Spring 2020

January 21, 2020—May 04, 2020

All three-credit courses will include 9 ½ hours of out-of-class instructional time delineated in the course syllabus. This is in addition to the regularly scheduled 14 two-hour class sessions.

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.

January Courses

Please note: These courses meet prior to January 21. Please see individual course listings for specific dates.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC606-01 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 Bauer, Elise Marie Mondays-Fridays, 04:45-07:15PM 01/06/2020, 01/07/2020, 01/08/2020, 01/09/2020, 01/10/2020
The first session examines the function of blocks in the classroom and how block building fits into the nursery through primary school program. The second session is a block workshop. Later sessions include discussion of blocks in relation to the child's development, the role of the teacher in facilitation of dramatic play, the use of supplementary materials, fantasy and reality in dramatic play, and the creation of a nonsexist learning area.
EDUC606-02 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 Silsby de Pla, Karyn Mondays-Fridays, 04:45-07:15PM 01/13/2020, 01/14/2020, 01/15/2020, 01/16/2020, 01/17/2020
The first session examines the function of blocks in the classroom and how block building fits into the nursery through primary school program. The second session is a block workshop. Later sessions include discussion of blocks in relation to the child's development, the role of the teacher in facilitation of dramatic play, the use of supplementary materials, fantasy and reality in dramatic play, and the creation of a nonsexist learning area.
EDUC865-01 Children's Literature for Grades 3-6 1 Kruger, Mary Mondays, Tuesdays, Thursdays, 04:45-07:15PM 01/06/2020, 01/07/2020, 01/09/2020, 01/14/2020, 01/15/2020
This course serves as an introduction to some of the important ideas involved in selecting and using literature appropriate to children in grades 3-8. The function and meaning of "story" and/or "narrative" in oral tradition and written literature are organizing concepts in this course. Students will participate in discussion and workshop activities and use their own responses, criteria from the field of literary criticism, and principles of child development to discuss ways of deepening children's connections with literature. Prerequisite: EDUC 564.
EDUC866-01 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 Kerlin, Abigail Adams; McCrum, Ellen Mae Mondays 04:45-09:00PM, Wednesdays 04:45-09:00PM, Thursdays 04:45-09:00PM 01/08/2020, 01/13/2020, 01/16/2020
This course will focus on the role of language and experience in learning geography, and how geography and map skills support social studies. Through active learning experiences, students will come to a deeper understanding of the underlying geographic concepts and vocabulary that are central to the course. Specific reference will be made to how the active and concrete teaching techniques used in the course, many of which were first developed by Lucy Sprague Mitchell, can foster learning among a wide range of learners. Dialogues that incorporate the vocabulary of geography will occur as students actively engage in terrain building and map making; specific reference will also be made to the value of such experiences in promoting both conceptual and vocabulary development among students who are English language learners. Prerequisite: EDUC 510 or EDUC 514.
Prerequisite for EDUC866: EDUC 510 or EDUC 514

