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Showing 203 Courses

    Education Classes

    • EDUC 500: Child Development
      Credit(s) 3.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
    • EDUC 500R: Child Development
      Credit(s) 3.0
      Term(s) Offered Please inquire
      In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
    • EDUC 502: Human Development
      Credit(s) 3.0
      Term(s) Offered Fall
      This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related to identity --self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability -- will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion. (Pending approval of the Program Review and Curriculum Committee)
    • EDUC 503: Development: Adolescence through Emerging Adulthood
      Credit(s) 3.0
      Term(s) Offered Spring; This course is offered as a blended or fully online course
      This course continues from EDUC 500: Child Development, focusing on development from adolescence through emerging adulthood. The interactions between physical, social, emotional, and cognitive development will be an organizing focus in the course. Participants will critically analyze different developmental theories about their own experiences, and the experiences of adolescents and young adults and their families, in a range of settings. Through reading classic and current literature, participants will attend to some of the larger questions about development, such as the role and impact of brain development, as well as the tension between the search for developmental universals and the reality of individual differences. The course will pay close attention to adolescents’ emerging identities as mediated by factors including family, peer group, socioeconomic class, gender identity, power, religion, race, language, culture and health, as participants learn to support adolescents and young adults in health care and community environments to develop agency and a positive sense of self. Prerequisite: EDUC 500.
    • EDUC 505: Language Acquisition and Learning in a Linguistically Diverse Society
      Credit(s) 2.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
    • EDUC 505R: Language Acquisition and Learning in a Linguistically Diverse Society
      Credit(s) 2.0
      Term(s) Offered Please inquire
      Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters. This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students.
    • EDUC 510: Curriculum in Early Childhood Education (Grades N – 3)
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This course engages participants in understanding curriculum as the development of experiences and environments across the school day that support all domains of children’s development including social, emotional, and cognitive. Participants study how children come to learn about themselves, others, and the world through rich interactions with people, environments, and materials. The course focuses on social studies as the core of the early childhood classroom, using children’s lived experiences within families, neighborhoods, and communities as the central content for exploration. Social studies is a vehicle for a deeper understanding of self and others towards the goal of creating more just and democratic communities. Participants apply their learning as they develop interdisciplinary curriculum grounded in their observations of children’s identities and curiosities as well as their development. Participants consider how to advocate for a progressive approach to curriculum across a range of contexts and with a diverse range of learners.
    • EDUC 513: Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through the social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
    • EDUC 513R: Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through the social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
    • EDUC 514: Curriculum in Early Childhood Education for Inclusive and Special Education Settings
      Credit(s) 3.0
      Term(s) Offered Fall; Spring; Summer 2
      This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world.  Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning.  The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
    • EDUC 514R: Curriculum in Early Childhood Education for Inclusive and Special Education Settings
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world.  Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning.  The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
    • EDUC 519: Educating Infants and Toddlers: Environments
      Credit(s) 3.0
      Term(s) Offered Every other Fall
      In this course graduate students will examine, define and expand the varied meanings of environment as it applies to the early care and education of children birth to three and their families. Participants will analyze and develop environments from a socio-economic, cultural, and developmental perspective, planning for infants and toddlers who develop typically as well as for those with developmental variations, with a special focus on trauma-informed practice. Issues surrounding diversity, anti-bias care and infant mental health are addressed throughout in order to increase the awareness and sensitivity of teacher/caregivers. Graduate students gain experience in designing, setting up, and maintaining nurturing and emotionally responsive environments that promote the development of early literacy, scientific and mathematical thinking, and creativity. Principles of curricular and environmental design and materials selection are grounded in developmental theory. Topics include the relation of physical space to learning and development, scheduling the child’s day, primary caregiving, staff relations, care of the family, and issues in caregiving such as separation, ethics, health and safety. The broad focus includes settings in centers, family child care, and hospitals.
    • EDUC 525: Assistive Technology as a Tool for Providing Educational Access
      Credit(s) 1.0
      Term(s) Offered Fall; Spring
      This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can beenhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
    • EDUC 525R: Assistive Technology as a Tool for Providing Educational Access
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can beenhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
    • EDUC 530: Foundations of Modern Education
      Credit(s) 3.0
      Term(s) Offered All terms
      This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
    • EDUC 530B: Foundations of Modern Education
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
    • EDUC 530R: Foundations of Modern Education
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
    • EDUC 535: Science for Teachers (Grades N – 6)
      Credit(s) 2.0
      Term(s) Offered All terms
      Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
    • EDUC 535B: Science for Teachers (Grades N – 6)
      Credit(s) 2.0
      Term(s) Offered Please inquire
      Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
    • EDUC 535R: Science for Teachers (Grades N – 6)
      Credit(s) 2.0
      Term(s) Offered Please inquire
      Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
    • EDUC 536: Foundations: The Influence of Culture and Politics on Literacy Theory and Practice
      Credit(s) 2.0
      Term(s) Offered Summer 1
      This course examines the ways in which historical, philosophical, cultural, and political trends have impacted research and pedagogy in the field of literacy (reading, writing, and language arts). Students explore how literacy theory and practice have been influenced by changing visions of teaching and learning; standards and assessment; the roles of special education and the education of English Language Learners; the appropriate nature of home, school, and community relationships; and the needs of the workforce. Students will be expected to use various forms of media and transitional research to deepen their understanding of these issues and become critical readers of research studies and popular reports.
    • EDUC 540: Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)
      Credit(s) 2.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
    • EDUC 540R: Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)
      Credit(s) 2.0
      Term(s) Offered Please inquire
      This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
    • EDUC 542: Assessment and Instruction in Teaching Mathematics to Children with Learning Variations
      Credit(s) 2.0
      Term(s) Offered Spring; Every other Summer 2
      This course has been designed to convey the process of clini-cal teaching. Through focus on an individual child, students will be concerned with the practical and theoretical aspects of learning style, language as a learning tool, perceptual abilities and disabilities, dyscalculia, and specific arithmetic disability. Students will learn to analyze children’s strengths and weaknesses and to describe and clearly communicate specific recommendations for the child’s parents and classroom teacher.
    • EDUC 543: Diverse Learners in Specialized and Inclusive Settings
      Credit(s) 3.0
      Term(s) Offered Spring; Summer 2
      This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, political, and developmental implications of disability. The course is meant to help educators recognize and respond to the needs of children and adolescents as part of a broad spectrum of individuals who differ in learning experience and ability. We will examine variations in physical, social, cognitive, and /or behavioral development of learners through a series of questions that link the strengths and challenges of the individual learner with perspectives of school, family, and community. The main course text has a focus on the spectrum of experiences of individuals and families. The course will incorporate issues and questions related to the evaluation and classification of children and adolescents, as well as the legal and philosophical obligations of general and special education teachers. Participants will be expected to identify essential questions to guide their own learning, and to share personal perspectives, research, and critical thinking about the challenges of disability in the context of a diverse learning community. There is a designated fieldwork component included in course requirements. Prerequisite: EDUC 500 or EDUC 502. (Pending approval of the Program Review and Curriculum Committee)
    • EDUC 561: Linguistics: Implications for Teachers
      Credit(s) 1.0
      Term(s) Offered Spring
      This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language  varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school.
    • EDUC 563: The Teaching of Reading, Writing, and Language Arts in the Primary Grades
      Credit(s) 3.0
      Term(s) Offered Fall; Spring; From Summer 1 to Summer 2
      This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
    • EDUC 563R: The Teaching of Reading, Writing, and Language Arts in the Primary Grades
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
    • EDUC 564: Language, Literature, and Emergent Literacy in the Primary Grades
      Credit(s) 3.0
      Term(s) Offered All terms
      This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children’s storytelling, and for deepening learning across content areas.
    • EDUC 564A: Language, Literature, and Emergent Literacy in the Primary Grades
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children’s storytelling, and for deepening learning across content areas.
    • EDUC 564R: Language, Literature, and Emergent Literacy in the Primary Grades
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children’s storytelling, and for deepening learning across content areas.
