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Professional Development Offerings - NYS CTLE Eligible

Explore the Center for STEM Education
Professional Development for Elementary Teachers

Dr. Meghan Marrero taught a Professional Development at Trinity School, New Rochelle, on material properties and observing crystals. The elementary teachers conducted scientific observations and tests to determine what an unknown was.

Common Core Mathematics Professional Learning

Support your math teachers using a number of vehicles including: team or department facilitation, workshops, teacher and leader coaching, and curriculum design support. A variety of topics can be tailored to your needs including but not limited to: inquiry-based instruction, data-driven decision making, differentiation, student engagement, vertical alignment, deep understanding, skill/fluency, and developing mathematical thinking.

A Series of Workshops in partnership with STANYS (Science Teacher Association of New York State) - CANCELLED. MAY BE RESCHEDULED - STAY TUNED

Crosscutting Concepts: NYSSLS / NGSS

Speaker:  David Jacobs, Putnam-Northern Westchester BOCES

Thursday, March 19, 2020 | 4:30 - 6:30 p.m.

Location: Mercy College, Tarrytown Campus Training Rooms, 828 S. Broadway, Tarrytown, NY 10591

What are Crosscutting Concepts?  How can K-12 teachers use them to connect content to make meaning for students?  Teachers will work in vertical groups to discuss the most effective implementation of the Crosscutting Concepts.

$25.00 per person

Register at  Discount for STANYS Members


Invention Literacy Workshop (Makey Makey)

On November 9, 2019 the Center for STEM Education and PRISM of Montclair State University hosted an Invention Literacy Workshop using an MIT-designed invention kit called Makey Makey. Teachers from Westchester, Long Island and New Jersey began the day by creating computer touchpads with playdoh and wires in order to play the piano, and ended with their own team invention created in one hour, from design to programming to finish.

Team one created a device which, when touched, delivers reminders about time to eat or time for medications for dementia patients.

 Team two created a feedback box for students that records level of understanding of a class lesson

 Team three created an interactive exhibit on pollination


Mercy College’s Center for STEM Education is pleased to offer schools and districts professional development programs for both teachers and administration. Our professional development offerings are designed by full-time Mercy College faculty and presented by faculty, STEM education professionals and master teachers. Please see descriptions of what we have been working on, but feel free to approach us with a specific need or focus so we can create an appropriate program for you.

Dr. Scott Misner leads Hour of Code Demystfied (Nov 29, 2018)

Dr. Misner showed how a simple coding loop models winds in a hurricane. Connecting coding to the NGSS!

Focus on Computational Thinking and Programming

Teachers will be able to identify computational thinking concepts, practices, and perspectives. Topics will include: lesson planning to scaffold student learning to gain confidence in coding skills; formative and summative alternative assessment strategies; how to code using Scratch or MIT App Inventor (depending on the grade level of teachers); best practices to establish and maintain student programming skills; effective program development strategies to scaffold learning; and coding skills to design and create programs to support curriculum. (No more than 15 teachers)

New P-12 Science Standards for New York State

The New York State Board of Regents has recently adopted new science learning standards for Pre-K through Grade 12. These new standards are based on Next Generation Science Standards and A Framework for K-12 Science Education; Practices, Cross Cutting Concepts and Core Ideas, written by the National Research Council. They represent a fundamental shift in teaching and learning in science. New areas of emphasis include engineering design and performance assessment at all levels, P-12. The Mercy College Center for STEM Education will work with your school or district to develop a comprehensive professional development, curriculum development, and implementation program to prepare your teachers and administrators for the new standards. We can offer single workshops and or a series of programs, including in-classroom coaching, to engage educators in unpacking the standards and reimagining science curriculum and assessment.


STEAM for Elementary Teachers

Engaging our youngest learners in science, technology, engineering, art and math (STEAM) in an interdisciplinary way is a wonderful approach for elementary.  During active, guided sessions, teachers will learn best practices and strategies for incorporating artistic elements into rigorous science and math curriculum. Sample activities and lessons will be shared. Teachers will be encouraged to modify their existing materials or create new ones based on each meeting’s content. Sample topics of focus for sessions include: Applying science and engineering practices for instruction that bridges the scientific process, the engineering cycle and design, while incorporating music; Utilizing mixed media to illustrate math content through creative assessments and connections to artistic techniques; and Demonstration and design of process dramas to engage students in real world issues strongly connected to science content.

Vertical Professional Learning Community

In this series of 4-7 sessions, teachers form vertical groups consisting of elementary, middle and high school teachers. In their groups, teachers focus on a research-based method for instruction and one science content area for their work. The program includes support with selecting teachers, group formation, facilitation of inter-visitation of classes, debriefs using an established protocol, review of monthly journal entries and final presentations. The Center for STEM Education team also collects formative feedback to adjust the model, accordingly, along the way. Participating teachers must also meet in their vertical teams between sessions to facilitate progress in this model.

Our own educational research and current literature support the benefits of VPLC: higher commitment levels; improved effectiveness; creation and sharing of a large body of professional knowledge; a shift in school culture towards shared decision making; and a positive impact on longevity of teachers careers.