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

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-01 Child Development 3 Hass, Rachel Mondays 07:00-09:00PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socio-economic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC505-01 Language Acquisition and Learning in a Linguistically Diverse Society 2 Jones, Pamela Michelle Wednesdays 07:00-09:00PM
Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child's development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as a second language and the strategies that teachers can use to help them learn the language and to fully integrate English language learners into general and special education classrooms.
EDUC505-02 Language Acquisition and Learning in a Linguistically Diverse Society 2 STAFF Thursdays 04:45-06:45PM
Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child's development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as a second language and the strategies that teachers can use to help them learn the language and to fully integrate English language learners into general and special education classrooms.
EDUC510-01 Curriculum in Early Childhood Education (Grades N - 3) 3 Kerlin, Abigail Adams Tuesdays 04:45-06:45PM
This course engages participants in understanding curriculum as the development of experiences and environments across the school day that support all domains of children’s development including social, emotional, and cognitive. Participants study how children come to learn about themselves, others, and the world through rich interactions with people, environments, and materials. The course focuses on social studies as the core of the early childhood classroom, using children’s lived experiences within families, neighborhoods, and communities as the central content for exploration. Social studies is a vehicle for a deeper understanding of self and others towards the goal of creating more just and democratic communities. Participants apply their learning as they develop interdisciplinary curriculum grounded in their observations of children’s identities and curiosities as well as their development. Participants consider how to advocate for a progressive approach to curriculum across a range of contexts and with a diverse range of learners.
EDUC513-01 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1-6) 3 Wontropski, Jessica Grace Thursdays, 7:00-9:00PM 02/09/2020
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through the social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
Note: Participants in this course are required to attend a class field trip as part of the 9.5 out of class instructional hours on Sunday, February 9, 10:00AM– 12:00PM with an optional extension trip from 1:00-3:00PM.
EDUC514-01 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 STAFF Thursdays 04:45-06:45PM
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.
EDUC515-01 Curriculum Development and Sheltered Instruction in Dual Language/ Bilingual Classrooms 3 Solorza, Cristian R. Thursdays 07:00-09:00PM
This course is designed to acquaint teachers with current curriculum mandates and methods of implementation in a Dual Language classroom. Emphasis will be placed on social studies as the core in a dual language setting, including language planning and models of authentic assessment. Participants will have the opportunity to plan and develop curricula based on principles of child development, content knowledge and the culture and values of the community of teachers and learners. Students will develop curricula both in English and in the native language. Attention will be given to the classroom environment, the selection of materials, literature, art and mixed media, trips and community resources. Teacher - family partnerships will also be discussed. Prerequisites: EDUC 513 or EDUC 514 and EDUC 601 or permission of instructor.
Prerequisites for EDUC 515: EDUC 513 or EDUC 514; or permission of the instructor.
EDUC525-01 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 Surabian, Mark Mondays 04:45-06:50PM 01/27/2020, 02/03/2020, 02/10/2020, 02/24/2020, 03/02/2020, 03/09/2020
This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can beenhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
EDUC530-01 Foundations of Modern Education 3 Jones, Pamela Michelle Thursdays 07:00-09:00PM
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.
EDUC535-01 Science for Teachers (Grades N - 6) 2 Chu, Stan Tuesdays 04:45-06:45PM
In this workshop course, students explore basic science through discussion and hands-on experience with materials such as snails, plants, clay, boats, batteries, and bulbs. Students are helped to choose appropriate topics that may be integrated into a core curriculum. A methodology of exploration and discovery is used as a paradigm for working with children in the science curriculum.
EDUC540-01 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N - 6) 2 Cordero, Queila Mondays 04:45-06:45PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC540-02 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N - 6) 2 Spruill, Helen Tuesdays 07:00-09:00PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC542-01 Assessment and Instruction in Teaching Mathematics to Children with Learning Variations 2 McLeveighn-Helper, Kim Mondays 07:00-09:00PM
In this course, participants will explore learning mathematics as a developmental process. Central emphasis will be placed on constructing an understanding of equitable mathematics education focusing on access for all learners. Through focus on an individual child, students will learn to analyze children's strengths and examine the challenges that differences such as language ability, working memory, executive function and processing can pose to students as they work to gain conceptual understanding, factual knowledge and procedural fluency. Participants will select and develop mathematical tasks for a variety of students and will be expected to analyze students’ strengths and potential barriers to access, shaping mathematical learning experiences to meet their needs.
EDUC561-01 Linguistics: Implications for Teachers 1 Aponte, Gladys Y. Mondays 07:00-09:00PM 01/27/2020, 02/03/2020, 02/10/2020, 02/24/2020, 03/02/2020, 03/09/2020
The purpose of this course is to present the theoretical foundations of language and its implications for the classroom. It is an introduction to the systematic study of language and the way language works. The focus is on five basic linguistic areas: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), and semantics (meaning), with special emphasis on the English language, and pragmatics (the use of language). By breaking language into its components, the processes that take place in language acquisition and language learning will become clearer. Concrete examples will portray what linguists and children acquiring a language ("little" linguists) do, emphasizing the complexity, variety, and regularity of language. Other related linguistic areas (language universals, body language, and discourse analysis) will also be addressed. As part of this course, working as a linguist in the field will be required.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Foster, Xiania G. Mondays 07:00-09:00PM
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.
EDUC563-02 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Kruger, Mary Thursdays 04:45-06:45PM
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.
EDUC564-01 Language, Literature, and Emergent Literacy in the Primary Grades 3 Rolander, Susan Thompson Mondays 04:45-06:45PM
This course examines the role of literature in children's lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children's interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children's primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children's storytelling, and for deepening learning across content areas.
EDUC565-01 Children's Literature in the Upper Elementary Grades 3 Einbender, Lynne Tuesdays 04:45-06:45PM
This course explores the study of contemporary children’s literature through a range of perspectives informed by literary theory and literary criticism, which provide frameworks for selecting and teaching texts in classrooms. Through the process of reading multiple books, participants consider the elements of character, plot, setting, point of view and tone in individual texts and across texts to promote the understanding of genre, text structure, theme and cultural perspectives. Participants discuss ways to organize the study of literature and develop children’s capacities to articulate their personal responses to deepen their comprehension.
EDUC590-01 Arts Workshop for Teachers (Grades N - 6) 2 Mott, Ann-Marie Tuesdays 04:45-06:45PM Closed
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers to develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, print making and such crafts as puppet making, dyeing, and weaving. Reading and class discussions deal with the development of art curricula using child development as a base. Students study children's art through slides and children's actual work.
EDUC591-01 Music and Movement: Multicultural and Developmental Approaches in Grades N - 6 2 Jaffe, Nina Mondays 07:00-09:00PM
This course is designed to introduce key elements of music, movement, sound-based media and physical education grounded in neurocognitive, developmental and critical multicultural perspectives. Students learn to create and use musical instruments from recyclable materials; explore digital composition; use equipment such as hoops, scarves and parachute, and integrate skills and repertoire with ongoing classroom curriculum. Songs, rhythms and games from diverse traditions are included to address children's cultural and linguistic backgrounds in alignment with NYS and Common Core standards. Applications and strategies for children with special needs and dual language learners are incorporated through readings, film and guided activities (background in music, dance or sports is not required).
NYC DOE and the NYS Division of Teacher Certification accept one (1) credit of this course as teaching special education credit. This course also fulfills liberal arts requirement for one (1) credit of physical education.
EDUC604-01 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 STAFF Wednesdays 07:00-09:00PM
