Contact Us
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Co-Director, Online Teaching and Learning; Program Director, Leadership in Mathematics Education212-875-4640
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Graduate Admissions212-875-4404
Leadership in Mathematics Education
M.S.Ed
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Program Overview
The program seeks those who have a strong interest in educational leadership and a desire to develop a deeper understanding of mathematics.
The Leadership in Mathematics Education program is one of the few programs in the nation that grounds preparation for school leadership in a strong mathematics education program. As a student in this program, you will be supported to inspire and lead change efforts in leadership and mathematics. The program begins with an intensive July residency and continues online during the academic year. You will complete a total of three July residencies with two intervening academic years.
This program culminates in a Master of Science in Education and requires 37 credits.
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Admissions Requirements
In addition to the main admissions criteria, there are additional requirements needed to apply for this program:
- Applicant 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. Pupil Personnel positions are (as defined by New York State):
- School Attendance Teacher
- School Counselor
- School Dental Hygiene Teacher
- School Nurse-Teacher
- School Psychologist
- School Social Worker
- One letter of recommendation must come from a supervisor (Assistant Principal, Principal, Site Director, Head of School, etc.).
- You will need to submit scores from the GRE (institution code 2035) or MAT (institution code 3197) before new student registration. Applicants who have already completed a graduate level teaching program and hold a valid New York State teaching certification are exempt from this requirement.
- Applicant 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. Pupil Personnel positions are (as defined by New York State):
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Coursework
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Supervised Fieldwork/Advisement
The integration of coursework and field experiences is central to a Bank Street education. Guided by your advisor, you will engage in guided leadership experiences that are essential to your professional growth and development. During the year, participation in a 2-hour monthly online meeting with your advisor and a small group of classmates is required. During these sessions you will have an opportunity to engage in ongoing, in-depth conversations about learning, teaching, and leading.
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Career Opportunities
After graduating, you will be eligible for supervisory roles in schools, including principal, assistant principal, director of a math department, or a curriculum specialist. This degree will also support you in moving into roles that support professional development in mathematics as a consultant, or math coach, or mathematics researcher and writer.
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Faculty
Morgan AltmanSupervised Fieldwork Advisor & Course Instructormaltman@bankstreet.eduAbby GordonSupervised Fieldwork Advisor & Course Instructoragordon@bankstreet.eduRobin E. HummelCo-Director, Online Teaching and Learning; Program Director, Leadership in Mathematics Educationrhummel@bankstreet.edu 212-875-4640Bisola NeilSupervised Fieldwork Advisor & Course Instructorbneil@bankstreet.eduKaren RothschildSupervised Fieldwork Advisor & Course Instructorkrothschild@bankstreet.eduAmy WithersSupervised Fieldwork Advisor & Course Instructorawithers@bankstreet.edu 212-283-6071 -
Scholarship Opportunities for Math Leadership
Applicants applying to the Leadership in Mathematics Education program are eligible to apply for three different scholarships:
- the Neuberger Foundation Scholarship,
- the Spiegler Scholarship, or
- the Cathy Bose Scholarship.

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.