creative teacher education institute

The Learning

We provide educators with quality, convenient, and affordable developmental courses.

Professional Online Learning Opportunities for Educators

Welcome to the creative teacher education institute, nysed-approved ctle sponsor, pde-approved act 48 provider, our goal is simple:.

To create learning success stories, one educator at a time.

We are a team of NYS Teachers sharing our best practice with other teachers, members of the National Staff Development Council/Learning Forward, NY Staff Development Council/Learning Forward NY, AFT, UFT, and NYSUT.

Our graduate courses are offered in Partnership with The University of the Pacific and Adams State University.

The Creative Teacher Education Institute is the leader of teacher’s professional development online courses; educators can trust for their academic advancement.

Your commitment to education and need for quality, convenient, and affordable online educational opportunities are our top priority.

We offer teacher’s motivating graduate level professional development and continuing in-service education courses for your academic advancement and license and certificate renewal for real classroom use.

Our experienced group of certified teachers is working in the field of education and in classrooms every single day.

Teachers have the online learning opportunity to connect with other educational professionals across the country to exchange useful classroom strategies, methods, philosophies, and great ideas.

Our courses are offered through Moodle Classrooms, which is an innovative virtual online learning management platform for the quality of online education educators can trust to achieve your learning goals.

We offer Graduate Level Professional Development Courses in Partnership with The University of the Pacific Accredited by the Western Association of Schools and Colleges and Adams State University Accredited by the Higher Learning Commission, a Commission of the North Central Association of Colleges and Schools and the NYC Department of Education.

Featured Products

Understanding Growth Mindset

3 Graduate Level or In-service Credits/ 45 hours Instructor Richard Faber PEDC 9141

Welcoming Diversity and Including Immigrant Students in the K-12 Classroom

Graduate Level or In-service Credits/ 45 hours  Instructor Janice McLachlan PEDC 9121

BOGO Inservice and Graduate Level Register for any course get this course for $100 0ff

Answering the Question “Why?” in Science

3 Graduate Level or Inservice Credits/ 45 hours Instructor Jason Stevenson

"I am working on my last project and I just wanted to thank you for an amazing adventure in learning. This is my first on-line course and I was really worried that I wouldn't find it relevant to what I do in the classroom.

I want to thank you for the opportunity to produce some very useful classroom materials while reinvigorating my teaching styles. Your included websites were most helpful in learning the new concepts and I loved being able to implement them into valuable resources. It was very thought provoking, especially coming up with essential questions.

The feedback was really helpful and encouraging. I just wanted to thank you for putting together such a fabulous course and for taking the time to be available and putting a personal touch on this experience. I am signed up to take another course next month and I believe I'm hooked!"

"I want to thank you for all of your positive feedback. With each assignment submitted, I look forward to reading what you will have to say. I was engaged through the whole course. Your comments are always insightful and informative.

I truly enjoy taking online courses through Creative Teacher Education Institute."

I loved my course! Thank you so much for everything. I’m now a part of a culturally responsible equity team at my school and am using a ton of the information I’ve learned from this course. I will forever be changed as an educator because of it and appreciate how responsive and helpful you’ve been throughout!

~Best, Emily

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University of the PACIFIC

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The Creative Teacher Education Institute is the leader of teachers professional development online courses educators can trust for their academic and salary advancement. We understand your commitment to education and need for quality, convenient, and affordable online educational opportunities. We offer teacher's graduate level and continuing education courses for your professional and salary advancement, license and certificate renewal. We are an experienced group of certified teachers working in the field of education and in classrooms every single day. We provide meaningful continuing in-service education and graduate level professional teacher development courses for real classroom use. Teachers have the online learning opportunity to connect with other educational professionals across the country to exchange useful classroom strategies, methods, philosophies and great ideas.Our courses are offered through Moodle Classrooms which is an innovative virtual online learning management platform for graduate level and in-service continuing education units or credit hours for the salary advancement of educators in partnership with the University of the Pacific.

Website:   CreativeTeacherEd.org Email:   [email protected] Phone:  631-567-7869

Contact  The Creative Teacher Education Institute  to Request a Syllabus for Teacher's Professional Development. 

These courses are not applicable for a degree at Pacific but can be transferred at the discretion of your institution. An official transcript is available from Pacific upon successful completion of coursework. While it may be possible for the credits earned in these courses to be used for salary advancement and state licensing requirements, we do not provide assurance that any state licensing board or school district will accept these credits for those purposes. Individuals seeking credits for those purposes are advised to check with the appropriate agencies and gain approval prior to registering. Accredited by The Western Association of Schools and Colleges (WASC).

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More than 30 years ago, Creative Education Institute ® (CEI ® ) set off on a mission … to produce innovative learning solutions that enable people with educational differences to achieve academic, social, and professional success.