Students examine the role of the teacher in the classroom in order to develop insight into their own professional and personal styles. The culture of the school and its influence on teachers and families is explored. The course also examines the implications of working with a multicultural community and differing family structures. Students develop skills and procedures in parent conferencing, as well as an understanding of the concerns of parents of children with special needs. The regulations and implications of the Individuals with Disabilities Education Act (IDEA) are also studied. The course includes the recognition of indications of child abuse and a review of the legal and moral responsibilities of classroom teachers.
EDUC612-01 Infancy Institute: Infants, Toddlers, Families: Supporting Their Growth 1 Brickley, Marjorie E. Tuesdays 09:00AM-04:30PM, Wednesdays 09:00AM-04:30PM, Thursdays 09:00AM-04:30PM 03/24/2020, 03/25/2020, 03/26/2020
This three-day Institute, held during the month of June, consists of workshops, guest presentations, and site visits. Topics vary each summer.
EDUC629-01 Education of Children with Autism Spectrum Disorders 1 STAFF Wednesdays 07:00-09:05PM 02/05/2020, 02/12/2020, 02/19/2020, 02/26/2020, 03/04/2020, 03/11/2020
This course will explore autism spectrum disorder (ASD) from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child’s unique pattern of relative strengths and vulnerabilities, and will learn ways to partner in this work with a diverse range of families. Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
EDUC801-01 The World of the Infant: The First Year of Life 3 Gac Levin, Melina Tuesdays 04:45-06:45PM
This course is about infants, parents and the first year of life. The primary goal of the course is for students to internalize a solid and accessible grasp of infant development across individual differences and contexts. There will be a strong emphasis on using theory to facilitate one's understanding and development and to articulate a point of view about these extraordinary first months. Research, theory, and our own observations of infants both during and outside of class, will be brought together to understand the cognitive, perceptual, sensorimotor movement and social-emotional changes which occur through interaction with the world. We attend to the specific contributions of familial and cultural contexts as well as the contributions of infants themselves, as we strive to achieve a fair balance between the "expected" global shifts in development and the profound individual differences that each human being presents. This is not a "how to" course. Rather, the course provides knowledge of the basic developmental systems that can be seen in developing children with a range of abilities and disabilities. Students work on articulating their knowledge of development and of new findings in the field, and they practice communicating such knowledge clearly to parents. The course is organized around a semester-long study of an individual infant in a family. This study, along with on-going electronic journal discussions, provides an opportunity for a rich integration of developmental theory with real babies. Prerequisite: EDUC 500 or EDUC 800.
Prerequisite for EDUC801: EDUC 500 or EDUC 800
EDUC803-01 Developmental Variations 2 Dixon, Jacob A. Tuesdays 07:00-09:00PM
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC803-02 Developmental Variations 2 Kaelin, Kristen Anne Thursdays 04:45-06:45PM
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-01 Developmental Variations II: Emotional and Behavioral Development 2 O'Shea, Sean Thursdays 07:00-09:00PM
This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disorders and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 500 or EDUC 501 or EDUC 800; and EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC808-01 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 Wiggins, Cathleen Wednesdays 07:00-09:00PM
Students learn to use a variety of observational approaches and recording techniques as basic assessment tools to increase their understanding of and skill in planning for children who are developing normally, as well as for children with disabilities and special needs. Through observing cognitive functioning (stage and style), social-emotional behaviors, motor ability, and the interplay between the individual child and the group, as well as the individual child and adults, students become aware of how specific behaviors yield insight into the overall life of the child. Students will use their observations to reflect on possible curriculum and classroom adaptations that would allow the children to build on their strengths and better meet their challenges. An additional goal is to help students, as participant observers, to develop greater sensitivity to their own feelings and interactions with children, and to consider how these affect the selection, omission and interpretation of observable data. Emphasis is placed on a growing sensitivity to what is "subjective" and what attempts to be "objective" observation. Each student conducts an in-depth study of a child. Prerequisite: EDUC 500 or EDUC 800; or permission of the instructor.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC823-01 Play Techniques for Early Childhood Settings 1 Vilas, Deborah B. Tuesdays 07:00-09:05PM 01/21/2020, 01/28/2020, 02/04/2020, 02/18/2020, 02/25/2020, 03/03/2020
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 for EDUC 823: EDUC 803.
EDUC860-01 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations 3 Rabinowitz, Laurie Miriam Tuesdays 07:00-09:00PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisites: EDUC 505; EDUC 563 or 568.
Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC862-01 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 STAFF Wednesdays 07:00-09:00PM Cancelled
This course is designed to explore a variety of approaches used for the diagnosis, planning, and evaluation of students with disabilities. Participants will develop a critical understanding of the historical, legal and ethical considerations, appropriate use, mis-use, value, and limitations of standardized assessments including their intersection with issues of race, class, language and gender. Participants will administer and interpret various psycho-educational tests and develop instructional plans to meet the unique needs of children with oral language, reading, writing, and math challenges. Participants will broaden their abilities to incorporate information from diagnostic reports into their teaching.
EDUC863-01 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 Marshall, Nesta Dawn Thursdays 04:45-06:45PM Closed
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning variations. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisites: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
EDUC868-01 Approaches to Teaching Decoding to Diverse Learners 2 Rabinowitz, Laurie Miriam Thursdays 04:45-06:45PM
This course explores varied approaches to teaching decoding and word study to children who have learning variations with reading and spelling. Participants examine the theory and research that inform our current understandings of the reading process and explore how these understandings have changed over time. Participants study language processes and apply this linguistic knowledge when assessing children’s reading strengths and challenges. The course examines how the use of language systems varies for readers across different languages to better understand how language-based disabilities differ from the developmental patterns of learning a new language. Participants learn about varied assessment tools, methods, and intervention programs used in supporting children’s decoding. They apply this learning as they develop differentiated decoding instruction for a diverse population of learners, including those who are learning English and those who have developmental variations. Prerequisite: EDUC 860
Prerequisite for EDUC868: EDUC 860
EDUC869-01 Supporting Early Language and Literacy for Children with Developmental Variations (birth-8) 2 Javier, Arelis Thursdays 04:45-06:45PM
This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts. Participants are introduced to communication disorders and other learning variations of the early years that affect language and literacy learning. Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with learning variations are explored. Prerequisite: EDUC 500 or EDUC 800. Pre- or Co-requisite: EDUC 505.
Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505
EDUC870-01 The Teaching of English as a New Language 3 Espana, Carla Tuesdays 04:45-06:45PM
After a review of second language acquisition theories, this course will address the teaching of reading, writing, and content areas through a second language. Students will examine how children learn to read and write in the first language and what the differences and similarities are when they read and write in a second language. The focus will be on the methodology of teaching a second language, appropriate second language materials, effective class organization for a second language classroom, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with second language learners. Prerequisites: EDUC 537 and EDUC 561 or permission of instructor.
EDUC891-01 Practicum in Developmental Assessment of Infants and Toddlers 3 Brickley, Marjorie E. Mondays 04:45-06:45PM
This Practicum prepares students to assess and support families with very young children across a wide developmental range, including those with developmental delays. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, students will use the assessment process to provide a close look at development within each of the developmental domains. Students will be trained in a collaborative approach with families, learning to support families throughout the assessment process, focusing on the strengths and challenges to the child¡Ás development. Students come to understand the young child within the sociocultural context of his/her family. Families with a range of cultural, economic, and racial backgrounds participate in the assessment process of the course. The course requires students to make a play-based developmental assessment, including observations of the child and dialogue with parents in the family's home. In class, students learn to administer The Bayley Scales of Development. They also meet with the family to discuss the assessment process. Various video, audio, and computer-based technology experiences enhance the student's learning. Prerequisites: EDUC 801 and EDUC 802.
Prerequisite for EDUC891: EDUC 801 and EDUC 802
EDUC893-01 Approaches to Early Childhood Assessment 2 Park, Soyoung Mondays 04:45-06:45PM
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. Prerequisites: EDUC 803 or EDUC 894. .