    • EDUC 565: Children’s Literature in the Upper Elementary Grades
      Credit(s) 3.0
      Term(s) Offered Spring
      This course explores the study of contemporary children’s literature through a range of perspectives informed by literary theory and literary criticism, which provide frameworks for selecting and teaching texts in classrooms.  Through the process of reading multiple books, participants consider the elements of character, plot, setting, point of view and tone in individual texts and across texts to promote the understanding of genre, text structure, theme and cultural perspectives.  Participants discuss ways to organize the study of literature and develop children’s capacities to articulate their personal responses to deepen their comprehension.
    • EDUC 568: Teaching Literacy in the Upper Elementary Grades
      Credit(s) 3.0
      Term(s) Offered Fall
      Participants learn how to support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications in reading, writing and word study lesson planning,  assessment, and record keeping.  Participants, individually and as a group, analyze the contexts, activities, and relationships that support language and literacy learning using a balanced literacy approach.
    • EDUC 576: Writing in the Elementary Grades
      Credit(s) 2.0
      Term(s) Offered Fall
      In this course, participants examine the theories and practices of teaching writing, both as writers and as teachers. The goal of this dual focus is to develop meta-cognitive awareness of one’s own writing process to inform one’s teaching practice. Participants do this through discussing course texts, children’s literature, videos and children’s writing. The course explores: teaching children to select topics, draft, revise, edit and publish their own writing; designing writing curriculum that is inclusive and culturally responsive; using children’s literature to teach writing through concrete observation and inquiry; using writing conferences and assessments to guide curricular decisions; teaching writing mechanics using a constructivist approach; exploring a range of teaching methods and literature to accommodate diverse learners.
    • EDUC 590: Arts Workshop for Teachers (Grades N – 6)
      Credit(s) 2.0
      Term(s) Offered Fall; Spring; Summer 2
      This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
    • EDUC 590R: Arts Workshop for Teachers (Grades N – 6)
      Credit(s) 2.0
      Term(s) Offered Please inquire
      This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
    • EDUC 603: Assistive Technology in Early Childhood Inclusive and Special Education Settings
      Credit(s) 1.0
      Term(s) Offered Summer 1
      This course is designed to prepare students to respond to the needs of diverse learners in early childhood classrooms by using current augmentative and assistive technology to promote communication, improve classroom organization and management, and expand literacy opportunities. Students will have hands-on experiences using different technologies to create a variety of multimodal tools that they can incorporate into their teaching practices to support all children.
    • EDUC 604: Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings
      Credit(s) 2.0
      Term(s) Offered Spring; Summer 1
      In this course, participants will explore the role of teacher’s and the larger school’s role in constructing caring, collaborative, and reciprocal relationships with children and families.  Participants will critically examine their own experiences, identities, and assumptions as they develop skills and dispositions to work with a broad range of families and communities. The course will support participants in developing their skills in communication, advocacy, and collaboration as they learn to partner with families to support children’s positive identity development along with their social, emotional, language, and learning abilities and needs.
    • EDUC 605: Designing and Managing Classroom Environments in Inclusive and Special Education Settings
      Credit(s) 3.0
      Term(s) Offered Summer 1
      This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior.
    • EDUC 612: Infancy Institute: Infants, Toddlers, Families: Supporting Their Growth
      Credit(s) 1.0
      Term(s) Offered Summer 1
      This three-day Institute held during the month of June consists of workshops, guest presentations, and site visits. Topics vary each summer.
    • EDUC 613: Understanding and Working with Families of Infants and Toddlers
      Credit(s) 2.0
      Term(s) Offered Fall
      This course helps students understand the psychological underpinnings of parenting across a range of families and contexts. Through class discussion, readings, videos, role play in class and guest speakers, students will develop an understanding of what is involved in working with significant adults in the lives of infants and toddlers. Graduate students will explore the connections among early relationships, brain development, health and later mental health.  A multilevel framework utilizes the concepts of containment and holding as a way to understand what parents must provide for their children and what adults must also provide for themselves in order to work effectively with families. Stages of parenting are looked at within the wider lens that incorporates variety among parents, as well as within the same parent at different times. Through practice with their own case material and readings on basic counseling techniques graduate students continue to develop a self- reflective ability that helps them think critically about their responses to families and learn when and how to provide guidance, towards the promotion of mental wellness and prevention of disruptions in development. The course will explore the roles of the teacher and the social worker.
    • EDUC 621: Introduction to Child Life Documentation
      Credit(s) 3.0
      Term(s) Offered Spring; This course is offered as a blended or fully online course
      This course is designed to prepare students for clinical assessment and various types of writing and documentation pertaining to child life services. The course will provide students with the opportunity to develop skills in identifying and gathering salient information about patients and their families, assessing patient and family emotional vulnerability and coping skills, chart writing (including electronic medical records), narrative progress and procedural note formats, student journals, case studies, grant proposals, and research studies. Students will learn to apply developmental stress and coping theories to their assessments and interventions, including family-centered care and cultural considerations in all observations, recordings, and writings. Course benefits and outcomes will provide students with an introductory preparation experience for clinical analysis, assessment, and documentation before entering a supervised internship placement. Prerequisite: EDUC 500.
    • EDUC 629: Education of Children with Autism Spectrum Disorders
      Credit(s) 1.0
      Term(s) Offered Spring; Summer 1; This course is offered as a blended or fully online course
      This course will explore autism spectrum disorder (ASD) from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child’s unique pattern of relative strengths and vulnerabilities, and will learn ways to partner in this work with a diverse range of families.  Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
    • EDUC 629R: Education of Children with Autism Spectrum Disorders
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course will explore autism spectrum disorder (ASD) from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child’s unique pattern of relative strengths and vulnerabilities, and will learn ways to partner in this work with a diverse range of families.  Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
    • EDUC 650: Individualized Course
      Credit(s) 1.0
      Term(s) Offered All terms
      This course provides an opportunity to investigate an educational problem, area, or interest under the supervision of a faculty member. Permission of the student’s advisor is required.
    • EDUC 651: Special Study: Strategies for Language and Concept Development
      Credit(s) 1.0
      Term(s) Offered Fall
      This series promotes an in-depth discussion about language principles and methodology, with a focus on issues of language development and assessment.
    • EDUC 801: The World of the Infant: The First Year of Life
      Credit(s) 3.0
      Term(s) Offered Spring
      This course is about infants and families within the first year of life. The primary goal of the course is for graduate students to understand infant development across individual differences and contexts. There is a strong emphasis on using theory to facilitate an understanding of development and to articulate a point of view about these extraordinary first months. Participants will bring together research, theory and their own observations of infants to understand the cognitive, perceptual, sensorimotor/movement and social-emotional changes that occur when babies are in interaction with the world. Participants will study the science of brain development and its impact on all developmental domains. The course will attend to the specific contributions of familial and socio-political cultural and linguistic contexts as well as to the contributions of infants themselves. It will also explore the balance between the “expected” global shifts in development and each human being’s profound individual differences. This is not a “how to” course. Rather, the course provides knowledge of the developmental systems of infants who have a range of abilities. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Graduate students work on articulating their knowledge of development, on learning about new findings in the field, and on communicating with families. Prerequisite: EDUC 500.
    • EDUC 802: The World of Toddlers and Twos: The Second and Third Years of Life
      Credit(s) 3.0
      Term(s) Offered Fall
      This course offers a developmental-interactional view of toddlers and two-year-olds and their families. Participants will look at the ways children in this age period become more autonomous selves while simultaneously developing capacities for more elaborated and diverse relationships with others and their environments. The course will examine the interplay of the toddler’s physical maturation, interpersonal experiences, physical environments and cultures in development. Participants will also focus on the everyday implications of the growing toddler’s need for self-assertion and autonomy and the issues that adults face in parenting or working with this age group. Graduate students will study the science of brain development and its impact on all domains.  Although this is not a “how-to” course, graduate students will learn how to apply their knowledge of development in the second and third year to their practices with toddlers and two-year-olds. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Prerequisite: EDUC 500.
