support
  • SWBOCES - 450 Mamaroneck Avenue, 3rd floor, Harrison, NY

    Restorative Practices for School & District Leaders

    Register here.

    Lori DeCarlo of Restorative Edge Consulting will lead this interactive training, which is essential for leaders who are bringing restorative practices to their schools/districts - to understand key principles of restorative practices and conditions for systemic implementation designed to support social-emotional learning and mental health.

    The training will focus on:
    • Restorative practices as a trauma-informed approach for creating a culture of belonging, safety, and inclusion.
    • Responsive restorative practices, including Affective Communication/Non-Violent Communication, Tier 2 Whole Group Responsive Circles, and Tier 2 Restorative Circles to respond to specific incidents of harm.
    • Systemic considerations, including implementation science and discipline policies and practices (e.g. Codes of Conduct)


    A highly engaging Restorative Pedagogy will be utilized for the delivery of in-person instruction. 

     

    Center for Professional Learning and Curriculum Support
  • SWBOCES - 450 Mamaroneck Avenue, 3rd floor, Harrison, NY

    RECOVS Members: Restorative Practices for School & District Leaders for RECOVS Mental Health Grant Consortium

    Register here.

    Please note that this registration link is for leaders from districts who are part of SWBOCES's RECOVS Mental Health Grant Consortium. If you have questions about whether you are eligible to attend, please contact Maisha Campbell (mcampbell@swboces.org).

    Lori DeCarlo of Restorative Edge Consulting will lead this interactive training, which is essential for leaders who are bringing restorative practices to their schools/districts - to understand key principles of restorative practices and conditions for systemic implementation designed to support social-emotional learning and mental health.
    The training will focus on:

    • Restorative practices as a trauma-informed approach for creating a culture of belonging, safety, and inclusion.

    • Responsive restorative practices, including Affective Communication/Non-Violent Communication, Tier 2 Whole Group Responsive Circles, and Tier 2 Restorative Circles to respond to specific incidents of harm.

    • Systemic considerations, including implementation science and discipline policies and practices (e.g. Codes of Conduct)

    A highly engaging Restorative Pedagogy will be utilized for the delivery of in-person instruction. 

    Center for Professional Learning and Curriculum Support

  • RECOVS Mental Health Grant Consortium Members: Restorative Practices Training

    Register here.

    Please note that this registration link is for leaders from districts who are part of SWBOCES's RECOVS Mental Health Grant Consortium. If you have questions about whether you are eligible to attend, please contact Maisha Campbell (mcampbell@swboces.org). Lori DeCarlo of Restorative Edge Consulting will lead this interactive training, which is essential for leaders who are bringing restorative practices to their schools/districts - to understand key principles of restorative practices and conditions for systemic implementation designed to support social-emotional learning and mental health.
    The training will focus on:

    • Restorative practices as a trauma-informed approach for creating a culture of belonging, safety, and inclusion.
    • Responsive restorative practices, including Affective Communication/Non-Violent Communication, Tier 2 Whole Group Responsive Circles, and Tier 2 Restorative Circles to respond to specific incidents of harm.
    • Systemic considerations, including implementation science and discipline policies and practices (e.g. Codes of Conduct)

     

    Center for Professional Learning and Curriculum Support
  • SWBOCES - 450 Mamaroneck Avenue, 3rd floor, Harrison, NY

    Restorative Practices Training: 3-Day Foundations

    Register here.

    Lori DeCarlo of Restorative Edge Consulting will lead this interactive series to provide training to educators in the use of restorative practices designed to support social-emotional learning and mental health.

    The training will focus on:
    • Restorative practices as a trauma-informed approach for creating a culture of belonging, safety, and inclusion
    • Responsive restorative practices, including Affective Communication/Non-Violent Communication, Tier 2 Whole Group Responsive Circles, and Tier 2 Restorative Circles to respond to specific incidents of harm.
    • Restorative Discipline: how to embed restorative practices into discipline, including:
    ---Creating a restorative classroom as an alternative to out of school suspension,
    ---Exploring how to use a restorative intervention known as the 5 Step Plan,
    ---Learning how to facilitate a Tier 3 Restorative Conferences for serious disciplinary incidents,
    ---Learning how to facilitate a Welcome Back & Re-Entry Circle for students returning from an out of school suspension.

    A highly engaging Restorative Pedagogy will be utilized for the delivery of in-person instruction.