Prerequisite for EDUC 893: EDUC 803 or EDUC 894

The previous title for EDUC 893 was "Developmental Systems II: Approaches to Early Childhood Assessment"

EDUC895-01 Early Childhood Practicum II: Collaborating with Families and Colleagues in Assessment, Planning, and Instruction 2 Tom-Yunger, Allison Mei Mondays 07:00-09:00PM
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
EDUC895-02 Early Childhood Practicum II: Collaborating with Families and Colleagues in Assessment, Planning, and Instruction 2 Park, Soyoung Mondays 07:00-09:00PM
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
LEAD561-01 Supervising and Supporting Literacy Instruction in Diverse Settings 1 McNamara, Margaret A. Wednesdays 07:00-09:00PM 01/22/2020, 02/05/2020, 02/19/2020, 03/04/2020, 03/18/2020, 04/01/2020
This course is designed to prepare participants to work with student leaders, new teachers, and/or colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants will work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, co-teaching, and preparatory and debriefing conversations, participants observe, record and analyze the content and processes involved in coaching interactions. These experiences will enable participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.

Fieldwork/Student Teaching/Advisement Courses

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC930-01 Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is taken over two consecutive semesters.
EDUC930-B1 Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 05:00-07:00PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is taken over two consecutive semesters.
EDUC931-01 Supervised Fieldwork/advisement 6 STAFF Wednesdays 04:45-06:45PM
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.
EDUC932-01 Supervised Fieldwork/ Advisement 3 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This course is taken over two consecutive semesters.
EDUC943-01 Teaching Literacy Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Pre- or corequisite: EDUC 860.
EDUC950-D1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 Pinkney-Ragsdale, Troy Wednesdays 07:00-09:00PM
Fieldwork in an appropriate setting with supervision and advisement. 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.

Leadership For Educational Change

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD530-01 Education Policy, Advocacy, and Law 3 Woo, Ron Tuesdays 07:00-09:00PM
Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
LEAD615-01 Processes of Supervision and Professional Development 3 Schmerler, Gil Thursdays 07:00-09:00PM
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.
LEAD900-01 Leadership for Educational Change Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 07:00-09:00PM
Students exercise and/or practice leadership in their own school settings or in supervised placements with expert leaders, with considerable onsite support from both their Bank Street advisor and their site supervisor. Promoting collaboration among colleagues, supporting effective curriculum and instructional practice, and fostering constructive school change are emphasized in the internship. Students work closely with their advisor and conference group peers in integrating theory and practice.