    • EDUC 803: Developmental Variations
      Credit(s) 2.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
    • EDUC 803R: Developmental Variations
      Credit(s) 2.0
      Term(s) Offered Please inquire
      This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
    • EDUC 805: Developmental Variations II: Emotional and Behavioral Development
      Credit(s) 2.0
      Term(s) Offered Spring; Summer 1; This course is offered as a blended or fully online course
      This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disorders and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on  understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisite: EDUC 803.
    • EDUC 807: Teaching Children with Developmental Variations in Language and Communication
      Credit(s) 2.0
      Term(s) Offered Fall; Summer 2
      Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disorders in monolingual and bilingual children. There is an exploration of the reciprocal relationship between children’s diverse communication abilities and styles and academic, social and emotional development. The importance of teacher collaboration with other service providers is highlighted. Graduate students will reflect on their own communication styles as a means of more effectively meeting the communication needs of their students. The concept of social construction of disability will help to frame issues of equity that can guide teachers in their roles as advocates for all children. Prerequisite: EDUC 505 or EDUC 561.
    • EDUC 808: The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This course focuses on observation as a practice for more deeply understanding children through their interactions with people, experiences, and materials across a range of environments. Through a case study of one child, participants deepen their knowledge, skills, and dispositions for observing children. They learn to translate observations into descriptive, written data and analyze observational data to inform practice. Participants develop skills of reflection and analysis as they investigate how bias and perspective impact observation and one’s understanding of children. Participants integrate knowledge about variations in children’s social-emotional, cognitive, linguistic, motor, and language development. They consider multiple domains of children’s individual and socio-cultural identities including race, gender, culture, and language and the implications for constructing inclusive and culturally sustaining classroom environments and curricula. Prerequisite: EDUC 500 or permission of instructor.
    • EDUC 821: Child Life in the Healthcare Setting: A Family-Centered Care Approach
      Credit(s) 3.0
      Term(s) Offered Fall; This course is offered as a blended or fully online course
      This course provides an overview of the child life profession. It examines research and theory that inform family-centered clinical practice and programming for infants, children, adolescents, and emerging adults in healthcare and community settings. Participants will examine child life competencies, principles, and responsibilities, as developed by the Association of Child Life Professionals. Participants will consider access and equity issues as they relate to assessment, interventions, and practical strategies designed to support children and families facing acute and chronic illness and health conditions. Pre- or corequisite: EDUC 500.
    • EDUC 822: Children with Special Healthcare Needs: In the Hospital, at Home, and in School
      Credit(s) 3.0
      Term(s) Offered Fall; This course is offered as a blended or fully online course
      This course will explore the personal, educational, social, and familial dimensions of childhood health conditions, including a focus on the educational law and how it applies to children with special healthcare needs. Children with severe and chronic illness often spend more time in school and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional development through the use of vignettes. This course will address the ways in which workers in the healthcare, school, and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisites: EDUC 500 and EDUC 821.
    • EDUC 823: Play Techniques for Early Childhood Settings
      Credit(s) 1.0
      Term(s) Offered Fall; Spring; This course is offered as a blended or fully online course
      This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations.  Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor. 
    • EDUC 825: The Role of Child Life Beyond the Hospital: A Local, National, and Global View
      Credit(s) 3.0
      Term(s) Offered Spring; This course is offered as a blended or fully online course
      This course will examine the role of child life in hospital settings and beyond at the local, national, and global levels. Participants will discuss the impact of challenging life events such as divorce, incarceration, school shootings, and natural disasters on the lives of children and families.  In small group discussions, both asynchronous and synchronous, participants will apply knowledge of child development and the application of child life skills in developing play opportunities, developmental explanations, coping strategies and expressive arts as tools for supporting the psychosocial needs of children and families. Participants will enroll in this course in the fall or spring semester directly before or after taking supervised fieldwork.
    • EDUC 826: Medical Aspects of Illness: A Child Life Perspective
      Credit(s) 3.0
      Term(s) Offered Fall; This course is offered as a blended or fully online course
      This course provides students with an understanding of the development of a wide range of medical conditions which most frequently affect children and youth. Fundamental to understanding disability and illness is the necessity of having knowledge about the physical, neurological, and chemical roots of medical conditions which are alternately congenital, acquired, or genetic in their origin. Students will be introduced to research findings and standard practices of medical interventions and preparations for conditions highlighted in the course. Pre- or corequisite: EDUC 500.
    • EDUC 828: Loss in Children’s Lives: Implications for Schools, Hospitals, and Home
      Credit(s) 3.0
      Term(s) Offered Summer 1; This course is offered as a blended or fully online course
      A developmental perspective is utilized to examine the child’s perception and understanding of levels of loss outside the walls of a healthcare setting. Topics to be addressed include separation and divorce, adoption, foster care, hospital-ization and/or death of a parent, and domestic and media-induced violence. The essential roles of the child life specialist, healthcare provider, and family members will be discussed, underscoring the transdisciplinary collaboration which must exist between these caregivers. Prerequisite: EDUC 500.
    • EDUC 829: Therapeutic Play Techniques for Child Life Specialists
      Credit(s) 3.0
      Term(s) Offered Spring; This course is offered as a blended or fully online course
      Students will explore the meanings and purposes of play and how play develops as a child develops. Various theories of play therapy will be introduced and the roles of child life specialist and play therapist will be delineated. Students will learn how child life specialists can create the optimal environment to encourage learning, development, and healing through play in hospitals and other healthcare settings. The course also covers directive and nondirective therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and with groups. Prerequisite: EDUC 500.
    • EDUC 830: Research for Child Life Specialists
      Credit(s) 3.0
      Term(s) Offered Fall; This course is offered as a blended or fully online course
      This course is designed to support child life practitioners in being effective generators and consumers of research.  In a changing health-care environment, research provides a  foundation for child life services,  validation of the therapeutic benefits of play and preparation, and justifies the continued development and support of child life programming provided by Certified Child Life Specialists. Participants will learn how to do action research using an inquiry-based approach. Participants will learn how to ask and analyze critical questions of practice grounded in a theoretical framework. Participants will gather and analyze data as a tool for making changes to child life practice and programming by learning to examine bias, perspective, and assumptions when conducting research and using findings. Prerequisite: EDUC 500.
    • EDUC 832: Cross-Cultural Perspectives: Families and Ethical Issues in Child Life Practice
      Credit(s) 3.0
      Term(s) Offered Summer 2; This course is offered as a blended or fully online course
      This course focuses on developing an understanding of the principles of ethical decision-making, when working with diverse families in complex healthcare situations. Participants will develop an awareness of the how ethical decisions are made in pediatrics in order to help mediate healthcare experiences for children and families as members of a larger team. The course will approach the family from an ecological perspective, examining the ways in which factors including but not limited to race, culture, language, socioeconomic background, family structure, immigration status, and community context may impact a family’s experience in healthcare systems. Participants will examine their own backgrounds and identities to surface differences in perspective and biases that may impact decision-making in child life contexts. Using current research and theory, standards of ethical practice, and an understanding of national, state/provincial and institutional healthcare systems and policies, participants will analyze case studies and apply this analysis to developing their practices in the field. Prerequisite: EDUC 500.
    • EDUC 850: Introduction to Teaching STEM in the Early Childhood Classroom
      Credit(s) 1.0
      Term(s) Offered To be announced
      This Kerlin STEM Institute course is the first of three practicum courses in teaching STEM content and processes. This course will introduce Bank Street’s Science Way of Thinking and NYSCI’s Design Make Play models of teaching. These approaches encourage learners to construct meaning through active investigations. Participants will develop an understanding of STEM thinking and the multiple ways learners from diverse linguistic and cultural backgrounds, and with developmental variations, engage in STEM learning. Participants will use observations and instructional conversations with colleagues to study the ways they and their students come to experience and learn STEM concepts. Finally, participants will investigate their own curriculum, identifying examples where they are already developing students’ STEM thinking and opportunities to build on these experiences. Prerequisite: For Kerlin STEM Institute fellows only.
