Graduate Course Schedule - Bank Street Graduate School of Education

Spring 2026

January 20, 2026—May 05, 2026

Bank Street Graduate School of Education credit hour calculations for degree and certificate programs follow NYSED guidelines, which are based on the U.S. Department of Education’s definition of credit hour. Please view the Credit Hour Assignment Policy for more information.

Religious Observance: The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday session, because of religious observance, please notify the course instructor by the first class session so that an alternative means can be identified for fulfilling missed class material and course assignments.

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January Intersession

Intersession courses run January 5th — 14th, prior to the start of Spring 2026 classes. Students who wish to register need to do so prior to the start of the course.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
EDUC606-1	Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum	1		Mollie Welsh Kruger	MW 4:45-8:00 PM	1/5, 1/7, 1/12, 1/14
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.

Education Courses: Dual Language/Bilingual Teacher Ed, General Teacher Ed, and Special Ed

Section	Title	Credits	Instructor	Days/Times	Dates
EDUC513-1	Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)	3	Ellen McCrum, Marc Todd	M 4:45-6:45 PM
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 social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
EDUC514-1	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	Soyoung Park	T 7:00-9:00 PM
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.
EDUC525-1	Assistive Technology as a Tool for Providing Educational Access	1	Mark Surabian	W 7:00-9:05 PM	3/11, 3/18, 3/25, 4/8, 4/15, 4/29
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 be enhanced. 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.
Please follow the spring add/drop and withdrawal deadlines even though this class begins after those deadlines have passed.
EDUC530-1	Foundations of Modern Education	3	Martha Andrews	TH 7:00-9:00 PM
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.
EDUC542-1	Assessment and Instruction in Teaching Mathematics to Children with Disabilities	2	Jaime Palmer	W 7:00-9:00 PM
This course has been designed to convey the process of clinical 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.
EDUC560-1	Native Language Literacy for Spanish-Speaking Children	2	Cristian Solorza	TH 7:00-9:00 PM
Through this course, students explore the acquisition of literacy skills in the child’s first language—in this case, Spanish. The course will focus on four areas: oral language development through storytelling, songs, poems, games, etc.; literacy development; the use of literature and of teacher- and student-made materials; and grammar and spelling. Students will analyze ways of using children’s literature and children’s writing in a reading program and will explore ways to teach reading and writing in the content areas. Participants will also assess commercially available materials for teaching reading and writing in Spanish, as well as original and translated Spanish children’s literature. Teacher- and student-made materials will be examined and developed, particularly in the context of children’s varied learning styles. Graduate students will also review the rules of Spanish grammar and orthography. This course is taught in Spanish.
Prerequisite for EDUC 560: TESL 530 and EDUC 561 or permission of instructor.
EDUC563-1	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	Mollie Welsh Kruger	T 4:45-6:45 PM
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.
EDUC591-1	Music and Movement Workshop for Teachers (Grades PreK-6)	2	Laura Montanari	T 7:00-9:00 PM
This course explores the importance of children’s expression through music and movement. Everyone has the capacity to produce music and engage in creative movement. Participants at all levels of experience and skill will learn about and share songs, rhythms, and games from a range of cultural and linguistic traditions. In order to develop strategies for integrating music and movement across the curriculum, participants will engage with topics such as instrument-making from recyclable materials, drumming, sound improvisation, and movement as vehicles for expression and learning. As they engage with creating and reflecting on music and movement experiences, participants will explore the role music and movement play in children’s development in classroom environments.
EDUC629-1	Supporting Autistic Students in Inclusive and Special Education Settings	1	Rae Leeper	W 7:00-9:00 PM	1/21, 1/28, 2/4, 2/11, 2/25, 3/4
This course will explore autism 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 autistic people. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for autistic children. Participants will consider the importance of providing young autistic children with an educational program that is responsive to each child’s unique pattern of strengths and areas of growth, 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.
Registration is not allowed after the class has met. The class on 3/4 will run from 7:00-9:30pm.
EDUC801-1	The World of the Infant: The First Year of Life	3	Melina Gac Levin	T 4:45-6:45 PM
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.
Prerequisite for EDUC801: EDUC 500 or EDUC 800
EDUC803-1	Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon	2	Sarah Sloane	TH 4:45-6:45 PM
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 disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
This course will meet asynchronously for two sessions and online for another session. Your instructor will share additional details during session 1. Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-1	Teaching Students with Emotional and Behavioral Disabilities	2	Sean O'Shea	TH 4:45-6:45 PM
This course focuses on understanding, teaching, and meeting the needs of children in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disabilities 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. Prerequisites: EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC808-1	The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording	3	Ludmila de Amorim Paquete da Costa	M 4:45-6:45 PM
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.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC860-1	Assessment & Instruction in Teaching Literacy to Children with Language & Learning Disabilities	3	Staff TBD	TH 7:00-9:00 PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based 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.
Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC891-1	Practicum in Developmental Assessment of Infants and Toddlers	3	Marjorie Brickley	M 4:45-6:45 PM
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.
Prerequisite for EDUC891: EDUC 801 and EDUC 802
EDUC893-1	Approaches to Early Childhood Assessment	2	Ross Harold	M 4:45-6:45 PM
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.
Prerequisite for EDUC 893: EDUC 803 or EDUC 894
EDUC895-1	Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr	2	Rae Leeper	M 7:00-9:00 PM
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.
Prerequisite for EDUC895: EDUC 894