    Center for Professional Learning and Curriculum Support
  • via Zoom

    The Mandated 6 Hour DASA Certification Class - via Zoom

    Register here.

    The ability to provide a safe and supportive environment, free from discrimination, intimidation, harassment, and bullying, is a top priority for K-12 educators nationwide. Through this 6-hour training participants will unpack the social patterns of harassment and discrimination based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, and sex.
    The training will address:
    * The identification and mitigation of harassment
    * Bullying and discrimination
    * Strategies for effectively addressing problems of exclusion, bias, and aggression in educational settings

    Successful completion of this course meets the NYS Mandate. Important: A TEACH account is required to verify attendance to NYSED. To create a TEACH account, please go to: http://www.highered.nysed.gov/tcert/teach/.

    Center for Professional Learning and Curriculum Support
  • via Zoom

    School Violence Intervention And Prevention Course - Virtual

    Register here.

    School violence is a significant public health issue and a harsh reality that educators face in the United States. School violence prevention is a top priority of policymakers nationwide. Education Law in New York State requires that certain individuals seeking licensure are required to complete two hours of training in school violence prevention and intervention. Upon completion, the learner will be able to:
    *Identify the goal of the Safe Schools Against Violence in Education (SAVE) legislation.
    *Discuss how the components of the SAVE legislation interface in the prevention of violence in schools.
    *Describe how educational, legal/regulatory, and environmental domains promote school safety within the SAVE legislation.
    *Describe how the Public Health model relates to school violence prevention and intervention.
    *Discuss risk and protective factors related to school violence
    Successful completion of this course meets the NYS Mandate.

    A Zoom link will be emailed to you the day before the workshop.
    IMPORTANT: A TEACH account is required to verify attendance to NYSED. To create a TEACH account, please go to: http:www.highered.nysed.gov/tcert/teach/.

    Center for Professional Learning and Curriculum Support
  • Rye Lake Campus, 1606 Old Orchard St., White Plains

    For SWBOCES Staff: Lead Evaluator Recertification Training

    Register here.

    Consistency in how we observe, analyze, and support instruction is foundational to strong instructional leadership. This immersive, practice-based session is designed to deepen participants' understanding of inter-rater reliability (IRR) using the Danielson Framework for Teaching, with a specific focus on Domain 2 (The Classroom Environment) and Domain 3 (Instruction).

    Through guided classroom learning walks, collaborative debriefs, and evidence-based observation writing, participants will develop a shared vision for high-quality teaching and learning. They will practice applying low-inference language, identify and mitigate common rater biases, and engage in professional dialogue that promotes calibration, instructional clarity, and consistency.

    This in-district, on-site experience helps leadership teams build a common lens for evaluating and supporting instructional practice-strengthening both the reliability of evaluations and the culture of continuous growth in schools.

    Center for Professional Learning and Curriculum Support

  • RECOVS Mental Health Grant Consortium Members: Restorative Practices Training

    Register here.

    Please note that this registration link is for leaders from districts who are part of SWBOCES's RECOVS Mental Health Grant Consortium. If you have questions about whether you are eligible to attend, please contact Maisha Campbell (mcampbell@swboces.org). Lori DeCarlo of Restorative Edge Consulting will lead this interactive training, which is essential for leaders who are bringing restorative practices to their schools/districts - to understand key principles of restorative practices and conditions for systemic implementation designed to support social-emotional learning and mental health.
    The training will focus on:

    • Restorative practices as a trauma-informed approach for creating a culture of belonging, safety, and inclusion.
    • Responsive restorative practices, including Affective Communication/Non-Violent Communication, Tier 2 Whole Group Responsive Circles, and Tier 2 Restorative Circles to respond to specific incidents of harm.
    • Systemic considerations, including implementation science and discipline policies and practices (e.g. Codes of Conduct)

     

    Center for Professional Learning and Curriculum Support
  • SWBOCES - 450 Mamaroneck Avenue, 3rd floor, Harrison, NY

    Restorative Practices Training: 3-Day Foundations

    Register here.

    Lori DeCarlo of Restorative Edge Consulting will lead this interactive series to provide training to educators in the use of restorative practices designed to support social-emotional learning and mental health.