    • EDUC 851: Developing STEM Investigations in the Early Childhood Classroom
      Credit(s) 1.0
      Term(s) Offered To be announced; This course is offered as a blended or fully online course
      In this second course in the Kerlin STEM Institute, participants will: develop ideas and materials for STEM investigations with students that involve construction and engineering; expand their skills for selecting open-ended materials that support STEM inquiry; engage in museum explorations that can be directly applied to their classroom curriculum; and refine skills in using classroom observations and students’ work samples to assess students’ learning. Finally, participants will design linked STEM investigations that support a broad range of learners and encourage students to construct meaning through active investigations in the classroom and on field trips. Prerequisite: EDUC 850. For Kerlin STEM Institute fellows only.
    • EDUC 852: Designing STEM Early Childhood Curriculum
      Credit(s) 1.0
      Term(s) Offered To be announced
      In this third course in the Kerlin STEM Institute, participants will generate a STEM curriculum that builds on the content and processes from EDUC 850 and EDUC 851. Participants will document how a study begins, potential investigations, and conclusion of the study using the orientations and approaches developed in the first two courses. The curriculum will consist of a series of lessons that build on each other, are integrated across the curriculum of the Early Childhood classroom, and that include ongoing opportunities for formative assessment of students’ learning. Participants’ STEM curriculum will respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. Prerequisite: EDUC 851. For Kerlin STEM Institute fellows only.
    • EDUC 860: Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.
    • EDUC 860R: Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.
    • EDUC 862: Assessment, Diagnosis, and Evaluation of Children with Developmental Variations
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This course is designed to explore a variety of approaches used for the diagnosis, planning, and evaluation of students with disabilities.  Participants will develop a critical understanding of the historical, legal and ethical considerations, appropriate use, mis-use, value, and limitations of standardized assessments including their intersection with issues of race, class, language and gender. Participants will administer and interpret various psycho-educational tests and develop instructional plans to meet the unique needs of children with oral language, reading, writing, and math challenges. Participants will broaden their abilities to incorporate information from diagnostic reports into their teaching.
    • EDUC 863: Collaboration and Differentiation in the Instruction of Children with Learning Variations
      Credit(s) 3.0
      Term(s) Offered Spring
      This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning variations. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803.
    • EDUC 865: Children’s Literature for Grades 3 – 6
      Credit(s) 1.0
      Term(s) Offered January
      This course serves as an introduction to some of the impor-tant ideas involved in selecting and using literature appropriate to children in grades 3–6. The function and meaning of “story” and/or “narrative” in oral tradition and written literature are organizing concepts in this course. Students will participate in discussion and workshop activities and use their own responses, criteria from the field of literary criticism, and principles of child development to discuss ways of deepening children’s connections with literature. Prerequisite: EDUC 564 or permission of instructor.
    • EDUC 866: A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades
      Credit(s) 1.0
      Term(s) Offered Spring
      This course will focus on the role of language and experience in learning geography and how geography and map skills support social studies. Through active learning experiences, students will come to a deeper understanding of the underlying geographic concepts and vocabulary that are central to the course. Specific reference will be made to how the active and concrete teaching techniques used in the course, many of which were first developed by Lucy Sprague Mitchell, can foster learning among a wide range of learners. Dialogues that incorporate the vocabulary of geography will occur as students actively engage in terrain building and map making; specific reference will also be made to the value of such experiences in promoting both conceptual and vocabulary development among students who are English Language Learners. Prerequisite: EDUC 510 or EDUC 514.
    • EDUC 867: The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6)
      Credit(s) 1.0
      Term(s) Offered Fall; Summer 1
      This course will enable teachers to extend their theoretical and practical understanding of the ways to support children’s reading comprehension in kindergarten through grade 6. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of fluent readers. Students will develop competencies in current literacy practices such as Interactive Read Aloud, Think Aloud, Guided Reading, and Questioning the Author. In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to be independent readers. Teachers will be able to use the strategies demonstrated in this course with all learners, including English Language Learners and children with special needs. Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor.
    • EDUC 868: Approaches to Teaching Decoding to Diverse Learners
      Credit(s) 2.0
      Term(s) Offered Spring
      This course explores varied approaches to teaching decoding and word study to children who have learning variations with reading and spelling. Participants examine the theory and research that inform our current understandings of the reading process and explore how these understandings have changed over time. Participants study language processes and apply this linguistic knowledge when assessing children’s reading strengths and challenges. The course examines how the use of language systems varies for readers across different languages to better understand how language-based disabilities differ from the developmental patterns of learning a new language. Participants learn about varied assessment tools, methods, and intervention programs used in supporting children’s decoding. They apply this learning as they develop differentiated decoding instruction for a diverse population of learners, including those who are learning English and those who have developmental variations.  Prerequisite: EDUC 860.
    • EDUC 869: Supporting Early Language and Literacy for Children with Developmental Variations (Birth-8)
      Credit(s) 2.0
      Term(s) Offered Fall; Spring
      This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts.  Participants are introduced to communication disorders and other learning variations of the early years that affect language and literacy learning.  Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with learning variations are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
    • EDUC 870: The Teaching of English as a New Language
      Credit(s) 3.0
      Term(s) Offered Fall
      After a review of language acquisition theories, this course will address the teaching of reading, writing, and content areas through a new language. Students will examine how children learn to read and write in the home language and what the differences and similarities are when they read and write in a new language. The focus will be on the methodology of teaching a new language, appropriate language materials, effective class organization, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with language learners.
    • EDUC 874: Clinical Practicum/Advisement for Reading & Literacy
      Credit(s) 3.0
      Term(s) Offered Summer 2
      This course is designed for graduate students in the Reading & Literacy programs who are assistant or head teachers and, therefore, are in one classroom placement for the entire school year. To fulfill New York State requirements, the clinical practicum offers participants the opportunity to gain experience teaching a range of children, many of whom struggle to read and write, and who are of varied ages and backgrounds. Participants work as student teachers in a clinical setting with children. An advisor will visit the practicum site to observe and discuss the student’s clinical practice. Graduate students participate in a conference group that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
    • EDUC 891: Practicum in Developmental Assessment of Infants and Toddlers
      Credit(s) 3.0
      Term(s) Offered Spring
      The Practicum in Developmental Assessment of Infants and Toddlers prepares graduate students to assess very young children across a wide developmental range, including those with developmental variations, and to support families through the assessment process. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, graduate students will use the assessment process to provide a close look at development across all developmental domains. Participants will learn to use assessments to create an IFSP for Early Intervention in collaboration with the family. Graduate students will learn how to administer and evaluate the validity and usefulness of several different assessment and screening tools such as the Bayley Scales of Infant Development III and other standardized, criterion-referenced and evidence-based tools. Participants will be trained in a collaborative approach with families, respecting the family’s perspective while focusing on the strengths of and challenges to each child’s development. Participants come to understand the young child within the sociocultural context of his/her family. Families from a diverse range of cultural and ethnic backgrounds participate in the course. The course requires graduate students to make a play-based developmental assessment, including observations of a child and dialogue with the child’s parents in the family’s home. Graduate students are required to meet with their family to discuss the overall assessment process. Prerequisites: EDUC 801 and EDUC 802.
    • EDUC 893: Approaches to Early Childhood Assessment
      Credit(s) 2.0
      Term(s) Offered Spring
      This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894.
    • EDUC 894: Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts
      Credit(s) 2.0
      Term(s) Offered Fall
      Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family.  Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context.  Special emphasis is placed on recognizing the strengths of the child and family.  Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803.
    • EDUC 895: Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr
      Credit(s) 2.0
      Term(s) Offered Spring
      This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family.  Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
    • EDUC 930: Supervised Fieldwork/Advisement
      Credit(s) 6.0
      Term(s) Offered Please inquire
      Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is taken over two consecutive semesters.
    • EDUC 930R: Supervised Fieldwork/Advisement
      Credit(s) 6.0
      Term(s) Offered Please inquire
      Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is taken over two consecutive semesters.