Child Life

Courses within this program are for Child Life students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC503-D1 Development: Adolescence Through Emerging Adulthood 3 Pinkney-Ragsdale, Troy Thursdays 07:00-09:00PM 01/23/2020, 02/20/2020, 03/26/2020, 04/30/2020
Child Life Students Only 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
Note: This course will be fully online. Synchronous sessions to be held on 1/23, 2/21, 3/27 and 4/30, all other sessions are asynchronous. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC825-D1 The Role of Child Life Beyond the Hospital: a Local, National, and Global View 3 Lowry, Genevieve M. Mondays 07:00-09:00PM 01/27/2020, 05/04/2020
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.
Note: This course will be fully online. Synchronous sessions to be held on 1/27/20 and 5/4/20, all other sessions are asynchronous.This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC828-D1 Loss in Children's Lives: Implications for Schools, Hospitals, and Home 3 Granville, Sharon; Alpers, Joan Tuesdays 07:00-09:00PM 01/21/2020, 02/18/2020, 04/28/2020
A developmental perspective is utilized to examine the child's perception and understanding of levels of loss outside the walls of a health care 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, health care provider and family members will be discussed, underscoring the trans-disciplinary collaboration that must exist between these caregivers. Prerequisite: EDUC 500.
Note: This course will be fully online. Synchronous sessions to be held on 1/21/20, 2/18/20 and 4/28/20, all other sessions are asynchronous. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
Prerequisite for EDUC828: EDUC 500
EDUC829-D1 Therapeutic Play Techniques for Child Life Specialists 3 Vilas, Deborah B. Mondays 07:00-09:00PM 01/27/2020, 03/02/2020, 03/09/2020, 05/04/2020
In this course, students will explore the meanings and purposes of play and how play develops as a child develops. Various theories of play therapy will be introduced, and the roles of child life specialist and play therapist will be delineated. Students will learn how child life specialists can create the optimal environment to encourage learning, development, and healing through play in hospitals and other healthcare settings. The course also covers directive and non-directive therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and for groups. Prerequisite: EDUC 500 and EDUC 821; Corequisite: EDUC 822
Note: This course will be fully online. Synchronous sessions to be held on 1/27/20, 3/2/20, 3/9/20, and 5/4/20, all other sessions are asynchronous. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
Prerequisite for EDUC 829: EDUC 500
EDUC950-D1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 Pinkney-Ragsdale, Troy Wednesdays 07:00-09:00PM
Fieldwork in an appropriate setting with supervision and advisement. 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.
LEAD825-D1 Child Life Program Development and Administration 3 Andrews, Vanessa; Huxter, Lindsay Tuesdays 07:00-09:00PM 01/21/2020, 04/28/2020
This course examines child life program development, leadership, and evaluation. Participants will explore a range of factors that underpin successful child life programs. Participants will develop skills in program development and the use of assessment for ongoing program improvement. A core factor in successful child life programs is strong formal and informal leadership that fosters collaboration. Participants will deepen their understandings of leadership in child life contexts through developing a philosophy of leadership grounded in a range of leadership theories, child life competencies, and ethical principles. The course will explore the evolution of leadership opportunities across a child life specialist’s professional career in local, national, and global contexts. Prerequisites: EDUC 500.
Note: This course will be fully online. Synchronous sessions to be held on 1/21/20 and 4/28/20, all other sessions are asynchronous. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
TESL561-T1 Linguistics in Education 3 Aponte, Gladys Y. Mondays 07:00-09:00PM
This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic lingistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arragement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how studnets use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. In the second half of the course, TESOL candidates will compare the structure and language features of world Englishes to that of other languages most commonly spoken in schools. The focus of the course will be on the practical application of this knowledge to developing a broader ranger of instructional strategies to support students' language proficiency in school. Prerequisite: TESL 530
TESL563-T1 The Teaching of Reading, Writing , & Langauge Arts in Enl Setting (prek-12) 3 Espana, Carla Mondays 04:45-06:45PM
This course addresses the ways in which language, congnition, 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 deveop 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 balance 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 process, participants will better define their roles as literacy teachers and advocates of literacy practices that support emergent bilingual students. Prerequisite: TESL 530.

Integrative Master's Project - Independent Study Option

Section Title Credits Rooms Instructor Days/Times Dates Status
IS500-01 Independent Study 0 STAFF 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.

Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering.

Registration is not allowed after January 31, 2020.

IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project.

In addition to registering through my.bankstreet.edu for IS500, please fill out the Independent Study Mentor Form, indicating which faculty member has consented to mentor you.

Please note: Students who register without completing the above form will be dropped by the Registrar's Office from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Integrative Master's Project - Semester-Based IMP Options

Note: These are a Semester-Based IMP Options. Student work must be completed and submitted by the end of one semester. Students who do not complete their work by the end of the semester will be required to re-register and pay for another IMP option in the future. Some Semester-Based IMPs are scheduled to begin prior to the official first day of the term. Please read the dates in the schedule carefully, and be sure to register on time and attend all sessions.

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP1-01 Site-based Inquiry 0 Kruger, Mary Thursdays 07:00-09:00PM 01/30/2020, 02/13/2020, 03/12/2020, 04/09/2020
Students who are currently employed in a classroom or other educational setting may choose the one-semester Site-based Inquiry option. You would work with a faculty mentor and a small peer group to identify an educational problem or concern within your current work situation, investigate the problem, and generate an action plan to move toward resolution. Students present their projects in mid-January or the week of graduation. Offered fall and spring.

Title for IMP 1 section 01: Site-Based Inquiry

This IMP on an inquiry is for students who are currently employed and wish to focus their IMP an inquiry about their teaching practice related to their own work setting. Across four sessions with a small group, each researcher is supported in developing a research question, a study plan, and documenting and analyzing the data collected.

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

IMP2-01 Collaborative Student Faculty Inquiry 0 Blachly, Margaret Elisabeth Tuesdays 04:45-06:45PM 01/23/2020, 02/27/2020, 03/26/2020, 04/30/2020
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 for IMP 2 section 01: Collaborative Student-Faculty Inquiry: Using Emotionally Responsive Practice Techniques in the Classroom

This faculty-led Group Inquiry IMP introduces the core concepts and techniques of Emotionally Responsive Practice. The group meetings will familiarize students to practice identifying unresolved developmental issues, use of Story Gathering process, use of transitional objects in classrooms, and emotionally responsive literacy process in preschool and elementary school classrooms. Students will design ways to apply these concepts in their own settings, and receive guidance and feedback from the instructor(s). Final project will include creating a resource binder of readings, techniques and lesson plans, as well as detailed documentation of the ERP technique(s) applied in the setting, and a reflection on the children's response to the technique(s).

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

IMP2-02 Collaborative Student Faculty Inquiry 0 Brickley, Marjorie E.; Hancock, Robin Tuesdays 04:45-06:45PM 01/28/2020, 02/25/2020, 03/31/2020, 04/28/2020
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 for IMP 2 section 02: Collaborative Student-Faculty Inquiry: Thinking about our racial literacy in relation to our work in early childhood settings.