    The training will focus on:
    • Restorative practices as a trauma-informed approach for creating a culture of belonging, safety, and inclusion
    • Responsive restorative practices, including Affective Communication/Non-Violent Communication, Tier 2 Whole Group Responsive Circles, and Tier 2 Restorative Circles to respond to specific incidents of harm.
    • Restorative Discipline: how to embed restorative practices into discipline, including:
    ---Creating a restorative classroom as an alternative to out of school suspension,
    ---Exploring how to use a restorative intervention known as the 5 Step Plan,
    ---Learning how to facilitate a Tier 3 Restorative Conferences for serious disciplinary incidents,
    ---Learning how to facilitate a Welcome Back & Re-Entry Circle for students returning from an out of school suspension.

    A highly engaging Restorative Pedagogy will be utilized for the delivery of in-person instruction.

    Center for Professional Learning and Curriculum Support
  • via Zoom

    The Mandated 6 Hour DASA Certification Class - via Zoom

    Register here.

    The ability to provide a safe and supportive environment, free from discrimination, intimidation, harassment, and bullying, is a top priority for K-12 educators nationwide. Through this 6-hour training participants will unpack the social patterns of harassment and discrimination based on a person's actual or perceived race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, and sex.
    The training will address:
    * The identification and mitigation of harassment
    * Bullying and discrimination
    * Strategies for effectively addressing problems of exclusion, bias, and aggression in educational settings

    Successful completion of this course meets the NYS Mandate. Important: A TEACH account is required to verify attendance to NYSED. To create a TEACH account, please go to: http://www.highered.nysed.gov/tcert/teach/.

    Center for Professional Learning and Curriculum Support
  • via Zoom

    Child Abuse: Identification and Reporting Procedures - Virtual

    Register here.

    According to the Center's for Disease Control and Prevention, at least in 7 students experience child abuse or neglect in the United States. While much progress has been made, there are things that can be done to protect children from abuse. Through this training, K-12 educators will become equipped with the knowledge to recognize and report signs of abuse.
    During the training, participants will be able to identify:
    •Child abuse and neglect
    •Professional issues and concerns
    •Community resources
    •Legal responsibilities in reporting child abuse/neglect cases

    Successful completion of this course meets the NEW Updated NYS Mandate.

    A TEACH account is required to verify attendance to NYSED. To create a TEACH account, please go to: http://www.highered.nysed.gov/tcert/teach/.

    Center for Professional Learning and Curriculum Support

  • RECOVS Mental Health Grant Consortium Members: Restorative Practices Training

    Register here.

    Please note that this registration link is for leaders from districts who are part of SWBOCES's RECOVS Mental Health Grant Consortium. If you have questions about whether you are eligible to attend, please contact Maisha Campbell (mcampbell@swboces.org). Lori DeCarlo of Restorative Edge Consulting will lead this interactive training, which is essential for leaders who are bringing restorative practices to their schools/districts - to understand key principles of restorative practices and conditions for systemic implementation designed to support social-emotional learning and mental health.
    The training will focus on:

    • Restorative practices as a trauma-informed approach for creating a culture of belonging, safety, and inclusion.
    • Responsive restorative practices, including Affective Communication/Non-Violent Communication, Tier 2 Whole Group Responsive Circles, and Tier 2 Restorative Circles to respond to specific incidents of harm.
    • Systemic considerations, including implementation science and discipline policies and practices (e.g. Codes of Conduct)

     

    Center for Professional Learning and Curriculum Support
  • SWBOCES - 450 Mamaroneck Avenue, 3rd floor, Harrison, NY

    Restorative Practices Training: 3-Day Foundations

    Register here.

    Lori DeCarlo of Restorative Edge Consulting will lead this interactive series to provide training to educators in the use of restorative practices designed to support social-emotional learning and mental health.

    The training will focus on:
    • Restorative practices as a trauma-informed approach for creating a culture of belonging, safety, and inclusion
    • Responsive restorative practices, including Affective Communication/Non-Violent Communication, Tier 2 Whole Group Responsive Circles, and Tier 2 Restorative Circles to respond to specific incidents of harm.
    • Restorative Discipline: how to embed restorative practices into discipline, including:
    ---Creating a restorative classroom as an alternative to out of school suspension,
    ---Exploring how to use a restorative intervention known as the 5 Step Plan,
    ---Learning how to facilitate a Tier 3 Restorative Conferences for serious disciplinary incidents,
    ---Learning how to facilitate a Welcome Back & Re-Entry Circle for students returning from an out of school suspension.

    A highly engaging Restorative Pedagogy will be utilized for the delivery of in-person instruction.