Fieldwork/Student Teaching/Advisement Courses

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC931-1	Supervised Fieldwork/Advisement	6		Staff TBD	W 4:45-6:45 PM
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 the second half of EDUC930.
This course is the second half of EDUC930.
EDUC9322-1	Supervised Fieldwork/Advisement (Part 2)	3		Staff TBD	W 4:45-6:45 PM
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 is the second of four required semesters of supervised fieldwork.
This is the second of four semesters of fieldwork.
EDUC934-1	Supervised Fieldwork/Advisement	3		Staff TBD	W 4:45-6:45 PM
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 the second half of EDUC932.
This course is the second half of EDUC932.
EDUC937-1	Supervised Fieldwork/Advisement	6		Staff TBD	W 4:45-6:45 PM
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.
EDUC994R-1R	Extended Field Experiences	1	Online	Staff TBD	Day & Time TBD	TBD
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 an additional grade band level in a high needs public 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 IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. (Online version)
This course is for onground students. Field placement is onground. Synchronous meetings are online. This fieldwork experience requires the following components: Goal-Setting 1-on-1 Meeting with Instructor (1 hour, TBD) Placement (Please consult your PD for your specific placement dates) Synchronous Meetings with Instructor and Peers (Dates TBD) Reflection 1-on-1 Meeting with Instructor (1 hour, TBD)

Integrative Master's Project: Year-long options

Section	Title	Credits	Instructor	Days/Times
IS500-1	IMP: Independent Study	0	Staff TBD	See mentor
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. This course is the first semester of an Independent Study.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by Monday, January 19th, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director.

Integrative Master's Project-Semester-Based IMP Options

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
IMP2-1	IMP: Collaborative Student Faculty Inquiry	0		Marjorie Brickley, Gio Capone	W 7:00-9:00 PM	1/28, 2/25, 3/25, 4/29
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.
Title: Performing Gender in the Classroom: Reflections on Lived Experiences as Educators Bank Street’s philosophy relies heavily on applying to the education process all available knowledge about learning and growth, and by connecting teaching and learning meaningfully to the outside world. Alongside an influx of anti-LGBTQ+, anti-trans, and anti-CRT (critical race theory) legislation in the United States, there is also a growing number of pedagogical and curricular resources to support children in their own gender development. What can we learn from supporting children in their own gender development as we consider how we each bring our gendered experiences into the rooms? Through critical self reflection, this collaboration seeks to unpack the ways in which we all perform gender in classrooms. Students will collaborate on reflective papers that summarize their experiences navigating gendered school environments. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run on ground.
IMP2-2	IMP: Collaborative Student Faculty Inquiry	0		Mollie Welsh Kruger	T 7:00-9:00 PM	1/27, 2/24, 3/24, 4/21
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.
Title: Picture Books for the Ages This IMP option invites writers to create a picture book for children of a specific age group of the writer's choice. In addition to the picture book, participants will write a rationale and a child development section, review other children's literature for the same age-level, share their picture book with a group of children, and write a reflective conclusion. The final picture book must include some form of visual illustration. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run on ground.
IMP2R-1R	IMP: Collaborative Student Faculty Inquiry	0	Online	Gil Schmerler	M 7:00-9:00 PM	1/26, 2/23, 3/23, 4/27
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.
Title: Teacher Leadership (for teachers or administrators) Those educated at Bank Street are are invariably called on for leadership in their schools, and yet their preparation programs might further promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills of leaders, either teacher or administrative, and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of leadership in their own school sites (or, alternatively, a school to which they have ready access). Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP2R-2R	IMP: Collaborative Student Faculty Inquiry	0	Online	Margaret Blachly	T 4:45-6:45 PM	1/27, 2/10, 3/10, 4/14
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.
Title: Using Emotionally Responsive Practice (ERP) in the Classroom Setting This IMP offers a unique opportunity to develop your understanding of the concepts and techniques that are the foundation of Emotionally Responsive Practice, as developed by Lesley Koplow, LCSW. The IMP is practice-based, meaning that you will bring these concepts and techniques into your professional setting. Required readings and videos will “bring ERP to life,” and your journaling work and meetings with the mentor will help you experiment and reflect on your own practices. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP2R-3R	IMP: Collaborative Student Faculty Inquiry	0	Online	Tyler Jennings	M 7:00-9:00 PM	2/2, 3/2, 4/6, 5/4
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.
Title: Perspectives on Gender in Education This collaborative IMP takes a theory-into-practice approach. Using accessible entry points into feminist, critical masculinities, queer, and trans theories of education as our springboard, we will ask key questions about gender in education and explore their implications for our teaching and social justice practices in schools. We will proceed from the assumption that the very concept of gender itself is not fixed or universal, and that this leaves an opening for interpreting and doing gender differently in schools. We will explore implications for our own teaching choices and curricular planning; our support of students' own identity work in PreK-12 settings; and our critical awareness of schools as gendered spaces. Your own questions and observations will be central, and we will use your inquiries to guide the direction of our work together. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. Please note: Tyler is open to changing the day/time this IMP is offered should there be a need to do so. Please reach out at tjennings@bankstreet.edu. This section will run online.
IMP3-1	IMP: Mentored Directed Essay	0		Staff TBD	See mentor
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.
Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by Monday, January 19th, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director.