This collaborative student-faculty inquiry will focus on where each of us is in our racial literacy development. Through a series of reflective exercises, we will explore how this influences our work with young children and families (prenatal - 8 years of age).

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

IMP2-04 Collaborative Student Faculty Inquiry 0 STAFF Wednesdays 04:45-06:45PM 02/12/2020, 03/11/2020, 04/08/2020, 04/29/2020
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 for IMP 2 section 01: Collaborative Student-Faculty Inquiry: Exploring the Role and Dynamics of Race in Education

Bank Street-educated students understand that teaching is an opportunity to build a better society. This collaborative inquiry will give graduate students the opportunity to examine how teachers and students of color are impacted by and influence various educational structures, practices, philosophy, policy and settings. Participants will be guided in crafting a set of questions that will help them facilitate research around a problem of practice that affects teachers and/or students of color in education. The outcomes of this inquiry will allow participants to serve as an agent of change in their local and school communities. Nadine Mitchell is the mentor for this IMP.

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

IMP2-05 Collaborative Student Faculty Inquiry 0 Jaffe, Nina Thursdays 07:00-09:00PM 02/06/2020, 02/27/2020, 03/19/2020, 04/09/2020 Closed
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.

Collaborative Student-Faculty Inquiry: Storytelling, folklore and children's games: Pathways to global awareness (preK-6th)

Students will have the opportunity to learn guiding concepts in global competency (Tichnor-Wagner, et al) through the lens of folklore, storytelling and children's games in order to imagine, create and enact curricular units within the framework of inquiry-based, action research projects. Group sessions will include discussion of shared readings, traditional games and storytelling techniques as pathways to global awareness, racial literacy and community-building (supplemented by individual conferencing for drafting and refining the final thesis presentation).

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

IMP2-B1 Collaborative Student Faculty Inquiry 0 STAFF Mondays 05:00-07:00PM 01/27/2020, 02/10/2020, 02/24/2020, 04/06/2020, 04/20/2020
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 for IMP 2 section B1: Collaborative Student-Faculty Inquiry: Bronx Cohort 2 Portfolio

The Portfolio takes the form of a series of reflective essays developed through an emergent process of collecting documents and objects called artifacts which are significant markers of pivotal experiences in your professional and personal development. Students work with a faculty mentor as well as a small peer group throughout the fall and spring semesters. Students present their Portfolios the evening before graduation in May.

This portfolio is only for Bronx Cohort 2 students. It will be taught on Bank Street Campus. Registration is not allowed after the class has met.

IMP2-D3 Collaborative Student Faculty Inquiry 0 Lowry, Genevieve M. Tuesdays 04:45-06:45PM 01/21/2020, 02/18/2020, 03/17/2020, 04/21/2020
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 for IMP 2 section D3: Collaborative Student-Faculty Inquiry: Examining Development Through a Social Justice Lens

This student-faculty collaboration will examine the ways in which development impacts and is impacted by the larger social, cultural and political contexts in which children and families live. By developing a research question that explores the intersection of child development and issues of social justice, students will begin or add to a personal knowledge base of information about families, children, child development, and cultural and developmental variation in order to understand how a developmental perspective impacts thinking about practice. (Students will be expected to present at the IMP shares.)

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

IMP3-01 Mentored Directed Essay 0 STAFF 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. In January, students will be assigned their particular mentor. Registration is not allowed after January 31, 2020, and it is recommended that students register as early as possible, to allow themselves the maximum amount of time to work on their essay questions. Students who register on January 31 will still be required to turn in their completed essay questions to their mentor by the last day of the term.

State Mandated Trainings

Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students. IMPORTANT NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section.

Section Title Credits Rooms Instructor Days/Times Dates Status
STMD100-01 State Mandated Training On School Violence Prevention 0 Tiburcio, Ana Lisa Mondays 05:00-07:00PM 01/27/2020
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
STMD100-02 State Mandated Training On School Violence Prevention 0 Kaplan, Lauren Rachel Tuesdays 04:45-06:45PM 02/25/2020
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
STMD100-D3 State Mandated Training On School Violence Prevention 0 Tiburcio, Ana Lisa Wednesdays 07:00-09:00PM 04/29/2020
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop page in Canvas. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training. Workshops start promptly. Students who are late will NOT be marked as in attendance.
STMD105-01 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Tuesdays 04:45-06:45PM 01/28/2020
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
STMD105-03 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Tuesdays 04:45-06:45PM 03/10/2020
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
STMD105-05 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Thursdays 04:45-06:45PM 04/23/2020
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
STMD105-D2 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Mondays 04:45-06:45PM 02/24/2020
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop page in Canvas. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training. Workshops start promptly. Students who are late will NOT be marked as in attendance.
STMD105-D4 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Mondays 07:00-09:00PM 04/06/2020
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop page in Canvas. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training. Workshops start promptly. Students who are late will NOT be marked as in attendance.
STMD110-01 State Mandated Training in Dignity for All Students Act 0 Woo, Ron Mondays 05:30-08:30PM 2/10/20
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

First session: 3-hour asynchronous online component must be completed by 11:55 PM on February 5, 2020. Second session meets in person on the day and time listed.

NOTE: Workshops start promptly. You must complete the first session online in Canvas by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.
STMD110-02 State Mandated Training in Dignity for All Students Act 0 Weiss, Naomi E. Thursdays 05:00-08:00PM 3/12/20
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

First session: 3-hour asynchronous online component must be completed by 11:55 PM on March 8, 2020. Second session meets in person on the day and time listed.

NOTE: Workshops start promptly. You must complete the first session online in Canvas by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.
STMD110-03 State Mandated Training in Dignity for All Students Act 0 Weiss, Naomi E. Tuesdays 05:00-08:00PM 3/31/20
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

First session: 3-hour asynchronous online component must be completed by 11:55 PM on March 25, 2020. Second session meets in person on the day and time listed.