    Center for Professional Learning and Curriculum Support
  • via Zoom

    Mandated Autism Training (3 Hr. Course) - Virtual

    Register here.

    Many students require individualized support to succeed academically and socially in the K-12 environment. As the diagnosis of autism spectrum disorders increases, educators must be equipped with the tools necessary to meet this demand. As part of the New York State Regulations, this workshop will address the needs of students on the autism spectrum.
    This overview will meet the state mandate for certification and will include the following topics:
    -Definitions
    -Etiology and prevalence
    -Characteristics
    -Evidenced-based instructional methods
    -Behavior management resources

    Successful completion of this course meets the NYS Mandate.

    Center for Professional Learning and Curriculum Support
  • Rochambeau School, 228 Fisher Avenue, White Plains

    For SWBOCES Staff: Lead Evaluator Recertification Training

    Register here.

    Consistency in how we observe, analyze, and support instruction is foundational to strong instructional leadership. This immersive, practice-based session is designed to deepen participants' understanding of inter-rater reliability (IRR) using the Danielson Framework for Teaching, with a specific focus on Domain 2 (The Classroom Environment) and Domain 3 (Instruction).

    Through guided classroom learning walks, collaborative debriefs, and evidence-based observation writing, participants will develop a shared vision for high-quality teaching and learning. They will practice applying low-inference language, identify and mitigate common rater biases, and engage in professional dialogue that promotes calibration, instructional clarity, and consistency.

    This in-district, on-site experience helps leadership teams build a common lens for evaluating and supporting instructional practice-strengthening both the reliability of evaluations and the culture of continuous growth in schools.

     

    Center for Professional Learning and Curriculum Support
  • Rochambeau School, 228 Fisher Avenue, White Plains

    For SWBOCES Staff: Lead Evaluator Recertification Training

    Register here.

    Consistency in how we observe, analyze, and support instruction is foundational to strong instructional leadership. This immersive, practice-based session is designed to deepen participants' understanding of inter-rater reliability (IRR) using the Danielson Framework for Teaching, with a specific focus on Domain 2 (The Classroom Environment) and Domain 3 (Instruction).

    Through guided classroom learning walks, collaborative debriefs, and evidence-based observation writing, participants will develop a shared vision for high-quality teaching and learning. They will practice applying low-inference language, identify and mitigate common rater biases, and engage in professional dialogue that promotes calibration, instructional clarity, and consistency.

    This in-district, on-site experience helps leadership teams build a common lens for evaluating and supporting instructional practice-strengthening both the reliability of evaluations and the culture of continuous growth in schools.

    Center for Professional Learning and Curriculum Support
  • via Zoom

    Last Call! Virtual P-3 Science of Reading Education Law §818 Attestation Guidance

    Register here.

    As per Education Law §818, by September 2025, districts must reflect on the instructional best practices and literacy curriculum for students in prekindergarten through third grade, ensuring literacy instruction and interventions align with the Commissioner's requirement of literacy instruction to be based on the body of research known as the Science of Reading. This professional learning session provides essential, time-sensitive guidance on meeting the Science of Reading (SoR) requirements outlined in EdLaw 818. As districts approach final deadlines, this "Last Call" workshop will clarify attestation procedures, ensure understanding of compliance expectations, and support educators and administrators in their commitment to support PK-3 classrooms. Participants will review key components of the Science of Reading, explore best practices for implementation, and review resources aligned with Education Law §818. Special focus will be placed on the attestation process.

    Center for Professional Learning and Curriculum Support
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Ways to Learn with Us

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Whether you learn with us on-site at the Center, in your district, or virtually, our programs are led by the Center’s core team and an extended team of educators from the region, consultants, professors from higher education, and industry partners.We invite you to explore the many ways we can partner with you, your school, and/or your districts on your learning journey. 

Learning Journey Snapshots

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Teaching in Remote/Hybrid Learning Environments (TRLE) Grant

TRLE Grant Graphic

The Rethink K-12 Education Models Grant was developed to support educators in creating innovative practices to respond to and address the challenges created by the COVID-19 crisis.  New York State was one of 11 states awarded funds under this grant competition.  Southern Westchester BOCES, in partnership with LHRIC, Rockland BOCES, and Putnam Northern Westchester BOCES applied for funding through the Rethink K-12 Education Models Grant with the plan to provide educators professional learning opportunities to support in implementing high-quality and effective practices in remote/hybrid teaching and learning in order to lead to success for all students.