    • EDUC 931: Supervised Fieldwork/Advisement
      Credit(s) 6.0
      Term(s) Offered Please inquire
      Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
    • EDUC 932: Supervised Fieldwork/Advisement
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This course is taken over two consecutive semesters.
    • EDUC 943: Teaching Literacy Supervised Fieldwork/Advisement
      Credit(s) 6.0
      Term(s) Offered Please inquire
      Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are an integral part of the course. Pre- or co-requisite: EDUC 860.
    • EDUC 950: Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings
      Credit(s) 6.0
      Term(s) Offered Fall; Spring
      Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships.
    • EDUC 991: Integrative Seminar in High Needs Educational Settings: Extended Field Experiences
      Credit(s) 1.0
      Term(s) Offered Summer 1; Summer 2
      This course provides head and assistant teachers the opportunity to complete New York State requirements for grade-range experiences and certification after they have completed at least one semester of supervised fieldwork. To meet the required number of student contact hours, teacher candidates are placed in an urban, public educational setting in which they gain classroom experience with children from low socioeconomic levels, immigrant families, and English Language Learners, as well as children with disabilities. They also participate in a series of seminars and complete assignments designed to deepen understanding about these relevant issues. Prerequisite: completion of at least one semester of supervised fieldwork.
    • EDUC 992: Summer Supervised Fieldwork/Advisement for Early Childhood Special Education
      Credit(s) 3.0
      Term(s) Offered Summer 2
      This course is designed for students in the Early Childhood Special Education certification programs who are head teachers or assistant teachers. Its purpose is to give students a supervised teaching experience within the range of ages, settings, and student characteristics required by New York State that cannot be met through their full-time teaching positions. During July, students are placed in an appropriate site for four weeks, five days per week. Advisors visit them in their sites and meet with students individually. There are weekly conference groups with students and advisors that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
    • EDUC 992R: Summer Supervised Fieldwork/Advisement for Early Childhood Special Education
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course is designed for students in the Early Childhood Special Education certification programs who are head teachers or assistant teachers. Its purpose is to give students a supervised teaching experience within the range of ages, settings, and student characteristics required by New York State that cannot be met through their full-time teaching positions. During July, students are placed in an appropriate site for four weeks, five days per week. Advisors visit them in their sites and meet with students individually. There are weekly conference groups with students and advisors that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
    • EDUC 994: Integrative Seminar in High Needs Educational Settings: Extended Field Exp in Childhood Gen and Spec
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in a second grade band level in an high needs public school setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with developmental variations. Graduate students will be placed, for the Summer II session, in appropriate educational programs for at least 100 hours. In addition, graduate students will participate in a series of six seminars focused on these classroom experiences.
    • EDUC 994R: Integrative Seminar in High Needs Educational Settings: Extended Field Exp in Childhood Gen and Spec
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in a second grade band level in an high needs public school setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with developmental variations. Graduate students will be placed, for the Summer II session, in appropriate educational programs for at least 100 hours. In addition, graduate students will participate in a series of six seminars focused on these classroom experiences.
    • SCIE 500: The Diversity of Fishes
      Credit(s) 3.0
      Term(s) Offered Please inquire
      What, exactly, is a fish? Find out why that’s not a simple question, and how ichthyologists determine how to classify members of the largest and most diverse of all vertebrate groups. Drawing on evolution, ecosystem diversity, and biogeography, this six-week online course follows Museum scientists into the lab to investigate whether a specimen is a new species of South American catfish.
    • SCIE 501: Earth: Inside and Out
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Look at—and into—the planet through the eyes of a geologist. You'll see how scientists “read the rocks,” delve into the geological events that shaped the planet over millions of years, and consider the interconnected systems that cause earthquakes, volcanoes, and major climate changes. Authored by world-class experts at the cutting edge of earth science, this six-week online course conveys the scale and nature of geologic change, and explains how Earth supports life.
    • STMD 100: State Mandated Training on School Violence Prevention
      Credit(s) 0.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
    • STMD 100R: State Mandated Training on School Violence Prevention
      Credit(s) 0.0
      Term(s) Offered Please inquire
      This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
    • STMD 105: State Mandated Training in Child Abuse Identification and Reporting
      Credit(s) 0.0
      Term(s) Offered All terms; This course is offered as a blended or fully online course
      All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Offered only to matriculated students.)
    • STMD 105R: State Mandated Training in Child Abuse Identification and Reporting
      Credit(s) 0.0
      Term(s) Offered Please inquire
      All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Offered only to matriculated students.)
    • STMD 110: State Mandated Training: Dignity for All Students
      Credit(s) 0.0
      Term(s) Offered All terms
      Anyone graduating and applying for certification after the summer must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

      The first three hours, Part I, are completed asynchronously with an assignment to complete. You must submit the assignment by the due date in order to participate in Part II. Information about the assignment and due date is located in Canvas and visible once you are registered.
    • STMD 110R: State Mandated Training: Dignity for All Students
      Credit(s) 0.0
      Term(s) Offered Please inquire
      Anyone graduating and applying for certification after the summer must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

      The first three hours, Part I, are completed asynchronously with an assignment to complete. You must submit the assignment by the due date in order to participate in Part II. Information about the assignment and due date is located in Canvas and visible once you are registered.
    • TESL 515: ENL Case Management: Creating Access through Programming and Curriculum
      Credit(s) 3.0
      Term(s) Offered Spring
      This course is designed to help ENL teacher candidates refine their pedagogy while managing their student caseload within the mandated ENL service models (stand-alone and integrated ENL) using standards-based curricula and assessments to differentiate instruction. In collaboration with school professionals, participants will analyze informal and formal school-wide data (including New York State English as a Second Language Achievement Test data, content, and literacy assessments) to identify the language and literacy needs of their ENL students. Participants will evaluate the strengths and weaknesses of the programming of ENL services in their schools and advocate for integrated, collaborative approaches that support ENL students across their school day. Special attention will be given to understanding the specific needs of newcomers, recently arrived unaccompanied children/refugee children & youth, long-term ELLs (LTELLs), and students with limited or interrupted /inconsistent formal education (SLIFE). Participants will explore ways to effectively connect with students to leverage cultural and linguistic resources, and other funds of knowledge to create socio-emotional supports, empower students and families, and develop culturally responsive practices within their instructional programming. In addition, participants will develop strategies to self-advocate, collaborate, and negotiate their roles with other school professionals to better advocate for the needs of their students. Prerequisite: TESL 660.
    • TESL 561: Linguistics in Education
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. In the second half of the course, TESOL candidates will compare the structure and language features of world Englishes to that of other languages most commonly spoken in schools. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school. Prerequisite: TESL 530.
    • TESL 563: The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12)
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course addresses the ways in which language, cognition, and the socio-emotional development of students shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, the course prepares teachers to meet the needs of students from diverse cultural and linguistic backgrounds. Participants will explore how emergent bilingual students utilize their entire linguistic repertoire, as well as their cultural and family backgrounds when learning to speak, listen, read, and write in a new language. Participants will recognize how home languages and language varieties impact the selection of readings, writing assignments, feedback, error analysis, and the interpretation of literacy assessments. Participants will explore approaches for teaching phonics, multimodal composition, rhetorical genre studies (RGS), and translingual research to develop flexible and culturally responsive literacy practices. Particular attention will be paid to the ways in which ENL teachers can collaborate with classroom teachers to develop literacy goals for students with varied language proficiencies (entering, emerging, transitional, expanding, and commanding) and developing literacy skills. Participants will also explore how to create portable and fixed learning environments that support a balanced approach to literacy, as well as explore ways to use age-appropriate technology to support students’ multimodal literacy development. In addition to gaining a deeper understanding of the reading and writing processes, participants will better define their roles as literacy teachers and advocates of literacy practices that support emergent bilingual students. Prerequisite: TESL 530.
    • TESL 660: TESOL Research & Methodologies (Grades PreK-6)
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course explores TESOL methodologies to inform the teaching of English as a new language in grades PreK-6. The course will provide participants with a foundation for thinking about English as a new language (ENL) instruction as being grounded in a deep understanding of both learner and context.  Participants will develop an understanding of how student identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), classroom culture and curriculum, and local and state assessments all impact planning and instruction for ENLs.  Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual students, including those with developmental variations, fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 870.
