Leadership in Mathematics Education (Online)
MSEd
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Program Overview
Online | 37 credits
Complete in 17 months (includes summer)The Bank Street Leadership in Mathematics Education program is a transformative experience that redefines how you teach and lead mathematics. Designed for educators ready to take the next step, this program blends advanced mathematical pedagogy with comprehensive leadership development to prepare you to influence mathematics teaching and learning at multiple levels, from your own classroom to adult learning spaces and schoolwide initiatives.
We believe that leadership, like learning, is a deeply social and inquiry-driven process. Our collaborative community invites you to integrate advanced mathematical pedagogy with human-centered school leadership. You will engage in a transformative journey that mirrors the hands-on, reflective practices we advocate for in both classroom and adult learning spaces. Here, you will develop the strategic tools to build equitable learning environments that foster joy, curiosity, and a sense of belonging for every student and educator.
In This Program You Will
- Expand your mathematical understanding and pedagogical skills to make complex concepts engaging and accessible for all learners.
- Deepen your understanding of adult development and coaching to effectively mentor colleagues and lead high-impact professional development.
- Bridge theory and practice through intensive, guided fieldwork and action research that transforms your school into a laboratory for progressive innovation.
- Refine your strategic management skills to build a roadmap for high-quality instruction and assessment within your school.
- Develop a reflective leadership style through a collaborative cohort that examines the philosophical and cultural roots of math education.
What Makes This Program Distinctive
- Faculty and advisors who bring both administrative expertise and deep mathematical instructional experience into the classroom
- A deeply relational and experience-based model that combines intensive mentored fieldwork with personalized advisement to foster your evolution as a reflective math leader
- A community that centers equity by challenging traditional math hierarchies and preparing you to advocate for an inclusive environment where all voices are valued
- A program that prepares educators to drive change by strengthening skills in adult development, action research, and the strategic planning of math initiatives
- A flexible, accessible online structure that combines synchronous and asynchronous engagements enabling you to maintain current employment while earning your degree from anywhere in the country
- A collaborative learning culture that prioritizes human connection, integrating synchronous interaction with intimate, mentored conference groups to build a durable network of colleagues who sustain one another and collaboratively deepen their mathematical leadership
Who Should Apply
- Pre-K through Grade 12 educators with at least three years of full-time teaching or pupil personnel service experience in public, charter, or independent school settings
- Those with an interest or experience in progressive education
- Those seeking to advance in math education
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Admissions & Tuition
This program begins in the summer term.
The summer application is currently open.
Application Deadlines
- Applications are reviewed in rounds to ensure you receive a timely decision.
- You will have five business days after the application deadlines to finish providing any missing required materials. Incomplete applications will be moved to the next round for consideration.
- In some cases, applications submitted after the final deadline will be reviewed on a space available basis.
- We strongly encourage you to submit your application as early as possible. This guarantees the most timely admissions decision and the broadest consideration for scholarships and financial aid.
Summer 2
Round Application Deadline Materials Deadline Decision Release 1 January 2, 2026 January 7, 2026 February 4, 2026 2 February 1, 2026 February 6, 2026 March 2, 2026 3 March 1, 2026 March 6, 2026 April 2, 2026 Admissions Criteria
This program does not require a background in mathematics.
In addition to meeting other admissions requirements, to be eligible for admission to the Leadership in Mathematics program you must:
- Demonstrate three years of paid, full-time work experience as a classroom teacher (must be as a head teacher or lead teacher, not as an assistant or associate teacher) or as a pupil personnel professional in an appropriate school site (early childhood through adolescent settings)
- Be employed in an appropriate role and setting throughout the duration of the program. Pupil personnel positions (as defined by New York State) are:
- School Attendance Teacher
- School Counselor
- School Dental Hygiene Teacher
- School Nurse-Teacher
- School Psychologist
- School Social Worker
- Provide one letter of recommendation from a supervisor (Assistant Principal, Principal, Site Director, Head of School, etc.)
Please review How to Apply for full details on the application process, admissions criteria, and application requirements.