Learn more about the TRLE Grant.

 

PLCS NEWS

  • PLCS Insights: Q&A with SLS Supervisor Catherine Graybosch

    PLCS Insights: Q&A with SLS Supervisor Catherine Graybosch

    "School librarians are the heart and soul of their schools.  They are the people who teachers and students flock to for important information, great books, research projects and more.  As today’s education landscape changes, school librarians are having to adjust in order to remain a vital part of the school community."

    News Feed - Center for Professional Learning

  • Catherine Graybosch Appointed Supervisor of the School Library System at Southern Westchester BOCES

    Catherine Graybosch Appointed Supervisor of the School Library System at Southern Westchester BOCES

    The Center for Professional Learning and Curriculum Support (PLCS) at Southern Westchester BOCES is excited to announce the appointment of Catherine Graybosch as the new Supervisor of the School Library System. Catherine brings a wealth of experience as an educator and leader, having served as a Library Media Specialist and Department Head of Media and Information Technology at Great Neck Public Schools. Most recently, she held roles as a Staff Developer, District Curriculum Integration Leader, and Assistant Principal at Katonah-Lewisboro School District. Her commitment to fostering inquiry-based learning, integrating technology, and supporting educator development makes her a valuable addition to our team.

    News Feed - Center for Professional Learning

  • Transformative Leadership: Deepening Equity and Inclusion Through Hofstra’s Inclusive Leadership Program

    Transformative Leadership: Deepening Equity and Inclusion Through Hofstra’s Inclusive Leadership Program

    Supervisor of Community, Culture, and Wellness, and SWBOCES DEI Coordinator Sadika Clarke reflects on how attending Hofstra University’s Certificate in Inclusive Leadership Program has deepened her approach to fostering equity, inclusion, and belonging. This transformative experience, aligned with the New York State Board of Regents' vision for educational institutions, provided hands-on work, case studies, and collaboration with a diverse cohort of leaders. Equipped with practical strategies and a sharpened equity lens, she is now focused on creating lasting systems that embrace diversity and inclusion, driving sustainable impact in schools and beyond.

    News Feed - Center for Professional Learning

  • PLCS Welcomes Michael Setaro as Supervisor of Teaching, Learning and Student Support

    PLCS Welcomes Michael Setaro

    The Center for Professional Learning and Curriculum Support (PLCS) at Southern Westchester BOCES is excited to announce the appointment of Michael Setaro as Supervisor of Teaching, Learning, and Student Support. With over 20 years of experience in education, including expertise in special education, social studies, and intensive reading, Mike is dedicated to enhancing the connection between educator development and student success. In his new role, he will focus on leading the Center’s approach to NYSED’s Initial/Recert program for Lead Evaluators, leveraging Multi-Tiered Systems of Support (MTSS), utilizing data to improve teaching and learning, and co-leading the RECOVS grant to promote wellness and mental health in schools. Mike expressed his honor in serving the region and looks forward to collaborating with educators and community partners to ensure equitable, high-quality education for all students. He holds New York State School Building Leader and School District Leader certifications and is pursuing a Doctorate of Education in Instructional Leadership.

    News Feed - Center for Professional Learning

  • An Equity Lens: Sadika Clarke puts spotlight on factors that impact learning

    An Equity Lens: Sadika Clarke puts spotlight on factors that impact learning

    Southern Westchester BOCES (SWBOCES) educators at Irvington High School participated in a workshop focused on viewing education through an equity lens, led by Sadika Clarke, Supervisor of Community, Culture, and Wellness at the Center for Professional Learning & Curriculum Support. The session, titled An Equity Lens, encouraged two dozen educators to engage in courageous conversations about educational disparities, opportunity gaps, and systemic racism. Clarke highlighted the importance of addressing factors such as racial discrimination and trauma, emphasizing the role of educators in promoting equitable outcomes. The workshop aimed to raise awareness of personal biases, foster understanding of the Culturally Responsive Sustaining Education (CR-SE) framework, and equip educators with strategies to create more inclusive classrooms.