    • TESL 661: TESOL Research & Methodologies (Grades 7-12)
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course builds on the content covered in the Research and Methodologies (PreK-6) course by exploring the TESOL language learning methods and research that apply in middle and high school settings.  Special attention will be paid to the social, emotional, and academic needs of adolescents with interrupted formal education (SIFE) and long-term English language learners (LTELLs).  Participants will develop an understanding of how adolescent identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), middle and high school culture and curriculum, and local and state assessments all impact planning and instruction for adolescent ENLs.  Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students across the content areas. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual adolescents fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 660.
    • TESL 862: Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations
      Credit(s) 3.0
      Term(s) Offered Fall
      In this course, participants will review the history of special education as it has impacted students and families from diverse cultural and linguistic backgrounds, focusing on over-representation in the classifications of intellectual disability, emotional disability, and language/learning disabilities. This course will help English as a new language (ENL) teachers examine the intersection between disability and cultural and linguistic diversity. Participants will unpack assumptions about linguistically and culturally diverse families, and understand how various disabilities interact with learning a new language to better discern typical patterns of language development from language-based disabilities. Participants will have the opportunity to become familiar with formal and informal assessments used to evaluate K-12 students and how these apply to emergent bilingual speakers, as well as concepts including validity, reliability, and basic statistical terminology.  Participants will collaborate with school professionals to explore strategies for working effectively with families of linguistically and culturally diverse children and adolescents.
    • TESL 870: The Teaching of English Grammars & Discourse in ENL Settings
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Participants will critically examine historical and current approaches used to teach English grammar in the United States and in other English-speaking countries. Research on the effectiveness of teaching grammar will inform participants as they design learning experiences to support emergent bilinguals’ English proficiency levels (entering, emerging, transitional, expanding, and commanding). Participants will use language assessments and error analyses in order to gauge students’ grammatical needs when speaking and writing and will use this assessment to inform the development of grammar lessons. The course will support participants in using technology for assessment and instruction and will focus the teaching of grammar as a tool for helping students engage more meaningfully in spoken and written discourse across a range of grade levels and content areas.  Participants will study grammars as living, dynamic systems, and through lesson design, they will empower students to consciously use grammars as communication tools in response to particular audiences and situations. Participants will collaborate with classroom teachers and school leaders to integrate grammar lessons into existing literacy units used in schools. Prerequisite: TESL 561.

    Integrative Masters Project

    • ELPF 500E: Early Childhood Leadership Portfolio
      Credit(s) 0.0
      Term(s) Offered Please inquire
    • IMP 2: Collaborative Student Faculty Inquiry
      Credit(s) 0.0
      Term(s) Offered Fall; Spring
      The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
    • IMP 3: Mentored Directed Essay
      Credit(s) 0.0
      Term(s) Offered Fall; Spring; From Summer 1 to Summer 2
      Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
    • IS 500: Independent Study
      Credit(s) 0.0
      Term(s) Offered Please inquire
      The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.
    • IS 501: Independent Study
      Credit(s) 0.0
      Term(s) Offered Please inquire
      The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.
    • IS 502: Independent Study
      Credit(s) 0.0
      Term(s) Offered Please inquire
      The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.
    • MACP 500: Integrative Master’s Project: Culminating Project
      Credit(s) 0.0
      Term(s) Offered Please inquire
      This course is for 3rd-summer Math Leadership students only.
    • MLPF 500: Museum Leadership Portfolio
      Credit(s) 0.0
      Term(s) Offered Please inquire
    • PF 500: Portfolio
      Credit(s) 0.0
      Term(s) Offered From Fall to Spring
      The Portfolio takes the form of a series of reflective essays developed through an emergent process of collecting documents and objects called artifacts which are significant markers of pivotal experiences in your professional and personal development. Students work with a faculty mentor as well as a small peer group throughout the fall and spring semesters. Students present their Portfolios the evening before graduation in May. (Students who elect this option must apply by June 30th.)

    Internships

    • INCE 994: New York State Internship
      Credit(s) 0.0
      Term(s) Offered Please inquire
      The internship credential is a temporary certificate that allows Bank Street students to accept a job that requires certification as a condition of employment while you are in the process of completing your degree. To qualify, Bank Street students must be matriculated in programs leading to certification, be in good academic standing and have completed at least half of the credits required for the program. Students must also have been fingerprinted and cleared by both the State Department of Education and the New York City Department of Education. Successful completion of the LAST and multi-subject CST exams are required.
    • INCE 995: New York State Internship Concurrent with SFW/A
      Credit(s) 0.0
      Term(s) Offered Please inquire
      The internship credential is a temporary certificate that allows Bank Street students to accept a job that requires certification as a condition of employment while you are in the process of completing your degree. To qualify, Bank Street students must be matriculated in programs leading to certification, be in good academic standing and have completed at least half of the credits required for the program. Students must also have been fingerprinted and cleared by both the State Department of Education and the New York City Department of Education. Successful completion of the LAST and multi-subject CST exams are required. (Taken concurrently with Supervised Fieldwork/Student Teaching/Advisement.)

    Leadership Classes

    • LEAD 501: Human Development I: Programming for Young Audiences
      Credit(s) 4.0
      Term(s) Offered Every other Fall
      In this course students will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children, with a particular focus on the elementary school years. They will explore core developmental theories and relate them to how young children function in museums and other out-of-school settings. Course work includes visits to museums and experiences with storytelling and other age-appropriate educational and programmatic strategies. For Museum Leadership students only.
    • LEAD 502: Human Development II: Adolescents and Adults as Visitors and Volunteers
      Credit(s) 3.0
      Term(s) Offered Every other Spring
      This course assists museum educators in understanding adolescents and adults from two perspectives—as core audiences for their institutions and also as volunteers and salaried staff. Readings in adolescent development are supplemented by work with organizations experienced in working effectively with young people. Course work on the characteristics of the adult learner includes strategies for creating a sustainable volunteer program. For Museum Leadership students only.
    • LEAD 503: Adult Development: Implications for Educational Leadership
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
    • LEAD 503R: Adult Development: Implications for Educational Leadership
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
    • LEAD 510: Leadership in Curriculum and Instruction
      Credit(s) 3.0
      Term(s) Offered Fall; Spring; This course is offered as a blended or fully online course
      This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today’s school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding, and effecting school change.
    • LEAD 510C: Leadership in Curriculum and Instruction
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today’s school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding, and effecting school change.
    • LEAD 510M: Leadership in Curriculum and Instruction
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today’s school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding, and effecting school change. This course is for 1st-summer Math Leadership students only.
    • LEAD 510R: Leadership in Curriculum and Instruction
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today’s school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding, and effecting school change.
    • LEAD 511: Exhibition Development for Museum Leaders
      Credit(s) 2.0
      Term(s) Offered Every other Fall
      The course offers insight into exhibitions as learning environments, with an emphasis on how to create meaningful experiences for intergenerational audiences. Course work includes readings in the growing field of museum learning and analysis of different models of development and design, including the team approach. For Museum Leadership students only.
    • LEAD 512: School Collaborations for Museum Leaders
      Credit(s) 2.0
      Term(s) Offered Every other Spring
      Because schools continue to be core audiences for muse-ums, it is critical for museum leaders to appreciate fully the differences between the two cultures. The course begins with the history of museum/school collaborations. It emphasizes how to create engaging school programming, including curriculum development and teacher workshops, in collaboration with school faculty and leaders. The course includes a visit to an area museum. For Museum Leadership students only.
    • LEAD 513: Museum Programming for Diverse Audiences
      Credit(s) 1.0
      Term(s) Offered Every other Spring
      This course offers the contextual and developmental perspectives needed to engage diverse visitors and learners, including (but not limited to) those with special needs and those whose first language is not English. It explores strategies leaders can use to ensure that every aspect of the museum’s environment and programming supports the needs and learning styles of each visitor. For Museum Leadership students only.
