named programs · 5 · from sources
What they call their work
Grammar Study for the Grades 2-8 Classroom
Seminar based on Patty McGee and Tim Donohue's Grammar Study framework, focusing on inquiry-based, three-phase model rooted in the science of writing
Graphic Organizers and Rubrics in the AI Age
Course equipping educators with strategies to enhance learning using graphic organizers, rubrics, and AI-powered tools; participants create AI-enhanced lesson plans and materials
NYS Students with Disabilities Certification Extension: Grades 3-4
Three-course series (Knowledge of Students, Instructional Strategies, Professional Practice) providing 45 hours of CTLE credit for special education teachers seeking to extend certification from Birth-Grade 2 to include Grades 3-4
Stop Teaching Grammar Like It Is 1985
Grant-funded session exploring inquiry-based grammar instruction using mentor texts and current research to improve student writing across grade levels 2 and up
Unleashing the Power of Emotional Intelligence: Embrace your Emotions as Educators
Grant-funded course based on the CASEL Framework and Greater Good in Education, designed to enhance educators' emotional resilience and prevent burnout
activities · 4 groups
What they do
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Teacher Professional Development 2 activities
- Partners with higher education institutions to deliver graduate-level teacher educationCollaborates with colleges and universities to offer graduate courses and programs for K-12 teachers, supporting advanced professional learning and certification.
- Provides professional development programs for K-12 educatorsOffers a range of professional learning opportunities for teachers, including courses on inquiry-based grammar instruction, emotional intelligence using the CASEL Framework, and integrating AI-powered tools and visual methods into teaching. Programs are designed to enhance educator practice and support equitable student learning.
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Educator Conferences & Professional Development Events 1 activity
- Hosts education conferences and summits for K-12 educatorsOrganizes multi-day events including the Innovative Schools Summit and a STEM-focused conference, providing professional learning and collaboration opportunities for educators across subject areas such as trauma-informed practices, innovative teaching strategies, and school leadership.
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Event and Program Registration Management 1 activity
- Manages course enrollment, payment, and refund policies for professional development offeringsProcesses full credit card payments one week before course start dates with a 5% surcharge, issues full refunds if courses are canceled due to low enrollment, and enforces a $50 penalty for course drops made less than five days before the start date.
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Educational Technology Access and Support 1 activity
- Provides loanable educational robotics kits to teachersMakes Bee-Bot and Ozobot robots available for educators to borrow for one month, contingent upon completing required training, to support student engagement and learning.
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financials · form 990EZ · fy2024
revenue
Total revenue$32K
Contributions & grants——
Program service revenue$32K100%
Investment income——
Other revenue—
expenses
Total expenses$27K
Program expenses—
Admin / overhead—
Fundraising—
Salaries & benefits$8K
Grants paid out—
balance sheet
Total assets$48K
Cash—
Investments—
Liabilities—
Net assets$38K
5 years on record · 2020–2024 · YoY revenue -22.7%
leadership · form 990 part vii · fy2024
Who runs it
board members · 3
- FRANCINA JUBILEE — TRUSTEE
- LUIS BARCELO — TRUSTEE
- TINA FERNANDEZ — TRUSTEE
relationships · 28
Who they work with
- Blind Brook-Rye UFSD Partner — Member district represented on the Policy Board
- Blind Brook-Rye Union Free School District Partner — Participates in the Teacher Center through board representation.
- CASEL Partner — Uses the CASEL Framework in professional development courses on emotional intelligence for educators.
- CNY/Oswego County Teacher Center Partner — Cosponsors the certification extension program with TCCW.
- Chapel School Partner — Non-public school represented on the Policy Board
- Eastchester UFSD Partner — Member district represented on the Policy Board
- Eastchester Union Free School District Partner — Hosted the policy board meeting and participates through board representation.
- Greater Good in Education Partner — Incorporates resources from Greater Good in Education in emotional intelligence training for educators.
- Hawthorne-Cedar Knolls School District Partner — Participates in the Teacher Center through board representation.
- Hawthorne-Cedar Knolls UFSD Partner — Member district represented on the Policy Board
- Manhattanville College Partner — Higher education institution represented on the Policy Board via Dr. Gerald Ardito
- Mount Vernon City School District Partner — Participates in the Teacher Center through board representation.
- Mount Vernon School Board Government — Dr. Donna Marable, President of the Mount Vernon School Board, offered to follow up with the Superintendent to help expedite payments to facilitators.
- Mt. Pleasant CSD Partner — Member district represented on the Policy Board
- Mt. Vernon CSD Partner — Member district represented on the Policy Board
- New York State Education Department Government — Approves certification pathways and requires submission of documentation for certification extension.
- New York State Education Department Government — Collaborates on teacher certification initiatives and professional learning opportunities
- Patty McGee Partner — Offers professional development based on the Grammar Study framework co-developed by Patty McGee.
- Pelham UFSD Partner — Member district represented on the Policy Board
- Pelham Union Free School District Partner — Participates in the Teacher Center through board representation.
- Pocantico Hills CSD Partner — Member district represented on the Policy Board
- Port Chester-Rye UFSD Partner — Member district represented on the Policy Board
- Tim Donohue Partner — Offers professional development based on the Grammar Study framework co-developed by Tim Donohue.
- Toni Gamils Partner — Co-Director and NASA Distinguished STEM Educator serving on the STEAM Advisory Board
- Tuckahoe UFSD Partner — Member district represented on the Policy Board
- Tuckahoe Union Free School District Partner — Participates in the Teacher Center through board representation.
- Valhalla UFSD Partner — Member district represented on the Policy Board
- Valhalla Union Free School District Partner — Participates in the Teacher Center through board representation.
strategies · 4
How they approach the work
Named approaches extracted from this org’s sources. Where others share an approach, follow it to see the full set of orgs running it.
- Inquiry-Based and Evidence-Driven Pedagogy 67 orgsmethodology: inquiry_based_learningBy grounding instruction in inquiry-based methods and requiring evidence-based reflection, educators develop deeper analytical skills and instructional rigor—because structured inquiry and reflective practice promote critical thinking and sustained professional growth.shared approach: Inquiry-Centered Learning →
- Community of Practice Model for Teacher Development 60 orgsmethodology: community_of_practiceBy structuring professional development as a community of practice, educators engage socially and iteratively, learning through shared experiences, classroom application, and dual roles as learners and teachers—because this collaborative, experiential engagement deepens instructional change and sustains implementation.shared approach: Networked Learning and Advocacy →
- Teacher-Led, District-Responsive Professional Development 60 orgsmethodology: teacher_led_professional_developmentBy using teacher-led instruction and incorporating district-level input through board representation, professional development is made contextually relevant and equity-focused—because educator leadership and local responsiveness increase buy-in, applicability, and impact on student outcomes.shared approach: Networked Learning and Advocacy →
- Structured, Sequential Competency Developmentmethodology: structured_learning_sequenceBy delivering a focused three-course sequence in student knowledge, instructional strategies, and professional practice, educators build integrated competencies—because scaffolded, sequential learning produces more durable and applicable skill development than isolated workshops.