Child Life

Courses within this program are for Child Life students only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC503CR-1CR	Development: Adolescence through Emerging Adulthood	3	Online	Troy Pinkney	TH 7:00-9:00 PM	1/22, 1/29, 2/19, 3/19, 4/23, 4/30
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. This course is for Child Life students only
This course is for students in the Child Life Program only. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously online. The synchronous dates are provided.
EDUC825CR-1CR	The Role of Child Life Beyond the Hospital: A Local, National, and Global View	3	Online	Genevieve Lowry	M 7:00-9:00 PM	1/26, 2/23, 3/9, 4/20
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. This course is for students in the Child Life program only.
This course is for students in the Child Life Program only. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously online. The synchronous dates are provided.
EDUC828CR-1CR	Loss in Children’s Lives: Implications for Schools, Hospitals, and Home	3	Online	Deborah Vilas	T 7:00-9:00 PM	1/20, 2/10, 3/10, 3/17, 4/28
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, hospitalization 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. For students in the Child Life program only.
This course is for students in the Child Life Program only. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously online. The synchronous dates are provided.
EDUC829CR-1CR	Therapeutic Play Techniques for Child Life Specialists	3	Online	Deborah Vilas	M 7:00-9:00 PM	1/26, 2/9, 2/17, 2/23, 3/23, 4/6, 5/4
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. This course is for Child Life students only.
This course is for students in the Child Life Program only. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously online. The synchronous dates are provided. Please note, 2/17 is a Tuesday.
EDUC950CR-1CR	Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings	6	Online	Troy Pinkney	W 7:00-9:00 PM
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. For Child Life students only.
This course is for students in the Child Life Program only. Permission of the Director is needed for all other students. This course will meet synchronously each week.
IMP2CR-1CR	IMP: Collaborative Student Faculty Inquiry	0	Online	Meghan Jacobson	W 7:00-9:00 PM	1/28, 2/25, 3/25 4/22
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. This section is for students in the Child Life program only.
Title: Grief & Death in Children's Lives This interactive inquiry will explore topics related to end-of-life, grief and death in the lives of children, and is open to both child life and education students. In partnership with one another and their faculty mentor, students will explore the ways in which children understand death, how they grieve and ways that they can be supported. The inquiry will culminate in the creation of an activity or intervention designed to support children in school, home or hospital settings with their own death or the death of a significant person in their lives. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP3-1	IMP: Mentored Directed Essay	0		Staff TBD	See mentor
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.
Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by Monday, January 19th, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director.
IS500-1	IMP: Independent Study	0		Staff TBD	See mentor
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. This course is the first semester of an Independent Study.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by Monday, January 19th, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director.
LEAD825CR-1CR	Child Life Program Development and Administration	3	Online	Troy Pinkney	T 7:00-9:00 PM	1/20, 2/24, 3/24, 4/21, 5/5
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. For students in the Child Life program only.
This course is for students in the Child Life Program only. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously online. The synchronous dates are provided.

Online Programs: Early Childhood and Childhood Single and Dual Certification Programs

Courses listed below are for students in the Online Early Childhood and Childhood programs only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC505SR-1SR	Language Acquisition and Learning in a Linguistically Diverse Society	2	Online	Pamela Jones	M 7:00-9:00 PM
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. For students in fully-online programs only.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC513SR-1SR	Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1-6)	3	Online	Ellen McCrum, Marc Todd	M 7:00-9:00 PM
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 social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530ESR-1ESR	Foundations of Modern Education	3	Online	Pamela Jones	W 7:00-9:00 PM
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. For students in online programs only.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC563ESR-1ESAR	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	Online	Staff TBD	M 7:00-9:00 PM
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. This course is for students in online programs only.
This course is for students enrolled in fully online programs or ECASP. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC629ESR-1ESR	Supporting Autistic Students in Inclusive and Special Education Settings	1	Online	Rae Leeper	T 7:00-9:00 PM	1/20, 1/27, 2/3, 2/10, 2/24, 3/3
This course will explore autism 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 autistic people. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for autistic children. Participants will consider the importance of providing young autistic children with an educational program that is responsive to each child’s unique pattern of strengths and areas of growth, 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.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the dates listed. Your instructor will share the specific synchronous dates at your first session. Registration is not allowed after the class has met. The class on 3/3 will run from 7:00-9:30pm.
EDUC803ESR-1ESR	Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon	2	Online	Kristen Kaelin	TH 7:00-9:00 PM
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 disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the dates listed. Your instructor will share the specific synchronous dates at your first session. Registration is not allowed after the class has met.
EDUC807SR-1SR	Teaching Children with Disabilities in Language and Communication	2	Online	Kristen Kaelin	T 7:00-9:00 PM
Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disabilities 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. For students in fully online childhood programs only.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC823ER-1ER	Play Techniques for Early Childhood Settings	1	Online	Staff TBD	T 7:00-9:05 PM	TBD
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.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC860SR-1SR	Assessment & Instruction in Teaching Literacy to Children with Language & Learning Disabilities	3	Online	Susan Rolander	TH 7:00-9:00 PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based 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.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC869ER-1ER	Supporting Early Language and Literacy for Children with Disabilities (Birth-8)	2	Online	Antonia Bendezu	M 7:00-9:00 PM
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 disabilities 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 disabilities are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC895ER-1ER	Early Childhood Practicum II: Collaborating with Families & Colleagues in Assessment, Planning, & In	2	Online	Carmen Colón	TH 7:00-9:00 PM
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. For students in fully online early childhood programs only.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC895ER-2ER	Early Childhood Practicum II: Collaborating with Families & Colleagues in Assessment, Planning, & In	2	Online	Rebecca Thomas	TH 7:00-9:00 PM
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. For students in fully online early childhood programs only.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC931ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
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 the second half of EDUC930. This course is only for students in online programs.
This course is for students enrolled in fully online programs. Permission of the Director is needed for all other students. This course is the second half of EDUC930ESR.
EDUC937ESR-1ESR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
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. For students in fully-online programs only.
This course is for students in the online early childhood and childhood programs only.
EDUC994ESR-1ESR	Extended Field Experiences	1	Online	Staff TBD	Day & Time TBD	TBD
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 an additional grade band level in a high needs public 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 IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. For students in fully-online programs only.
This course is for students in online early childhood and childhood programs only. This fieldwork experience requires the following components: Goal-Setting 1-on-1 Meeting with Instructor (1 hour, TBD) Placement (Please consult your PD for your specific placement dates) Synchronous Meetings with Instructor and Peers (Dates TBD) Reflection 1-on-1 Meeting with Instructor (1 hour, TBD)
IMP2R-1R	IMP: Collaborative Student Faculty Inquiry	0	Online	Gil Schmerler	M 7:00-9:00 PM	1/26, 2/23, 3/23, 4/27
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.
Title: Teacher Leadership (for teachers or administrators) Those educated at Bank Street are are invariably called on for leadership in their schools, and yet their preparation programs might further promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills of leaders, either teacher or administrative, and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of leadership in their own school sites (or, alternatively, a school to which they have ready access). Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP2R-2R	IMP: Collaborative Student Faculty Inquiry	0	Online	Margaret Blachly	T 4:45-6:45 PM	1/27, 2/10, 3/10, 4/14
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.
Title: Using Emotionally Responsive Practice (ERP) in the Classroom Setting This IMP offers a unique opportunity to develop your understanding of the concepts and techniques that are the foundation of Emotionally Responsive Practice, as developed by Lesley Koplow, LCSW. The IMP is practice-based, meaning that you will bring these concepts and techniques into your professional setting. Required readings and videos will “bring ERP to life,” and your journaling work and meetings with the mentor will help you experiment and reflect on your own practices. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP2R-3R	IMP: Collaborative Student Faculty Inquiry	0	Online	Tyler Jennings	M 7:00-9:00 PM	2/2, 3/2, 4/6, 5/4
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.
Title: Perspectives on Gender in Education This collaborative IMP takes a theory-into-practice approach. Using accessible entry points into feminist, critical masculinities, queer, and trans theories of education as our springboard, we will ask key questions about gender in education and explore their implications for our teaching and social justice practices in schools. We will proceed from the assumption that the very concept of gender itself is not fixed or universal, and that this leaves an opening for interpreting and doing gender differently in schools. We will explore implications for our own teaching choices and curricular planning; our support of students' own identity work in PreK-12 settings; and our critical awareness of schools as gendered spaces. Your own questions and observations will be central, and we will use your inquiries to guide the direction of our work together. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. Please note: Tyler is open to changing the day/time this IMP is offered should there be a need to do so. Please reach out at tjennings@bankstreet.edu. This section will run online.
IMP3-1	IMP: Mentored Directed Essay	0		Staff TBD	See mentor
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.
Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by Monday, January 19th, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director.
IS500-1	IMP: Independent Study	0		Staff TBD	See mentor
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. This course is the first semester of an Independent Study.
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed by Monday, January 19th, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director.