Tuition
At Bank Street, tuition is charged per credit. The Leadership in Mathematics Program requires 37 credits for completion. Read more on our Tuition page
Financial Aid
The majority of Bank Street students receive some type of financial aid. We strongly recommend applying early and submitting your FAFSA at the time you apply for the broadest consideration for scholarships and financial aid. Read more on our Financial Aid page
Technology Requirements
This program is fully online, and you must secure access to the following required technology for all online courses:
- A personal computer with:
- Broadband Internet access
- Speakers, microphone, and camera
- Headphones, if participating from a public or shared space
- An updated version of the Chrome or Firefox browser and a free Zoom account
- For Supervised Fieldwork: A recording device (such as a smartphone, laptop, iPad, or camcorder) suitable for use in classrooms
These are required components of your program. It is your responsibility to ensure you have access to each item on this list. Bank Street does not provide or lend access to these devices and platforms.
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Curriculum & Courses
Our Approach
Our online program is interactive, personalized, and experiential. Our approach is grounded in the principle of parallel practice: we lead adults in the same way we want them to teach children—with curiosity, empathy, and respect. By focusing on adult development and relationship-based leadership, we empower you to support the educators in your building as they, in turn, create engaging environments and curricula that foster agency and confidence around mathematics in every student.
Time Commitment
All classes are held online and are primarily synchronous, with supplemental asynchronous coursework.
Typically, you will meet four times a week: once per week for advisory sessions and three times for classes. No classes are held on Fridays. Advisory sessions are held every Tuesday evening during Summer 2 and every other week during all other semesters.
During the fall and spring terms, students can expect synchronous classes two evenings per week (generally 7:00 PM – 9:00 PM ET). In the final fall term, course schedules vary slightly, and students may meet two to three evenings per week, which includes advisory sessions.
Across all terms, students should plan to dedicate approximately 20 hours per week to program-related study, coursework, and applied learning activities.
First Summer Summer 2 (7 credits)
- LEAD 946: Summer Advisement (1 credit)
- MATH 541: Integrated Mathematics I (3 credits)
- LEAD 503: Adult Development: Implications for Educational Leadership (3 credits)
First Fall (6 credits)
- LEAD 945: Advisement/Supervised Field Work (2 credits)
- MATH 525: Mathematics for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners (3 credits)
- LEAD 667: Research for Mathematics Leaders I (1 credit)
Spring (6 credits)
- LEAD 945: Advisement/Supervised Field Work (2 credits)
- LEAD 668: Research for Mathematics Leaders II (1 credit)
- LEAD 615: Processes of Supervision and Professional Development (3 credits)
Second Summer – Summer 1 (4 credits)
- LEAD 946: Summer Advisement (1 credit)
- MATH 542: Integrated Mathematics II (3 credits)
Second Summer – Summer 2 (7 credits)
- LEAD 946: Summer Advisement (1 credit)
- MATH 543: Integrated Mathematics III (3 credits)
- LEAD 827: Understanding Quantitative Data: Implications for Educational Leaders (3 credits)
Second Fall (7 credits)
- LEAD 945: Advisement/Supervised Field Work (2 credits)
- LEAD 510: Leading Critical Issues in Curriculum and Instruction (3 credits)
- LEAD 535: Foundations: Organizational Development (1 credit)
- LEAD 669: Research for Mathematics Leaders III (1 credit)
Culminating Project
Over a series of Research for Mathematics Leaders courses, students will learn and apply the process of action research through crafting a question, gathering data, analyzing data, and offering additional questions through an ongoing record of reflective field notes. In the final semester of the program, students will prepare their findings to share with the Math Leadership community and Bank Street faculty writ large in a culminating project presentation.
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Supervised Fieldwork
Learning Through Experience and Reflection
Supervised fieldwork paired with advisement sessions lies at the heart of a Bank Street education. Through sustained leadership experiences, close supervision from experienced faculty, and meaningful collaboration with peers, you will learn to connect theory to practice and reflect deeply on your growth as a leader.
In this program, your fieldwork includes a six-semester cohort seminar where you and your peers examine the historical, philosophical, and cultural roots of mathematics education. This integrated, developmental experience ensures you graduate ready to challenge traditional practices and lead innovations that improve math learning for all.
Sustained Fieldwork in Your Professional Context
Supervised fieldwork extends over the full duration of the program and is generally located at the site where you currently work. You will apply new learning immediately and meaningfully to your own school or organization, strengthening the connection between theory and day-to-day leadership.
