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Early Childhood Leadership Advanced Certificate (Online)

Non-Degree

  • Program Overview

    The Early Childhood Leadership Advanced Certificate program is an intensive 11 month program designed to support the development of early childhood directors and strengthen the leadership skills of present leaders/directors/administrators who need state certification.

    This program will enable you to earn two credentials: your School Building Leader (SBL) certification from the New York State Department of Education and/or Children’s Program Administrator Credential (CPAC)* from the New York State Association for Early Childhood Education.

    This is a certificate program and requires 24 credits. This program is offered fully online.

    Learn more about the online program.

    *The Children’s Program Administrator Credential of New York State is an alternative certification designed to provide for and be recognized as a standard by which to measure program management, fiscal management, and leadership abilities of early childhood and school-age program administrators.

    Graduate students in class

  • Admissions Requirements

    In addition to the main admissions criteria, there are additional requirements needed to apply for this program:

    • Applicants must have 3 years of head teaching/pupil personnel experience.
    • Applicants must already hold a master’s degree in education.

    For those pursuing Children’s Program Administrator Credential (CPAC) only:

    • Applicants must have an earned bachelor’s degree and 18 credits in child development or related courses.

    You will be asked to use a range of technological tools as part of your online program. You must have a dedicated computer or tablet and stable Internet access. You will be expected to become familiar with the online tools, reach out to ask for support as you navigate the technology, and strengthen your presence and skill set in the online environment.

  • Coursework

    View the coursework for this program.

  • Supervised Fieldwork/Advisement

    Supervised fieldwork/advisement lies at the heart of a Bank Street education. Through sustained experiences in the field, supervision from core faculty, and close collaboration with peers, our graduate students develop the ability to connect theory to practice and to reflect deeply on their own growth as educators. In this program you will:

    • Be supervised by a Bank Street advisor who is an experienced early childhood leader.
    • Complete supervised fieldwork during your first year, in the Fall and Spring.
    • Be supervised at your current work site.

  • Career Opportunities

    Your degree will provide you with a range of career opportunities, including leadership roles in centers or schools, e.g. Program Director, Principal, Assistant Principal, department chair, staff developer, coach, educational director, as well as a range of supervisory roles.

  • Faculty

In this program, I've been building a toolkit of meaningful lenses and strategies for leadership that I've been able to apply to my work immediately. I learned to appreciate the deep complexity of the work that we do in schools, and to feel hopeful about the amount of change that is possible when we begin to think creatively and work collaboratively.
Bonnie Maloney, GSE '18
[I was drawn to the program because] It was a program that I could complete during summers while I was working. Bank Street's focus on progressivism and social justice. A wonderful program that set me for a career in early childhood.
Jim Clay, GSE '88

Alumni Spotlight

Meghan Fitzgerald, GSE '07

Meghan Fitzgerald, the founder of Tinkergarten, was featured in Medium’s Authority Magazine as part of a series on accomplished business leaders. Tinkergarten is a mission-based organization that brings families together for outdoor, play-based activities to help children develop empathy, collaboration, creativity, persistence, problem-solving, and more.

Read the Piece

Alumni Voices

What can you expect inside a Bank Street classroom? Shavon Frazier, ’12, ’17, reflects on how the Graduate School inspired her own approach to teacher education and coaching.

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