Early Childhood General Education Advanced Standing

These courses are only for students in the Early Childhood General Education Advanced Standing program, unless otherwise noted.

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC563ESR-1ESAR	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	Online	Staff TBD	M 7:00-9:00 PM
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. This course is for students in online programs only.
This course is for students enrolled in fully online programs or ECASP. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC803A-1A	Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon	2		Staff TBD	W 4:45-6:45 PM
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 disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
EDUC894A-1A	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2		Abigail Kerlin	M 4:45-6:45 PM
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. This course is for students in the Early Childhood Advanced Standing Program only.
This course is for students enrolled in the ECAS program. Permission of the Director is needed for all other students.

Teaching English to Speakers of Other Languages (TESOL)

Section	Title	Credits	Instructor	Days/Times
EDUC9322L-1L	Supervised Fieldwork/Advisement (Part 2)	3	Staff TBD	W 4:45-6:45 PM
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 is the second of four required semesters of supervised fieldwork.
TESL563L-1L	The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12)	3	Cristian Solorza	T 4:45-6:45 PM
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.
This course is for students in the TESOL Residency Program only.
TESL661L-1L	TESOL Research & Methodologies (Grades 7-12)	3	Nicole Moriarty	T 7:00-9:00 PM
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.
This course is for students in the TESOL Residency Program only.

Kerlin STEM Institute

For Kerlin STEM Institute Fellows only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC850K-1K	Introduction to Teaching STEM in the Early Childhood Classroom	1	New York Hall of Science	Robert Wallace	ThSa 10:00-5:30 PM	Th 1/15, 1/22, 1/29, 2/5, Sat 1/10
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 disabilities, 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
For Kerlin STEM Institute Fellows only. This course will meet in person at the New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368, on Saturday, January 10th from 10:00 AM-4:30 PM. All other sessions will be online from 4:00-5:30 PM on the dates listed.
EDUC851K-1K	Developing STEM Investigations in the Early Childhood Classroom	1	New York Hall of Science	Robert Wallace	ThSa 10:00-5:30 PM	Th 3/5, 3/12, 3/19, 3/26 (online), Sat 2/28 (in person)
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.
For Kerlin STEM Institute Fellows only. This course will meet in person at the New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368, on Saturday, February 28th from 10:00 AM-4:30 PM. All other sessions will be online from 4:00-5:30 PM on the dates listed.

NYC Teaching Fellows (Cohort 38)