NOTE: Workshops start promptly. You must complete the first session online in Canvas by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.
STMD110-04 State Mandated Training in Dignity for All Students Act 0 Kaplan, Lauren Rachel Mondays 05:00-08:00PM 4/27/20
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

First session: 3-hour asynchronous online component must be completed by 11:55 PM on April 21, 2020. Second session meets in person on the day and time listed.

NOTE: Workshops start promptly. You must complete the first session online in Canvas by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.

Early Childhood Urban Education Initiative: Bronx Cohort 2

These courses are for students in the Bronx Cohort 2 only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC991-B1 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences (for students completing fieldwork as head or assistant teachers) 1 STAFF Mondays 05:00-07:00PM 03/02/2020, 03/09/2020, 03/16/2020, 03/23/2020, 03/30/2020
This course provides the opportunity to complete New York State requirements for grade range experiences and certification after they have supervised fieldwork. To meet the required number of student contact hours, teacher candidates are placed in an urban, public educational setting in which they gain classroom experience with children from low socio-economic levels, immigrant families and English language learners, as well as children with disabilities. They also participate in a series of seminars and complete assignments designed to deepen understanding about these relevant issues. Pre-Requisite: completion of at least 1 semester of supervised fieldwork.
This section is only for Bronx Cohort 2 students. It will be taught on Bank Street Campus.
Prerequisite for EDUC 991: Completion of at least one semester of supervised fieldwork.
IMP2-B1 Collaborative Student Faculty Inquiry 0 STAFF Mondays 05:00-07:00PM 01/27/2020, 02/10/2020, 02/24/2020, 04/06/2020, 04/20/2020
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 for IMP 2 section B1: Collaborative Student-Faculty Inquiry: Bronx Cohort 2 Portfolio

The Portfolio takes the form of a series of reflective essays developed through an emergent process of collecting documents and objects called artifacts which are significant markers of pivotal experiences in your professional and personal development. Students work with a faculty mentor as well as a small peer group throughout the fall and spring semesters. Students present their Portfolios the evening before graduation in May.

This portfolio is only for Bronx Cohort 2 students. It will be taught on Bank Street Campus. Registration is not allowed after the class has met.

Early Childhood Urban Education Initiative: Manhattan/ Bronx Cohort 3

These courses are for students in the Manhattan/ Bronx Cohort 3 only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC808-B1 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 Wiggins, Cathleen Mondays 05:00-07:00PM
Students learn to use a variety of observational approaches and recording techniques as basic assessment tools to increase their understanding of and skill in planning for children who are developing normally, as well as for children with disabilities and special needs. Through observing cognitive functioning (stage and style), social-emotional behaviors, motor ability, and the interplay between the individual child and the group, as well as the individual child and adults, students become aware of how specific behaviors yield insight into the overall life of the child. Students will use their observations to reflect on possible curriculum and classroom adaptations that would allow the children to build on their strengths and better meet their challenges. An additional goal is to help students, as participant observers, to develop greater sensitivity to their own feelings and interactions with children, and to consider how these affect the selection, omission and interpretation of observable data. Emphasis is placed on a growing sensitivity to what is "subjective" and what attempts to be "objective" observation. Each student conducts an in-depth study of a child. Prerequisite: EDUC 500 or EDUC 800; or permission of the instructor.
This section is only for Urban Ed Cohort 3 students.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC930-B1 Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 05:00-07:00PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is taken over two consecutive semesters.

Progressive Leadership Program Cohort 41

These courses are for students in the Progressive Leadership Program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-P1 Leadership in Curriculum and Instruction 3 Neil, Bisola Thursdays 07:15-09:15PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
LEAD660-P1 Research for Educational Change 3 Blum-DeStefano, Jessica Thursdays 05:00-07:00PM
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.
LEAD873-P1 Special Education Leadership: Meeting Needs of All Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/02/2020, 01/07/2020, 01/09/2020, 01/14/2020, 01/16/2020
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.

This course will be fully online. Synchronous sessions to be held on 1/02/2020, 1/07/2020, 1/09/2020, 1/14/2020, and 1/16/2020.

LEAD912-P1 Principals Institute Supervised Fieldwork/ Advisement 2 STAFF Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

LEAP Program

These courses are for students in the LEAP program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-L1 Adult Development: Implications for Educational Leadership 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM
In this seminar, students 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.
LEAD603-L1 School Change: The Transformational Leader 3 Limperopulos, Nicole Thursdays 05:00-07:00PM
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. For Principals Institute/Teacher Leader/BETLA students only.
LEAD615-L1 Processes of Supervision and Professional Development 3 Limperopulos, Nicole Thursdays 07:15-09:15PM
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.
LEAD918-L1 Leadership Supervised Fieldwork/ Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Yonkers Urban Leadership

These courses are for students in the Yonkers Urban Leadership program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-Y1 Adult Development: Implications for Educational Leadership 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM
In this seminar, students 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.
LEAD603-Y1 School Change: The Transformational Leader 3 Limperopulos, Nicole Thursdays 05:00-07:00PM
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. For Principals Institute/Teacher Leader/BETLA students only.
LEAD615-Y1 Processes of Supervision and Professional Development 3 Limperopulos, Nicole Thursdays 07:15-09:15PM
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.
LEAD918-Y1 Leadership Supervised Fieldwork/ Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Rochester Urban Leadership