    • LEAD 530: Education Policy, Advocacy, and Law
      Credit(s) 3.0
      Term(s) Offered Spring
      Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
    • LEAD 530C: Education Policy, Advocacy, and Law
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
    • LEAD 530E: Education Policy, Advocacy, and Law
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
    • LEAD 530R: Education Policy, Advocacy, and Law
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
    • LEAD 534M: Foundations of Educational Leadership: Adult Development
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course surveys the nature of adult learners, examining patterns of development and the influences upon their own development. As students study materials and share their experiences, they acquire theoretical tools that will aid in their organizational interactions with adults and increase their understanding of their own development. This course is for 2nd-summer Math Leadership students only.
    • LEAD 535: Foundations of Educational Leadership: Organizational Development
      Credit(s) 1.0
      Term(s) Offered Summer 2
      This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews.
    • LEAD 535M: Foundations of Educational Leadership: Organizational Development
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews. This course is for 3rd-summer Math Leadership students only.
    • LEAD 537: Organizational Development: Implications for Educational Leadership
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
    • LEAD 537C: Organizational Development: Implications for Educational Leadership
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
    • LEAD 537L: Organizational Development: Implications for Educational Leadership
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
    • LEAD 537R: Organizational Development: Implications for Educational Leadership
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
    • LEAD 537Y: Organizational Development: Implications for Educational Leadership
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
    • LEAD 561: Supervising and Supporting Literacy Instruction in Diverse Settings
      Credit(s) 1.0
      Term(s) Offered Spring
      This course prepares participants to work with student leaders, new teachers, and colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, coteaching, and preparatory and debriefing conversations, participants observe, record, and analyze the content and processes involved in coaching interactions. These experiences will allow participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.
    • LEAD 603: School Change: The Transformational Leader
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
    • LEAD 603R: School Change: The Transformational Leader
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
    • LEAD 615: Processes of Supervision and Professional Development
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
    • LEAD 615M: Processes of Supervision and Professional Development
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This course is for 2nd-summer Math Leadership students only.
    • LEAD 615R: Processes of Supervision and Professional Development
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
    • LEAD 650: Leadership Individual Study
      Credit(s) 3.0
      Term(s) Offered All terms
      This course provides an opportunity to investigate a prob-lem or area of interest related to educational leadership under the supervision of a faculty member. Permission of the student’s advisor is required.
    • LEAD 660: Research for Educational Change
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
    • LEAD 660C: Research for Educational Change
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
    • LEAD 660R: Research for Educational Change
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
    • LEAD 661: Research for Mathematics Leaders I
      Credit(s) 1.0
      Term(s) Offered Summer 2; This course is offered as a blended or fully online course
      This course is designed to increase graduate students’ understanding of qualitative research. The course supports graduate students in developing and implementing qualitative action research projects. In addition, it will enable graduate students to gain a deeper understanding of the importance of qualitative research and how it can be used to effect change. This course is for 1st-summer Math Leadership students only.
    • LEAD 662: Research for Mathematics Leaders II
      Credit(s) 1.0
      Term(s) Offered Summer 2; This course is offered as a blended or fully online course
      In this course, graduate students will build upon LEAD 661, furthering their understanding of qualitative research while developing a plan to share their research projects with a broader audience. Prerequisite: LEAD 661. This course is for 2nd-summer Math Leadership students only.
    • LEAD 770: Leadership Professional Seminar
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      This seminar is designed to develop competencies in re-search and communication. Participants will be guided in the preparation of a major paper for class presentation and critique. The paper will focus on a policy issue in education and the role of the school or district administrator in relation to that issue. The seminar combines formal class sessions and individual conferences.
    • LEAD 825: Child Life Program Development and Administration
      Credit(s) 3.0
      Term(s) Offered Fall; This course is offered as a blended or fully online course
      This course will introduce students to the skills needed to develop, direct, and manage child life programs in healthcare settings. Emphasis will be placed on developing a philosophy of leadership that fosters team collaboration and staff participation. Program planning will be addressed within the context of child development and child life principles. Topics covered will include staff development and supervision, continuous quality improvement, proposal writing, program development, and departmental management skills. Prerequisite: EDUC 500.
    • LEAD 827: Understanding Quantitative Data: Implications for Educational Leaders
      Credit(s) 3.0
      Term(s) Offered Summer 2; This course is offered as a blended or fully online course
      The goal of this course is to educate the school leader in the understanding the use of quantitative data for improving instruction in schools. The course will deal with the mathematics of statistics and data collection so that school leaders are better equipped to understand the information provided to them, ask better questions, make better choices about what data they should collect, and what the data tells about the skills and understandings of the student. In addition we will look into bias in data collection and interpretation, who the players are in the data collection and interpretation, and how to communicate the data so that the school community will understand its implications. The course will use a case study approach. The mathematical ideas will be developed through the use of concrete materials, databases, and tools such as Excel, Google Forms, and a calculator.
    • LEAD 843: Mathematics Leadership Summer Advisement
      Credit(s) 0.0
      Term(s) Offered Please inquire
      This course is an extension of LEAD 940. During the summer residency, the cohort meets for weekly advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
    • LEAD 851: Museum Leadership Institute II
      Credit(s) 2.0
      Term(s) Offered Every other Summer 1
      Along with LEAD 850, this intensive one-week institute during each academic year of the program includes class sessions on conceptions of leadership and analysis of contemporary issues in museum education through site visits to the participants' institutions. For Museum Leadership students only.
    • LEAD 861: Leading a School District I
      Credit(s) 1.0
      Term(s) Offered Fall
      This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
    • LEAD 861A: Leading a School District I
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data. This course is for students in the Aspiring Superintendent Academy Program only.
    • LEAD 861R: Leading a School District I
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
    • LEAD 862: Leading a School District II
      Credit(s) 1.0
      Term(s) Offered Fall; Spring
      This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement.
    • LEAD 862A: Leading a School District II
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement. This course is for students in the Aspiring Superintendent Academy Program only.
    • LEAD 862R: Leading a School District II
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement.
    • LEAD 863: Leading a School District III
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
    • LEAD 863A: Leading a School District III
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board. This course is for students in the Aspiring Superintendent Academy Program only.
    • LEAD 863R: Leading a School District III
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
    • LEAD 864: Leading a School District IV
      Credit(s) 1.0
      Term(s) Offered Spring
      This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
    • LEAD 864R: Leading a School District IV
      Credit(s) 1.0
      Term(s) Offered Please inquire
      This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
    • LEAD 870: Special Education Leadership: The District Perspective
      Credit(s) 1.0
      Term(s) Offered Every other Summer 2; Spring
      Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
    • LEAD 870R: Special Education Leadership: The District Perspective
      Credit(s) 1.0
      Term(s) Offered Please inquire
      Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
    • LEAD 873: Special Education Leadership: Meeting the Needs of all Students
      Credit(s) 1.0
      Term(s) Offered Please inquire
      Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
    • LEAD 873C: Special Education Leadership: Meeting the Needs of all Students
      Credit(s) 1.0
      Term(s) Offered Please inquire
      Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
    • LEAD 873L: Special Education Leadership: Meeting the Needs of all Students
      Credit(s) 1.0
      Term(s) Offered Please inquire
      Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
    • LEAD 873R: Special Education Leadership: Meeting the Needs of all Students
      Credit(s) 1.0
      Term(s) Offered Please inquire
      Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
    • LEAD 873Y: Special Education Leadership: Meeting the Needs of all Students
      Credit(s) 1.0
      Term(s) Offered Please inquire
      Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
    • LEAD 900: Leadership for Educational Change Supervised Fieldwork/Advisement
      Credit(s) 6.0
      Term(s) Offered Fall; Spring
      Students exercise and/or practice leadership in their own school settings or in supervised placements with expert leaders, with considerable on–site support from both their Bank Street advisor and their site supervisor. Promoting collaboration among colleagues, supporting effective curriculum and instructional practice, and fostering constructive school change are emphasized in the internship. Students work closely with their advisor and conference group peers in integrating theory and practice.