    News Feed - Center for Professional Learning

  • Empowering Change: Be the Thermostat, not the Thermometer - Lessons from the 5th Annual PLCS DEI Summer Institute

    Empowering Change: Be the Thermostat, not the Thermometer

    In July, the Southern Westchester BOCES Center for Professional Learning and Curriculum Support (PLCS) hosted its 5th Annual Summer Institute for Diversity, Equity, and Inclusion (DEI). This impactful event featured keynote speakers like Dr. Alexandria Connally, who addressed implicit bias, Keisha Bell, who discussed allyship in education, and Dr. Raymond Sanchez, who emphasized personal responsibility in advancing DEI. Attendees engaged in over 15 presentations covering various aspects of diversity, and for the first time, the event was recorded for future educational use. The final day included a screening of the award-winning documentary "The Right to Read," followed by a panel discussion on literacy education. The success of the Institute highlighted SWBOCES’s commitment to DEI, with key contributions from Sadika Clarke and other leaders. Clarke expressed gratitude for the shared learning experiences, emphasizing the importance of collective action in promoting educational equity.

    News Feed - Center for Professional Learning

  • Embracing Authentiity, Sadika Clarke

    Embracing Authenticity, Sadika Clarke

    In her new role as Supervisor of Community, Culture, and Wellness, as well as DEI Coordinator for Southern Westchester BOCES, Sadika Clarke expresses a deep sense of purpose and excitement. She is dedicated to creating inclusive environments where everyone feels empowered to be their authentic selves, believing that authenticity leads to greater contributions within communities and organizations. Clarke's commitment to diversity, equity, and inclusion is driven by both personal and professional experiences, particularly as a mother of two, inspiring her passion for equity and justice. She  aims to dismantle systemic barriers and foster spaces where people from all backgrounds are valued and heard. Through collaboration with colleagues, students, and community members, Clarke looks forward to making a lasting, positive impact, fostering a culture of belonging with authenticity, compassion, and integrity.

    News Feed - Center for Professional Learning

  • 50 School Districts and BOCES Receive Grants to Address Learning Loss and Support Mental Health Services

    50 School Districts and BOCES Receive Grants to Address Learning Loss and Support Mental Health Services

    Governor Kathy Hochul has awarded $100 million to 50 school districts and BOCES, including Southern Westchester BOCES, to address learning loss from the pandemic and enhance mental health support for students. This funding, part of the RECOVS grant program, will improve access to evidence-based interventions and provide resources to help school staff and students identify and respond to academic and mental health challenges. The initiative aligns with Governor Hochul's commitment to expanding mental health services in schools, ensuring that both student well-being and academic recovery are prioritized statewide. 

    News Feed - Center for Professional Learning

  • Igniting Equity

    Igniting Equity, Dr. Hope Weinberg

    In this blog, Dr. Hope Weinberg, Supervisor of Literacy and Learning, reflects on the powerful message of The Right to Read, a film advocating for literacy as a fundamental human right. She emphasizes that without the ability to read fluently, individuals are at a disadvantage, which deeply resonates with her as both an educator and a parent. Weinberg connects literacy and equity, highlighting the need for equitable literacy instruction to ensure all students, regardless of their background, have the opportunity to succeed academically and socially.

    Dr. Weinberg's commitment to literacy equity is rooted in her lifelong involvement in equity work, advocating for social justice and the disruption of systemic inequities in schools. She stresses that achieving equity in literacy requires ongoing reflection, data analysis, and improvement of strategies. Drawing on Horace Mann's belief that "Reading is the great equalizer," she reaffirms the center’s dedication to this mission through initiatives like the Summer Literacy Symposium and continued collaboration with regional districts. For Weinberg, literacy is a critical tool for advancing equity, and she is passionate about supporting this important work.

    News Feed - Center for Professional Learning

  • What Would You Say if I Asked You Why?

    What Would You Say if I Asked You Why?

    Dr. Hope Weinberg reflects annually on her professional journey, drawing inspiration from Simon Sinek’s Start with Why. This tradition began ten years ago and focuses on understanding her "WHY" – the deeper purpose behind her work. Initially uncertain of her motivation, she now sees it clearly. Her regular reflection has profoundly shaped her professional development, especially in her role as Supervisor of Literacy and Learning at SWBOCES' Center for Professional Learning. As a leader, she encourages educators to examine their purpose and legacy, emphasizing that legacy-building happens daily through intentional actions in schools. As 2024 begins, Dr. Weinberg urges educators to reflect on their own "WHY," purpose, and impact, using these insights to drive meaningful work and shape their legacy in education.

    News Feed - Center for Professional Learning
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