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC833FR-1FR	Supporting Language and Literacy Development across the Curriculum: 7-12	2	Online	Staff TBD	T 5:00-7:00 PM
This course introduces first and second language acquisition theories and research and their practical implications for developing a repertoire of strategies for teaching language and literacy to adolescents with a range of abilities. This course provides a framework for understanding how language, cognition, and social development interact with literacy and content learning in a sociopolitical context. Participants investigate the crucial role and impact of teacher language attitudes through a sociolinguistic lens informed by current and historical concerns of inequity for students from a range of linguistic and cultural backgrounds. Participants examine how both monolingual and emergent bilingual students use their entire linguistic repertoire in order to develop literacy in English language arts and in the content areas. Participants learn approaches to assessing adolescents’ language and literacy needs as well as ways to analyze text forms, both print and electronic, in terms of the kinds of responses they call for from learners and the support they offer to adolescents’ conceptual understanding. The course will investigate teaching new literacies in a multicultural context. Participants will examine common core standards in order to align curriculum goals and content. There is a fieldwork component to this course.
This course is for students enrolled in NYCTF C38. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC835FR-1FR	Formal and Informal Assessment of Adolescents with Disabilities	1	Online	Raul Palacios	T 7:15-9:20 PM	1/20, 2/3, 2/24, 3/10, 3/24, 4/21
This course is designed to develop an understanding of formal and informal assessment techniques used to identify the learning needs of adolescents with disabilities. Students will become familiar with commonly used psychological and achievement tests as well as understand the need for adaptive measures during the evaluation process. The emphasis is on how to use both formal and informal assessment data to develop instructional plans to meet the unique needs of adolescents with a range of abilities and challenges. The historical as well as current legal and ethical considerations, appropriate practices and limitations when working with students of diverse backgrounds and their families will be a theme throughout the course. Topics such as student self-assessment, vocational assessment, exit portfolios, alternative assessment, transition planning and wraparound services will be discussed with a focus on advocacy and equity.
This course is for students enrolled in NYCTF C38. This course will meet synchronously. You must be available for synchronous sessions each week on the dates noted.
EDUC837FR-1FR	Integrative Master’s Project	1	Online	Shawna Hansford	T 7:15-9:20 PM	1/27, 2/10, 3/3, 3/17, 4/14, 4/28
The Integrative Master’s Project (IMP) is one of the three major components of your degree requirements. As the culminating component, it is a significant, academically rigorous body of work that integrates many facets of your experiences at Bank Street and in the field, and applies theoretical knowledge to your current and future work as an educator. The process of writing the IMP is intended to further your professional growth through inquiry, reflection, and integration. The form and content of each IMP varies according to specific program requirements.
This course is for students enrolled in NYCTF C38. This course will meet synchronously. You must be available for synchronous sessions each week on the dates noted.
EDUC9344F-1F	Supervised Fieldwork/Advisement (Part 4)	3		Staff TBD	W 4:45-6:45 PM
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 the fourth and final semester of a four-part supervised fieldwork. For Teaching Fellows students only.

NYC Teaching Fellows (Cohort 39)

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC8342FR-1FR	Teaching Humanities: Curriculum, Methods and Assessment for Adolescents with Disabilities	2	Online	Staff TBD	T 5:00-7:00 PM
Deeply rooted in the philosophy that the humanities is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in English and social studies. This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to adolescents with a wide range of abilities and challenges. Participants will use a sociopolitical lens as they study literature, primary and secondary sources, digital, multimodal and new literacies, as they develop reading and writing skills and strategies across genres. This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education curriculum and in accordance with Common Core Standards. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency. This course is only for students in the Teaching Adolescents with Disabilities program.
This course is for students enrolled in NYCTF C39. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC8342FR-2FR	Teaching Humanities: Curriculum, Methods and Assessment for Adolescents with Disabilities	2	Online	Staff TBD	T 5:00-7:00 PM
Deeply rooted in the philosophy that the humanities is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in English and social studies. This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to adolescents with a wide range of abilities and challenges. Participants will use a sociopolitical lens as they study literature, primary and secondary sources, digital, multimodal and new literacies, as they develop reading and writing skills and strategies across genres. This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education curriculum and in accordance with Common Core Standards. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency. This course is only for students in the Teaching Adolescents with Disabilities program.
This course is for students enrolled in NYCTF C39. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC8342FR-3FR	Teaching Humanities: Curriculum, Methods and Assessment for Adolescents with Disabilities	2	Online	Staff TBD	T 5:00-7:00 PM
Deeply rooted in the philosophy that the humanities is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in English and social studies. This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to adolescents with a wide range of abilities and challenges. Participants will use a sociopolitical lens as they study literature, primary and secondary sources, digital, multimodal and new literacies, as they develop reading and writing skills and strategies across genres. This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education curriculum and in accordance with Common Core Standards. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency. This course is only for students in the Teaching Adolescents with Disabilities program.
This course is for students enrolled in NYCTF C39. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
EDUC9342F-1F	Supervised Fieldwork/Advisement (Part 2)	3		Staff TBD	W 4:45-6:45 PM
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 the second semester of a four-part supervised fieldwork. EDUC9343F is part three. For Teaching Fellows students only.

Progressive Leadership Online Program - Cohorts 53 & 54

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD510PR-1PR	Leading Critical Issues in Curriculum and Instruction	3	Online	Shokry Eldaly	T 7:00-9:00 PM
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 and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For online Progressive Leadership students only.
This course is for students in Cohort 53 & 54.
LEAD660PR-1PR	Research for Educational Change	3	Online	Deborah Brooks Lawrence	TH 5:00-7:00 PM
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.
This course is for students in Cohort 53 & 54.
LEAD9182PR-1PR	Leadership Supervised Fieldwork/Advisement	3	Online	Abbe Futterman	W 5:00-7:00 PM
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. This is part two of three semesters of supervised fieldwork. The third part is LEAD9183PR.
This course is for students in Cohort 54.
LEAD9183PR-1PR	Leadership Supervised Fieldwork/Advisement	3	Online	Talibah Daniel	W 5:00-7:00 PM
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. This is part three of three semesters of supervised fieldwork.
This course is for students in Cohort 53.