    • LEAD 906: Future School Leaders Academy Supervised Fieldwork/Advisement
      Credit(s) 1.5
      Term(s) Offered Fall; Spring
      This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop internship program plans each semester, linked to each semester’s theme and national leadership preparation standards. Students are supervised on site by their internship supervisor/mentor and their advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program.
    • LEAD 908: School District Leadership Supervised Fieldwork/Advisement
      Credit(s) 3.0
      Term(s) Offered Fall; Spring
      Fieldwork in an appropriate setting with supervision and advisement.
    • LEAD 908R: School District Leadership Supervised Fieldwork/Advisement
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Fieldwork in an appropriate setting with supervision and advisement.
    • LEAD 912: Leadership Supervised Fieldwork/Advisement
      Credit(s) 2.0
      Term(s) Offered Fall; Spring; Summer 2
      This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
    • LEAD 912C: Leadership Supervised Fieldwork/Advisement
      Credit(s) 2.0
      Term(s) Offered Please inquire
      This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
    • LEAD 912L: Leadership Supervised Fieldwork/Advisement
      Credit(s) 2.0
      Term(s) Offered Please inquire
      This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
    • LEAD 912R: Leadership Supervised Fieldwork/Advisement
      Credit(s) 2.0
      Term(s) Offered Please inquire
      This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
    • LEAD 912Y: Leadership Supervised Fieldwork/Advisement
      Credit(s) 2.0
      Term(s) Offered Please inquire
      This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
    • LEAD 913R: Practicum in Urban School Leadership
      Credit(s) 1.0
      Term(s) Offered Please inquire
      Progressive Leadership interns continue to engage in focused leadership experiences in their own schools and/or other sites, with an emphasis on research-based strategies for turning around low-performing urban schools. Interns will refine their ongoing leadership work based on the ISLLC Standards and the New York City School Leadership Competencies and will participate in monthly conference group sessions with their advisors. At the end of this course, each candidate presents a comprehensive portfolio of his or her internship experiences. This portfolio meets the program’s Integrative Master’s Project requirement.
    • LEAD 918: Leadership Supervised Fieldwork/Advisement
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
    • LEAD 918C: Leadership Supervised Fieldwork/Advisement
      Credit(s) 3.0
      Term(s) Offered Please inquire
      This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
    • LEAD 920E: Early Childhood Leadership Supervised Fieldwork/Advisement
      Credit(s) 3.0
      Term(s) Offered Please inquire
      Participants explore a variety of theories and methods of analysis as applied to organizations and their members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior.
    • LEAD 940: Mathematics Leadership Supervised Fieldwork/Advisement
      Credit(s) 3.0
      Term(s) Offered Spring
      Fieldwork in an appropriate setting with supervision and advisement.
    • LEAD 950: Museum Leadership Supervised Fieldwork/Advisement
      Credit(s) 2.0
      Term(s) Offered Fall; Spring
      Fieldwork in an appropriate setting with supervision and advisement.
    • LEAD 951: Museum Leadership Seminar I: Theories and Issues in Museum Learning
      Credit(s) 1.0
      Term(s) Offered Every other Fall
      This initial leadership seminar provides an overview of the key themes of the program’s first year. It asks students to draw upon both current research in the field and their own experiences as museum visitors in order to construct and articulate their own philosophies of museum learning. In the process, students examine their own assumptions about learning and teaching. The insights offered in this course are intended to provide a conceptual framework for students’ program participation and ongoing professional growth. For Museum Leadership students only.
    • LEAD 952: Museum Leadership Seminar II: Current Ideas in Interpretation and Education
      Credit(s) 1.0
      Term(s) Offered Every other Spring
      This seminar is usually taken in the second semester of the first year of study. This is an experiential course that typically takes place outside of the classroom in NYC cultural institutions. The particular experiences reflect the most innovative offerings and approaches, as well as students’ interests and preferences. Most recently, the course has incorporated workshops and performances at the Lincoln Center Institute for the Arts in Education and the Metropolitan Museum of Art. For Museum Leadership students only.
    • MATH 495: Topics in Mathematics
      Credit(s) 2.0
      Term(s) Offered Fall
      Through a process of supportive exploration, students will develop familiarity with a variety of mathematical fields, as well as competence in the processes of mathematical thinking and doing. Topics for investigation will include historical mathematics, number theory, analytic geometry, calculus, non-Euclidean geometry, and linear algebra. The course will integrate a review of algebra, geometry, and trigonometry. On-site math experience, manipulative materials and models, and cooperative learning groups as well as computer software will all be part of the investigative process in this course. No previous college-level study of math is required.
    • MATH 525: Math for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners
      Credit(s) 3.0
      Term(s) Offered Summer 2
      This course will provide teachers and leaders with a deeper understanding of the mathematics they need to know to help others refine and deepen math instruction in schools. They will learn how people learn math, and how to meet the mathematical needs of a wide range of learners—both adults and children. This course is grounded in a constructivist approach to learning and teaching. As such, we seek to form a community of learners in which each participant is constructing his or her own understanding of mathematics, and what it means to be teachers and leaders of mathematics. This course is for 1st-summer Math Leadership students only.
    • MATH 541: Integrated Mathematics I
      Credit(s) 3.0
      Term(s) Offered Summer 2; This course is offered as a blended or fully online course
      Participants in this course (and MATH 542 and MATH 543) engage in integrating mathematics. This experience helps participants deepen their understanding of the relationship among the various mathematical disciplines and supports them in their work with children and teachers. Participants explore elementary number theory, algebra, groups, and transformational geometry using concrete materials and open-ended problems. Open to 1st-summer Math Leadership students only, or with permission of instructor and director.
    • MATH 542: Integrated Mathematics II
      Credit(s) 3.0
      Term(s) Offered Summer 2; This course is offered as a blended or fully online course
      This course continues the integration of mathematics begun in MATH 541. Participants study Taxicab geometry and its relationship to Euclidean geometry. Participants explore probability, the relationship between probability and proportional reasoning, the art of equations, and the relationship between functions and their graphs. Prerequisite: MATH 541. Open to 2nd-summer Math Leadership students only, or with permission of instructor and director.
    • MATH 543: Integrated Mathematics III
      Credit(s) 3.0
      Term(s) Offered Summer 2; This course is offered as a blended or fully online course
      This course continues the work with graphing begun in MATH 542. Participants use the content from MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics and contrast these ways of approaching mathematics and the applications of each. Prerequisite: MATH 542. Open to 3rd-summer Math Leadership students only or with permission of instructor and director.

    Matriculation Maintenance

    • HNTR 500: Full Time Enrollment at Hunter College
      Credit(s) 0.0
      Term(s) Offered Please inquire
      This course acknowledges a dual-degree student's full time enrollment at the graduate level  (9 credits or greater Fall/Spring; 3  credits or greater Summer terms) at Hunter College.
    • HNTR 501: Three Quarters Time Enrollment at Hunter College
      Credit(s) 0.0
      Term(s) Offered Please inquire
      This course acknowledges a dual-degree student's 3/4 time enrollment at the graduate level  (7-8 credits Fall/Spring) at Hunter College.
    • HNTR 502: Half Time Enrollment at Hunter College
      Credit(s) 0.0
      Term(s) Offered Please inquire
      This course acknowledges a dual-degree student's half time enrollment at the graduate level  (5-6 credits Fall/Spring; 2  credits Summer terms) at Hunter College.
    • HNTR 503: Less Than Half Time Enrollment at Hunter College
      Credit(s) 0.0
      Term(s) Offered Please inquire
      This course acknowledges a dual-degree student's less-than half time enrollment at the graduate level  (4 or fewer credits Fall/Spring; 1 credit Summer terms) at Hunter College.
    • MMNT 500: Matriculation Maintenance
      Credit(s) 0.0
      Term(s) Offered Please inquire
      A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
    • MMNT 500R: Matriculation Maintenance
      Credit(s) 0.0
      Term(s) Offered Please inquire
      A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.