We know that many students struggle to learn even the most basic skills; we also know that educators like you are eagerly searching for effective ways to help them do that. That's why we've spent over three decades refining our proven programs and providing professional development and support to help educators implement those programs successfully. We truly believe that all students can learn!

Since CEI opened, we have witnessed countless students overcome their educational differences with the help of our programs. Throughout that time, we’ve also seen the number of resources available to schools dwindle while the accountability requirements have grown tremendously. Some of our partners were forced to divert their CEI program funding to other areas. Fearing that some students would lose access to the therapy they desperately needed, we began developing at-home versions of our programs.

Now, anyone with a computer or tablet can use CEI’s products for reinforcement, additional remediation, or even home schooling. And just like our school partners, you can rest assured that you are using learning solutions that are key to making a difference! … a difference that can be measured by results.

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The Creative Education Institute (CEI) was founded in 1992 as a 501(c)(3) by Chairman John Kusik and President Carole Richards.  Since CEI’s inception, all funds raised have gone directly to the projects it has decided to support.

The mission of the Creative Education Institute is to effect change through improved literacy.

Through Carole’s success with her for-profit tutoring company, North Coast Education Services  (NCES), she sought to provide education services to low-income children and adults in the Greater Cleveland area.  NCES provides office space, phones, equipment, office supplies, and support staff to CEI at no cost.

A Rousing Success

Richards learning systems® literacy "game-changer" video project, teacher training programs, academic fun & fitness camp, a to z welfare to work program.

The Creative Education Institute has partnered with CEO Eric Gordon of the Cleveland Metropolitan School District to develop the Richards Learning Systems® (RLS) literacy project.  Twenty-seven kindergarten to 2nd grade classrooms will participate in the initial project.

Richards Learning Systems® blends a cost-effective and time-efficient teacher training program with teachable and effective reading program for children.  The program is currently in development with the intent to launch in 2017.

Learn the history behind Richards Learning Systems®.

CEI developed and operated the Academic Fun & Fitness Camp  in Kirtland, OH.  The camp served campers ages 6 to 19 with learning disabilities.  The camp included morning multi-sensory reading and math skill development.  In the afternoon, campers participated in a wide variety of activities to develop social skills — including theatre arts, hands-on science activities, art and music therapy, martial arts, sports and much more.

The unique and well-respected six-week camp was developed in 2000.  Parents and school districts recognized the program as a special place where kids could improve skills, have fun, and be “just kids”.  Every year through generous financial support, CEI was able to provide partial camp scholarships to qualified campers.

As CEI expanded its development of the Richards Learning Systems® project, it was decided that there was not enough time to effectively run both programs.  Therefore, in January 2018, CEI decided to close the doors of the Academic Fun & Fitness Camp after 16 successful summers.

The Creative Education Institute has successfully trained teachers in the Cleveland Metropolitan School District, Bedford City School District, and Euclid City School District.  In addition, CEI has trained individual teachers from many districts and parochial and private schools.

A research study was conducted by CEI on the effects of basic skills training in nine Cleveland companies.  Many workers participated in the interview and assessments process and each company ran multiple classes.

Research studies from Bedford, Euclid, and the Cleveland companies are available upon request.

CEI developed and ran the A to Z Welfare to Work Program for four and one-half years, successfully employing 75% of its participants for more than one year.  (This is statistically significant because a larger program — with a $12 million budget — employed only 12 people for just six months.)

The A to Z Welfare to Work Program included reading and math skills, life skills, social skills and work experience.  Participants were guaranteed jobs at the end of an internship by the company where they interned.

This program was featured in the U.S. Chamber of Commerce’s  Best Practices   M agazine for welfare reform.  One of its foundation funders replicated the program in New England because it was so successful and unique.

Highlander Folk School

November 1, 1932 to November 30, 1932

On 2 September 1957, Martin Luther King joined with the staff and the participants of a leadership training conference at Highlander Folk School to celebrate its 25th anniversary. In his closing address to the conference, King praised Highlander for its “noble purpose and creative work,” and contribution to the South of “some of its most responsible leaders in this great period of transition” ( Papers  4:270 ).

In 1932, Myles Horton, a former student of Reinhold  Niebuhr , established the Highlander Folk School in Monteagle, Tennessee.  The school, situated in the Tennessee hills, initially focused on labor and adult education. By the early 1950s, however, it shifted its attention to race relations. Highlander was one of the few places in the South where integrated meetings could take place, and served as a site of leadership training for southern civil rights activists. Rosa  Parks  attended a 1955 workshop at Highlander four months before refusing to give up her bus seat, an act that ignited the  Montgomery bus boycott .