During your fieldwork, you will complete 450 hours of leadership experience under the supervision of a site-based mentor, typically your principal/supervisor. You will assume a range of leadership responsibilities with a specific emphasis on professional development and instructional leadership in mathematics, gaining the hands-on experience necessary to support teaching and learning of mathematics, student success, and a school culture that nurtures all learners.
Advisement and Mentorship
Along with your site-based mentor, you will also be guided by a Bank Street advisor who is an expert in both school leadership and mathematics pedagogy. Your advisor provides individualized supervision and eight formal observations done via video submission of your evolving leadership practice, offering feedback that helps you translate complex coursework into effective action.
Together, your advisor and site-based mentor form a strong support system that encourages reflection, growth, and the confidence to lead and implement impactful math initiatives within your school.
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Certification & Careers
Certification
Along with a master’s degree, the Leadership in Mathematics Program leads to a New York State School Building Leader (SBL) certification for those who meet experience requirements and pass the state assessments. Read more on our Certification page
Careers
Upon graduation, you will be equipped for a range of career opportunities within schools and beyond, including:
- Principal or assistant principal
- Director of a math department
- Curriculum specialist or curriculum writer
- Math or instructional coach (school or district level)
- Consultant supporting professional development in math
- Mathematics researcher
Students at Bank Street have full access to our robust Career Services, including the CareerConnect job site, opportunities to attend job fairs and workshops, and connections to our alumni network nationwide.
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Faculty
Amy WithersInterim Program Director, Advisor, and Course Directorawithers@bankstreet.edu
Saturday Math
Sponsored by the Leadership in Mathematics Education program, Saturday Math gathers math teachers, coaches, and administrators on four Saturday mornings a year for coffee, bagels, and a facilitated session on a selected topic in the teaching of mathematics. Topics may be curriculum specific (e.g., “Making the Fraction, Decimal & Percent connection”) or instruction specific (e.g., “Teaching Mathematics in the Inclusion Classroom”).
Alum Honored with 2020 Gaynor McCown Teaching Award
Dawoun Jyung, a 6th grade math teacher and Crew Advisor at MELS, a NYC Outward Bound School, is “someone who makes math come alive for students.” She was honored for her commitment to NYC Outward Bound Schools’ educational approach, which joins together demanding and engaging academics with an emphasis on community and character.
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TranscriptTranscript Hi my name is Dawoun Jyung and I am a 6th grade math teacher at MELS. I fell in love with the school as soon as I entered a building and visited some classes and crew. I think MELS effort to create a community where students from any background are working together to learn and to build a community really attracted me. When I think about teaching math at an outward-bound school, I see learning math similar to a wilderness expedition. Just like in like a wilderness trip, it's beautiful and exciting but it's also challenging for many people and many students and unfortunately in math, some students start thinking that, based on their gender, race, their language, and perceived mathematics level, that they cannot succeed. The first time I started to think about my mathematical identity was when my math teacher gave us a project where we had to research a famous mathematician and nowhere in the long list was a mathematician that looked like me. Helping students to form their mathematical identity and being able to see themselves as a mathematician, they can do so much more than they might think that they can. Being a math teacher at an outward bound school really allows me to work on creating a safe space where students feel like they are heard, seen, and valued, reinforcing that it is okay to fail and it is okay to struggle. And so, when I see my students stuck on a problem, we celebrate that. ‘I think miss Jyung is a great teacher because she's very supportive and understanding.’ ‘She teaches us to be the best we can be and we are accepted for that.’ ‘When students don't understand the skill, she pauses what she's doing and she helps the student until they understand.’ Over the years I have realized that my students have made me a better listener, a better connector, a better teacher, and a better person and so we think that as teachers we make our students better but your students will make you a better person. I'm so thankful for a group of students who made me a better person so I can be a better teacher for my students. ‘The word that best describes Ms. Jyung is wonderful.’ ‘Fun she's really fun.’ ‘Passionate.’ ‘Kind.’ ‘Humble.’ ‘Reliable because no matter what you can rely on Ms. Jyung to help you. With schoolwork or not, she’ll be there.’ Being a teacher at MELS, it's a place where I can grow and I can push myself and learn and continue to be a teacher learner. We have so many awesome teachers and leaders at MELS and so, if anything, I am just a small piece of what our teachers do every day. But they really embody changing lives and transforming schools.