These courses are for students in the Rochester Urban Leadership program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-C1 Adult Development: Implications for Educational Leadership 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM
In this seminar, students 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.
LEAD603-C1 School Change: The Transformational Leader 3 Limperopulos, Nicole Thursdays 05:00-07:00PM
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. For Principals Institute/Teacher Leader/BETLA students only.
LEAD615-C1 Processes of Supervision and Professional Development 3 Limperopulos, Nicole Thursdays 07:15-09:15PM
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.
LEAD918-C1 Leadership Supervised Fieldwork/ Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Future School Leaders Academy

These courses are for students in the Future School Leaders Academy only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD604-F1 Development of Educational Policy 1 Sanchez, Raymond Saturdays 08:30AM-12:00PM
This course is designed to provide students with an understanding 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.
LEAD615-F1 Processes of Supervision and Professional Development 3 Gaynor, Scott Thursdays 04:00-06:00PM
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.
LEAD862-F1 Leading a School District II 1 Patrick, Andrew Phillip Thursdays 06:30-08:30PM
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.
LEAD906-F1 Future School Leaders Academy Supervised Fieldwork/ Advisement 1.5 STAFF Saturdays 01:00-04:00PM
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 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.

School District Leadership

These courses are for students in the School District Leadership course sequence only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD864-01 Leading a School District IV 1 Gottlieb, Alice; Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM 01/31/2020, 02/01/2020
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.
LEAD870-01 Special Education Leadership: The District Perspective 1 Gottlieb, Alice; Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM 02/28/2020, 02/29/2020
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.
LEAD908-01 School District Leadership Supervised Fieldwork/ Advisement 3 STAFF See Advisor
Fieldwork in an appropriate setting with supervision and advisement.

Museum Leadership

These courses are for students in the Museum Leadership program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD616-01 Museum Management I: Organizational Development 2 Johnson, Julie Inez; Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 02/07/2020, 02/08/2020
Students look at the interrelationship of a museum's mission, strategic planning, and the responsibilities of the board of directors. They learn about the fundamentals of non-profit management and examine their own institutions in light of best practice. Readings include case studies in institutional change. For Museum Leadership students only.
LEAD618-01 Museum Management III: Professional Development 1 Hogarth, Brian; Johnson, Julie Inez Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 05/08/2020, 05/09/2020
This course covers many of the human resource challenges faced by museum leaders, such as recruitment and hiring, ongoing professional development, team building, conflict resolution, and internal communications. It will also address theories of leadership and approaches to developing a personal leadership style. For Museum Leadership students only.
LEAD619-01 Museum Management IV: Fundraising and Proposal Development 2 Semmel, Marsha; Johnson, Julie Inez; Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 01/10/2020, 01/11/2020
Through readings, group discussion, case study analysis and topical presentations, students explore the theory and practical applications needed to develop a solid financial base for non-profit arts and cultural institutions. Coursework includes developing a realistic grant proposal (including budget) and research into funding possibilities and guidelines. For Museum Leadership students only.
LEAD663-01 Research in Museum Settings 2 Johnson, Julie Inez; Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 03/06/2020, 03/07/2020
This course introduces students to the concepts and tools needed to articulate and measure visitor-centered program goals and objectives. They become acquainted with a variety of research methodologies that can be used for this purpose. Coursework includes experience conducting visitor research in the field. For Museum Leadership students only.
LEAD950-01 Museum Leadership Supervised Fieldwork/ Advisement 2 STAFF See Advisor See advisor
Fieldwork in an appropriate setting with supervision and advisement. For Museum Leadership students only.
LEAD954-01 Museum Leadership Seminar IV: Selected Topics in Community, Culture, and Policy 1 Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 04/03/2020, 04/04/2020
This seminar uses case studies and other materials to analyze current trends in the field, in particular issues related to community, civic engagement, and diversity. It looks at the national and local policy contexts in which these trends emerge. For Museum Leadership students only.
MLPF500-01 Museum Leadership Portfolio 0 STAFF See Advisor See Advisor
MLPF 500 is for 2nd-year Museum Leadership students only.

Leadership in Mathematics Education

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD940-01 Mathematics Leadership Supervised Fieldwork/ Advisement 3 STAFF See Advisor
This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the two years 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 inclusive 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.

Kerlin STEM Fellows Institute

These courses are for students in the Kerlin STEM Institute Fellows only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC850-01 Introduction to Teaching STEM in the Early Childhood Classroom 1 Hutton, Judith L.; Chu, Stan Tuesdays 04:00-06:30PM 02/11/2020, 02/25/2020, 03/03/2020, 03/10/2020, 03/17/2020
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 and understanding of STEM thinking and the multiple ways learners from diverse linguistic and cultural backgrounds, and with developmental variations, engage in STEM learning. Participants will use observations and instructional conversations with colleagues to study the ways they and their students come to experience and learn STEM concepts. Finally, participants will investigate their own curriculum, identifying examples where they are already developing students' STEM thinking and opportunities to build on these experiences.
Note: For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368
EDUC851-01 Developing STEM Investigations in the Early Childhood Classroom 1 Hutton, Judith L.; Chu, Stan Tuesdays 04:00-06:30PM 03/24/2020, 03/31/2020, 04/07/2020, 04/21/2020, 04/28/2020
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.
Note: For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368.

Matriculation Maintenance

A degree can only be conferred for currently enrolled students. Students anticipating degree completion pending submission of prior semester grades must be registered in the current term, in order for their degree to be awarded. If students are not registered for classes in the semester of their graduation, they must register for matriculation maintenance by the end of the semester add/drop period. Registration for matriculation maintenance, MMNT500, can be conducted on my.bankstreet during web registration. A $50 fee applies.

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-01 Matriculation Maintenance 0 STAFF N/A
A degree can only be conferred for currently enrolled students. If students are not registred 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.