Lead by Septima  Clark , Esau Jenkins, and Bernice Robinson, Highlander developed a citizenship program in the mid-1950s that taught African Americans their rights as citizens while promoting basic literacy skills. Reflecting on his experiences with the Citizenship Schools and the emergence of new leaders from “noncharismatic people” who attended the training, Horton concluded that “educational work during social movement periods provides the best opportunity for multiplying democratic leadership” (Horton,  Long Haul , 127).

Horton, who claimed he had first met King during the civil right leader’s junior year at  Morehouse College , invited King to participate in Highlander’s anniversary celebration in 1957. While attending the celebration, an undercover agent sent by the Georgia Commission on Education took a photograph of King. The photo was sent throughout the South and used as a propaganda tool against King, with claims that it showed him attending a Communist training school.

Highlander continued to be a center for developing future leaders of the movement such as Marion  Barry , Diane  Nash , and James  Bevel . It was closed in 1961 when the Tennessee government revoked its charter on falsified charges that the school was being run for profit and that it did not fulfill its nonprofit requirements. The  Southern Christian Leadership Conference  (SCLC) took over the citizenship program that year, feeling that it offered, according to King, a plus for SCLC and the movement “in filling the need for developing new leadership as teachers and supervisors and providing the broad educational base for the population at large through the establishment of Citizenship Schools conducted by these new leaders throughout the South” (King, January 1961). Under the leadership of SCLC and the supervision of Clark, Dorothy  Cotton , and Andrew  Young , the schools eventually trained approximately 100,000 adults. In August 1961, Horton opened another school in Knoxville, Tennessee, called the Highlander Research and Education Center. He and the Center participated in the 1968  Poor People’s Campaign  and, after King’s  assassination , erected a tent complex at Resurrection City in Washington, D.C., holding workshops until police closed the encampment in June 1968.

Adams with Horton,  Unearthing Seeds of Fire , 1975.

Anne Braden to King, 23 September 1959, in  Papers  5:290–293 .

Glen,  Highlander , 1988.

Horton with Judith Kohl and Herbert Kohl,  Long Haul , 1990.

King, Memo, “Leadership Training Program and Citizenship Schools,” December 1960–January 1961,  SCLCR-GAMK .

King, “A Look to the Future,” Address Delivered at Highlander Folk School’s Twenty-fifth Anniversary Meeting, 2 September 1957, in  Papers  4:269–276 .

King to Braden, 7 October 1959, in  Papers  5:306–307 .

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Institute of Continuing Education (ICE)

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Creative writing: telling your family story

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Do you want to write up your own story or that of a forebear? Do you want to produce a record for generations to come, or simply write for your own pleasure? Plan your narrative, make use of old photographs and other artefacts, and mine history to paint your own picture of the past.

This is isn’t a course about researching family history. It is primarily a creative writing course where students use their own family histories as source material. Learn how to find information, what you can draw from it, and how you might shape it to produce your own story.

Course outline

Welcome week

By studying this week the students should have:

• Become familiar with navigating around the VLE and from VLE to links and back.
• Tested their ability to access files and the web conferencing software and sorted out any problems with the help of the Helpdesk.
• Learnt how to look for, assess and reference internet resources.
• Used forums to introduce themselves to other students.
• Contributed to a discussion forum to introduce themselves to other students and discuss why they are interested in the course, what they hope to get out of their studies and also to respond to news sent out on behalf of the tutors.

Week 1: A creative approach to life writing

• An appreciation of the different creative approaches to life writing. 

Week 2: The joy of research

• Gained awareness of the types of historical records available.
• Understood what the records will tell you, and what they won’t.
• Explored five key genealogical sources (birth, marriage and death registers; census; wills; passenger lists; army records).

Week 3: Finding and using archives

• An understanding of how to find sources online, and in libraries & archives.
• An appreciation of how to make the best use of their time in researching.
• An understanding of how to explore key sources for adding colour to writing (newspapers & magazines, private papers & memoirs, visiting where your ancestors lived).

Week 4: A sense of place

• Learned how to contextualise a family story using places.
• Examined how other narratives or documents can support and inform a family story.
• Experimented with writing using supporting material.

Week 5: Bringing objects to life

• Understood how objects can be used to bring a family story to life.
• Discovered how we can interpret objects – and photographs in particular – to bring emotional depth and how they can enrich our writing.
• Examined different ways in which objects can be incorporated into creative writing.

Week 6: Feedback and future directions

• Assessment of student learning.
• Assessment of student satisfaction.
• Encouragement of further study.
• Making your work ‘future proof’ – adding references and citations; depositing copies; writing non-fiction (i.e. articles for family history society journals).
• Where to take it from here – this is the end of the course, but it may be a beginning for students who want to pursue their family story to a ‘published’ conclusion.