Leadership in Mathematics Education Online

These courses are for students in the online Mathematics Leadership program only, unless otherwise noted.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD615MR-1MR	Processes of Supervision and Professional Development	3	Online	Wendy Pollock	TH 7:00-9:00 PM
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 100 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. For students in the Mathematics Leadership program only.
This course is for Math Leadership Class of 2026 students.
LEAD668MR-1MR	Research for Mathematics Leaders II	1	Online	Helen Spruill	T 7:00-9:00 PM	1/27, 2/10, 2/24, 3/10, 3/24, 4/14, 4/28
In this second course, students are supported in deepening their question from LEAD 667. Through the collection of additional data, the analysis of new data, and examining patterns and themes, students craft a deeper question that reflects the depth of an Integrated Masters Project (IMP). In this course the inquiry question will be revised taking into account the leadership standards. Prerequisite: LEAD 667. For students in the Mathematics Leadership program only.
This course is for Math Leadership Class of 2026 students.
LEAD9452MR-1MR	Mathematics Leadership Supervised Fieldwork and Advisement (Spring)	2	Online	Jerome Ellison	T 7:00-9:00 PM	1/20, 2/3, 2/17, 3/3, 3/17, 4/7, 4/21
This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the 14 months of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for synthesizing theory with practice, and the creation of a professional learning community. Attention is given to leadership activities in students’ work settings and coaching strategies for addressing the academic strengths and needs of teachers of mathematics, including constructing classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of leadership as they have influenced current practices and innovations, and explores Bank Street's history and philosophy as a progressive institution. This is the third term of SFW for Online Leadership in Mathematics Education students only.
This course is for Math Leadership Class of 2026 students.

Early Childhood Leadership Online

These courses are for students in the online Early Childhood Leadership program only, unless otherwise noted.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD503ER-1ER	Adult Development: Implications for Educational Leadership	3	Online	Jessica Blum-DeStefano	TH 7:00-9:00 PM
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. This course is for students in the Early Childhood Leadership program only.
This course is for students in Cohort 3.
LEAD615ER-1ER	Processes of Supervision and Professional Development	3	Online	Wendy Pollock	T 7:00-9:00 PM
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 100 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. For students in the Early Childhood Leadership program, only.
This course is for students in Cohort 3.
LEAD9202ER-1ER	Early Childhood Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Wendy Pollock	W 6:30-8:30 PM
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. This is part two of two semesters of fieldwork. The first part is LEAD9201ER. For students in the Early Childhood Leadership program only.
This course is for students in Cohort 3.

Future School Leaders Academy

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD510F-1F	Leading Critical Issues in Curriculum and Instruction	3		Staff TBD	TH 4:30-6:30 PM
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 and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
LEAD604F-1F	Development of Educational Policy	1	Offsite	Raymond Sanchez	TH 4:00-5:30 PM	TBD
This course is designed to provide students with an under-standing of policy making at the local, state, and federal levels. Current issues and trends in education as they pertain to policy making are addressed. Students examine the forces that influence policy formulation and implementation at these three levels.
LEAD862F-1F	Leading a School District II	1	Offsite	Andrew Patrick	TH 4:00-5:30 PM	TBD
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 section is reserved for students in the Future School Leaders Academy.
LEAD9062F-1F	Future School Leaders Academy Supervised Fieldwork/Advisement (Part 2)	1.5		Karen Eldon	See advisor
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. This is part two of four semesters of supervised fieldwork. The third part is LEAD9063.
This is the second part of SFW course LEAD9061. These courses are for students in the FSLA program only.
LEAD9062F-2F	Future School Leaders Academy Supervised Fieldwork/Advisement (Part 2)	1.5		Joel Adelberg	See advisor
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. This is part two of four semesters of supervised fieldwork. The third part is LEAD9063.
This is the second part of SFW course LEAD9061. These courses are for students in the FSLA program only.
LEAD9062F-3F	Future School Leaders Academy Supervised Fieldwork/Advisement (Part 2)	1.5		Walter Moran	See advisor
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. This is part two of four semesters of supervised fieldwork. The third part is LEAD9063.
This is the second part of SFW course LEAD9061. These courses are for students in the FSLA program only.

Museum Studies: Learning and Engagement in Museums and Cultural Organizations

Section	Title	Credits	Instructor	Days/Times
LEAD508C-1C	Programming with Diverse Publics	2	Staff TBD	Day & Time TBD
A salient feature of educational work across museums, libraries and cultural organizations is the planning and delivery of a range of programs. A critical challenge in current programming is to foster greater diversity and access, to provide programming that is inclusive and welcoming for all, while continuing to serve existing audiences. The course will emphasize the importance of working with diverse publics (not for them) and what barriers exist that may be limiting participation. Participants explore different categories of programs that may be less familiar to participants and will be asked to walk through the many steps of planning a program or resource at a specific site for an intended audience. Participants will also factor in operational constraints such as time, people, scheduling and the available spaces in which programs happen. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
This course is for new and continuing students.
LEAD509C-1C	Digital Learning	1	Emily Kotecki	Day & Time TBD
This course reviews the growing presence of digital learning in education, within organizations, and through informal social media networks and other online communities of interest. Is technology changing how our brains process information? Are we learning differently now? How can the new digital technologies support and expand the work that we do in education within museums, libraries and cultural organizations? How can educators in cultural organizations make thoughtful and strategic use of these new tools, without being overwhelmed by the continual churn, expense and allure of new apps, platforms, products and services? Participants will explore the notion of connected or shared learning in more depth and devise strategies and programs where new technologies can be effectively harnessed to support and expand learning and engagement. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
This course is for new students.
LEAD516C-1C	Designing Educational Exhibits and Spaces	2	Brian Hogarth	Day & Time TBD
Exhibitions are more than just ‘stuff’ on display. They are about dynamic interactions and responses among people in physical spaces moving about in real time. Participants will look at exhibitions as a major program vehicle in museums as well as libraries and other cultural institutions, with the many implications of identifying audiences, supporting the mission, and appealing to the market. Throughout the course, we will think about how to maximize the learning and engagement potential of exhibits. Participants will review design elements of effective spaces, interpretive planning in exhibits, and how to rapidly prototype ideas with the public for greater input and feedback. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
This course is for new and continuing students.
LEAD517C-1C	Partnerships and Collaborations	1	Brian Hogarth	Day & Time TBD
As museums and cultural organizations focus more attention on social value and public impact, it is essential for educators and other staff to cultivate knowledge of, and practice in, developing partnerships and collaborations. Participants will situate their collaborative educational work within expansive models such as learning ecosystems, to allow different organizations to do more in their communities by working together. These initiatives are promulgated by the hyperconnectivity of digital connections, allowing players in disparate locations to act quickly and more easily together. The course will include case studies of successful partnerships as well as techniques that foster productive interactions among different groups by articulating shared interests and the various assets that partners bring to the equation.
This course is for new and continuing students.
LEAD524C-1C	Professional Development	1	Staff TBD	Day & Time TBD
This course focuses on the current trajectory of each participant in terms of their professional development. Participants will examine their individual strengths and challenges, practice speaking up and articulating what they value and stand for, for example championing social justice and advocating for the needs of diverse 99 learners. The course will also touch on labor and current hiring practices (including bias and discrimination), basic management principles, updating professional goals, public profiles and fine-tuning skills around listening and personal reflection. This course will complement the second semester of advising/fieldwork together with the Organizational Dynamics course to strengthen each participant’s skills and competencies. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
This course is for continuing students.
LEAD9602C-1C	Museum Advisement (2nd Term)	2	Brian Hogarth	See advisor
Fieldwork in an appropriate setting with supervision and advisement. This is part two of two semesters of fieldwork. The first part is LEAD9601C. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
This course is for new students.
LEAD9612C-1C	Museum Supervised Fieldwork/Advisement (2nd Term)	4	Saralyn Rosenfield	See advisor
Fieldwork in an appropriate setting with supervision and advisement. This is part two of two semesters of fieldwork. The first part is LEAD9611C. For students in the Museum Studies: Learning and Engagement in Museums & Cultural Organizations program only.
This course is for continuing students.

LEAP Program

Section	Title	Credits	Instructor	Days/Times
LEAD503L-1L	Adult Development: Implications for Educational Leadership	3	Michelle Herbowy, Jameela Horton, Marion Wilson	T 4:00-6:00 PM
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.
LEAD603L-1L	School Change: The Transformational Leader	3	Michelle Herbowy, Jameela Horton, Marion Wilson	T 6:00-7:30 PM
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.
LEAD615L-1L	Processes of Supervision and Professional Development	3	Michelle Herbowy, Jameela Horton, Marion Wilson	T 7:30-9:30 PM
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.
LEAD9182L-1L	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Michelle Herbowy, Jameela Horton, Marion Wilson	W 5:00-7:00 PM
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. This is part two of two semesters of supervised fieldwork.

New Leaders - Cohort 4

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD503WR-1WR	Adult Development: Implications for Educational Leadership	3	Online	Malissa Mootoo	TH 6:00-8:30 PM	03/19 – 05/05
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. For online National Aspiring Principals students only.
LEAD503WR-2WR	Adult Development: Implications for Educational Leadership	3	Online	Sebrina Lindsay-Law	TH 6:00-8:30 PM	03/19 – 05/05
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. For online National Aspiring Principals students only.
LEAD660WR-1WR	Research for Educational Change	3	Online	Andy Szeto	TH 6:00-8:30 PM	01/22 – 03/12
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.
LEAD660WR-2WR	Research for Educational Change	3	Online	Ivy Ryan	TH 6:00-8:30 PM	01/22 – 03/12
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.

New Leaders - Cohort 5

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD530WR-1WR	Education Policy, Advocacy, and Law	3	Online	Johan Powell	TH 6:00-8:30 PM	03/19 – 05/05
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. This section for National Aspiring Principals students only.
LEAD530WR-2WR	Education Policy, Advocacy, and Law	3	Online	Wilfredo Benitez	TH 6:00-8:30 PM	03/19 – 05/05
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. This section for National Aspiring Principals students only.
LEAD530WR-3WR	Education Policy, Advocacy, and Law	3	Online	Kimberly Washington	TH 6:00-8:30 PM	03/19 – 05/05
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. This section for National Aspiring Principals students only.
LEAD530WR-4WR	Education Policy, Advocacy, and Law	3	Online	Andy Szeto	TH 6:00-8:30 PM	03/19 – 05/05
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. This section for National Aspiring Principals students only.
LEAD539WR-1WR	Education Resource Management	3	Online	Louis Garcia	TH 6:00-8:30 PM	01/22 – 03/12
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community. Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience. Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.
LEAD539WR-2WR	Education Resource Management	3	Online	D'Andre Weaver	TH 6:00-8:30 PM	01/22 – 03/12
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community. Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience. Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.
LEAD539WR-3WR	Education Resource Management	3	Online	Marcus Brannon	TH 6:00-8:30 PM	01/22 – 03/12
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community. Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience. Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.
LEAD539WR-4WR	Education Resource Management	3	Online	Kimberly Washington	TH 6:00-8:30 PM	01/22 – 03/12
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community. Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience. Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.
LEAD9182WR-1WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Joshua Bailey	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-2WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Pharah Hogan	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-3WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Patrick Finley	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-4WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Simone Rose	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-5WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Mary Rice-Boothe	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)