Schedule (this course is completed entirely online):

Orientation Week: 9-15 September 2024 Teaching Weeks: 16 September-20 October 2024 Feedback Week: 21-27 October 2024

Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.

While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).

Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards,etc).

Certificate of Participation

A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.

What our students say:

"It was a good mixture of practical elements (the 'how to' of research), access to texts to critique/extend our understanding of associated genres, and writing tasks, with constructive feedback. I think the 'academic content' was pitched correctly for the nature of this course."

"I've done two courses with Derek and he is a first-rate tutor. His speed of response to our assignments was absolutely fantastic, and I always looked forward to reading what he had to say."

"I appreciated Derek's individual feedback on each person's writing, and in an online course it was very helpful that he was available and responsive throughout the week, not only on a particular day. It was helpful that we could read comments on other people's work, as in a masterclass, so we all learned from that teaching. I particularly liked the selection of published work we were given to read. The optional Zoom chat was a welcome opportunity to see and talk to others in person, and I particularly liked how Derek and other students shared recommendations of published memoirs and family stories which might be helpful or especially interesting to others on the course."

This course is open to everyone, and you don’t need any previous knowledge or experience of the subject to attend.

Our online courses are designed especially for adult learners who want to advance their personal or professional development. They are taught by tutors who are expert in both their subjects and in teaching students of all ages and experiences.

Given the nature of creative writing, it is important that students' use of English is sufficiently fluent to be able to understand in English nuances of meaning and have a familiarity with the structure and grammar of English. Please note that all teaching is in English. You should have near-native command of the English language in order to get the maximum benefit from the course.

For information on bursaries for this course, please see  http://www.ice.cam.ac.uk/info/bursaries

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Institute of Continuing Education Madingley Hall Madingley Cambridge CB23 8AQ

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The Institute of Culinary Education celebrates 2024 graduates

The Institute of Culinary Education (ICE) will celebrate the achievements of the 2023-2024 graduating class at commencement ceremonies for its New York City and Los Angeles campuses later this month. Graduates have completed at least one of ICE’s in person or online diploma or Associates degree programs in various fields of study, including Culinary Arts, Pastry & Baking Arts, Plant-Based Culinary Arts, Restaurant & Culinary Management and Hospitality & Hotel Management.

“I’m proud to host another ceremony to honor all the excellent and hard work our students have completed and achieved during their programs,” says ICE chief executive officer Rick Smilow. “This next generation of chefs is talented and ready to tackle the industry. We're thrilled that they will be inspired by such culinary icons as Mashama Bailey and Evan Funke, who are sure to motivate them as they embark on their careers.”

Honorary speakers include culinary trailblazer Mashama Bailey and alumni chef Gabrielle Chappel at the New York City ceremony, and renowned chef Evan Funke and graduate Megan Fogarty at the Los Angeles commencement.

Bailey is a culinary visionary and graduate from ICE's Culinary Arts program in 2001. She is the Executive Chef and Co-Founder of The Grey, The Grey Market, Diner Bar and the forthcoming restaurant in Paris; the Vice Chairman of the Edna Lewis Foundation and the winner of two James Beard Awards (Best Chef Southeast and Outstanding Chef in America). She is also the author of Black, White, and The Grey: The Story of an Unexpected Friendship and a Beloved Restaurant .

“I’m grateful for the opportunity to serve as the keynote speaker at this year's ICE commencement ceremony,” Bailey says. “These students are the next generation of great chefs and it is my privilege to welcome them to the industry and impart some of the knowledge and advice that I've gained along my own journey from ICE's kitchens to where I am today.”

In addition to Bailey, the New York City ceremony will feature alumni speaker Gabrielle Chappel. The Plant-Based Culinary Arts graduate is the winner of FOX's cooking competition show Next Level Chef, hosted by Chefs Nyesha Arrington, Richard Blais and Gordon Ramsay.

At the Los Angeles ceremony, graduates will hear from distinguished chef Evan Funke. He is the Executive Chef of Funke, Mother Wolf, Felix Trattoria, and Tre Dita at the St. Regis Chicago; co-executive producer on projects such as the documentary Funke and the docuseries Shape of Pasta, and is the author of the award-winning cookbook American Sfoglino .

“Strong foundation is everything,” Funke says. “The leadership at ICE provides a rich environment for students to extract the necessary skills to start their journey towards becoming a professional chef.”

Megan Fogarty, the west coast graduate speaker, completed both the Culinary Arts and Restaurant & Culinary Management programs for a dual diploma in 2021. She is a sous-chef at Walter and Margarita Manzke's award-winning République.

The New York campus graduation will take place at Borough of Manhattan Community College's Tribeca Performing Arts Center on May 22 at 9 am EST, while the Los Angeles campus commencement will happen at the Beckman Auditorium at Caltech on May 20 at 5 pm PST.

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