New Leaders - Cohort 6

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD510WR-1WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Malissa Mootoo	TH 6:00-8:30 PM	01/22 – 03/12
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 and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-2WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Rick Romain	TH 6:00-8:30 PM	01/22 – 03/12
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 and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-3WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Monica Gaines	TH 6:00-8:30 PM	01/22 – 03/12
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 and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-4WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Daniella Phillips	TH 6:00-8:30 PM	01/22 – 03/12
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 and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-5WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Mary Mitchell	TH 6:00-8:30 PM	01/22 – 03/12
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 and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-6WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Cara Tait-Fanor	TH 6:00-8:30 PM	01/22 – 03/12
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 and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD615WR-1WR	Processes of Supervision and Professional Development	3	Online	Lyntonia Gold	TH 6:00-8:30 PM	03/19 – 05/05
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 section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-2WR	Processes of Supervision and Professional Development	3	Online	Jack Perry	TH 6:00-8:30 PM	03/19 – 05/05
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 section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-3WR	Processes of Supervision and Professional Development	3	Online	Daniella Phillips	TH 6:00-8:30 PM	03/19 – 05/05
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 section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-4WR	Processes of Supervision and Professional Development	3	Online	Monica Gaines	TH 6:00-8:30 PM	03/19 – 05/05
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 section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-5WR	Processes of Supervision and Professional Development	3	Online	Cara Tait-Fanor	TH 6:00-8:30 PM	03/19 – 05/05
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 section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-6WR	Processes of Supervision and Professional Development	3	Online	Anita Walls	TH 6:00-8:30 PM	03/19 – 05/05
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 section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD9182WR-10WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Crystal Vaught	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-11WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Jack Perry	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-12WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Renee Meeks	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-13WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Gloria Rosario Wallace	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-14WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Douglas Taylor	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-15WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Kimberly Washington	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-6WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Jonathan Brown	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-7WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Elizabeth Saunders	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-8WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Cicely Alexander	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-9WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Thomas Whittle	See advisor	01/22 – 05/05
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. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)

New Leaders - Cohort 7

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD531WR-1WR	History of Urban Education	3	Online	Sebrina Lindsay-Law	TH 6:00-8:30 PM	01/22 – 03/12
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-2WR	History of Urban Education	3	Online	Keturah Proctor	TH 6:00-8:30 PM	01/22 – 03/12
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-3WR	History of Urban Education	3	Online	Anita Walls	TH 6:00-8:30 PM	01/22 – 03/12
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-4WR	History of Urban Education	3	Online	Lyntonia Gold	TH 6:00-8:30 PM	01/22 – 03/12
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-5WR	History of Urban Education	3	Online	Rod Bowen	TH 6:00-8:30 PM	01/22 – 03/12
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-6WR	History of Urban Education	3	Online	Brian Bereman	TH 6:00-8:30 PM	01/22 – 03/12
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-7WR	History of Urban Education	3	Online	Tackiea Simpson	TH 6:00-8:30 PM	01/22 – 03/12
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system. This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD538WR-1WR	School Culture and Community Relations	3	Online	Mary Mitchell	TH 6:00-8:30 PM	03/19 – 05/05
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-2WR	School Culture and Community Relations	3	Online	Brian Bereman	TH 6:00-8:30 PM	03/19 – 05/05
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-3WR	School Culture and Community Relations	3	Online	Tackiea Simpson	TH 6:00-8:30 PM	03/19 – 05/05
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-4WR	School Culture and Community Relations	3	Online	Keturah Proctor	TH 6:00-8:30 PM	03/19 – 05/05
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-5WR	School Culture and Community Relations	3	Online	Ayanna Greenidge	TH 6:00-8:30 PM	03/19 – 05/05
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-6WR	School Culture and Community Relations	3	Online	Rod Bowen	TH 6:00-8:30 PM	03/19 – 05/05
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-7WR	School Culture and Community Relations	3	Online	Beulah Mcloyd	TH 6:00-8:30 PM	03/19 – 05/05
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to: Promote collective efficacy and high expectations for learning across classrooms. Build a school environment that is focused on the talents and assets of the students. Leverage the wealth of the community to meet shared goals. In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD9181WR-10WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-1WR	Leadership Supervised Fieldwork/Advisement	3	Online	Monica Gaines	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-2WR	Leadership Supervised Fieldwork/Advisement	3	Online	Bianca Harris	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-3WR	Leadership Supervised Fieldwork/Advisement	3	Online	Anita Walls	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-4WR	Leadership Supervised Fieldwork/Advisement	3	Online	Marcus Brannon	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-5WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-6WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-7WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-8WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
LEAD9181WR-9WR	Leadership Supervised Fieldwork/Advisement	3	Online	Staff TBD	See advisor	01/22 – 05/05
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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.

Aspiring School District Leaders

These courses are for students in the ASDL program only.

Section	Title	Credits	Instructor	Days/Times
LEAD863AR-1AR	Leading a School District III	1	Michelle Herbowy	W 4:00-6:00 PM
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 District Leaders Scholars program only.
LEAD864AR-1AR	Leading a School District IV	1	Michelle Herbowy	W 6:00-8:00 PM
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. This course is for students in the Aspiring District Leaders Scholars program only.
LEAD870AR-1AR	Special Education Leadership: The District Perspective	1	Michelle Herbowy	W 8:00-9:30 PM
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. For students in the
LEAD9082AR-1AR	School District Leadership Supervised Fieldwork/Advisement (2nd term)	3	Michelle Herbowy	T 6:00-8:00 PM
Fieldwork in an appropriate setting with supervision and advisement. This course is for students in the Aspiring District Leaders Scholars program only. This is part two of two semesters of supervised fieldwork. The first part is LEAD9081AR.

Matriculation Maintenance

For students graduating in Spring 2026 who will not be registering for any other Spring courses.

Section	Title	Credits	Instructor	Days/Times
MMNT500-1	Matriculation Maintenance	0	Staff TBD	Not applicable
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.
MMNT500R-1R	Matriculation Maintenance	0	Staff TBD	Not applicable
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.