Spring 2023

January 17, 2023—May 01, 2023

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.

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Room Abbreviations
TBA: Room will be in person at 112, announced prior to the start of classes
Online: Course is fully online
Offsite: Course takes place offsite

CDR: Children's Dining Room
AUD: The Evelyn Rome Tabas and Daniel Tabas Auditorium

January Term

These courses are offered during our January Intercession, 1/3/23 - 1/13/23, prior to the start of Spring 2023 classes. Students who wish to register need to do so prior to the start of the course.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC606-1 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 Elise Bauer 1/4-1/11 MWF 4:45-8:00PM 1/4, 1/6, 1/9, 1/11
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
Note: This course will meet off-campus at the City and Country School 146 W 13th St, New York, NY.
EDUC865-1 Children’s Literature for Grades 3 – 6 1 Mary Kruger 1/3-1/12 TTh 4:45-8:00PM 1/3, 1/5, 1/10, 1/12
This course serves as an introduction to some of the impor-tant ideas involved in selecting and using literature appropriate to children in grades 3–6. The function and meaning of “story” and/or “narrative” in oral tradition and written literature are organizing concepts in this course. Students will participate in discussion and workshop activities and use their own responses, criteria from the field of literary criticism, and principles of child development to discuss ways of deepening children’s connections with literature. Prerequisite: EDUC 564 or permission of instructor.

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

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-1 Child Development 3 Ludmila de Amorim Paquete da Costa TH 4:45-6:45 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC505-1 Language Acquisition and Learning in a Linguistically Diverse Society 2 Pamela Jones M 4:45-6:45 PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
EDUC510-1 Curriculum in Early Childhood Education (Grades N – 3) 3 Abigail Kerlin T 4:45-6:45 PM
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.
EDUC513-1 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 Jared Slater M 4:45-6:45 PM
EDUC514-1 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Carmen Colón TH 4:45-6:45 PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world.  Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning.  The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
EDUC525-1 Assistive Technology as a Tool for Providing Educational Access 1 Mark Surabian TH 4:45-6:50 PM 1/19, 1/26, 2/2, 2/9, 2/16, 3/2
This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can be enhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
EDUC530-1 Foundations of Modern Education 3 Deborah Brooks Lawrence T 4:45-6:45 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
EDUC535-1 Science for Teachers (Grades N – 6) 2 Stan Chu T 4:45-6:45 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC540-1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Helen Spruill M 7:00-9:00 PM
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.
EDUC560-1 Native Language Literacy for Spanish-Speaking Children 2 Cristian Solorza TH 4:45-6:45 PM
Through this course, students explore the acquisition of literacy skills in the child’s first language—in this case, Spanish. The course will focus on four areas: oral language development through storytelling, songs, poems, games, etc.; literacy development; the use of literature and of teacher- and student-made materials; and grammar and spelling. Students will analyze ways of using children’s literature and children’s writing in a reading program and will explore ways to teach reading and writing in the content areas. Participants will also assess commercially available materials for teaching reading and writing in Spanish, as well as original and translated Spanish children’s literature. Teacher- and student-made materials will be examined and developed, particularly in the context of children’s varied learning styles. Graduate students will also review the rules of Spanish grammar and orthography. This course is taught in Spanish.
Prerequisite for EDUC 560: TESL 530 and EDUC 561 or permission of instructor.
EDUC563-1 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Mary Kruger M 7:00-9:00 PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC565-1 Children’s Literature in the Upper Elementary Grades 3 Lynne Einbender T 4:45-6:45 PM
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.
EDUC591-1 Music and Movement Workshop for Teachers (Grades PreK-6) 2 Benjamin Martin T 7:00-9:00 PM
This course explores the importance of children’s expression through music and movement. Everyone has the capacity to produce music and engage in creative movement. Participants at all levels of experience and skill will learn about and share songs, rhythms, and games from a range of cultural and linguistic traditions. In order to develop strategies for integrating music and movement across the curriculum, participants will engage with topics such as instrument-making from recyclable materials, drumming, sound improvisation, and movement as vehicles for expression and learning. As they engage with creating and reflecting on music and movement experiences, participants will explore the role music and movement play in children’s development in classroom environments.
EDUC606-1 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 Elise Bauer 1/4-1/11 MWF 4:45-8:00PM 1/4, 1/6, 1/9, 1/11
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
Note: This course will meet off-campus at the City and Country School 146 W 13th St, New York, NY.
EDUC629-1 Education of Children with Autism Spectrum Disorders 1 Rae Leeper W 7:00-9:05 PM 1/25, 2/1, 2/8, 2/15, 2/22, 3/1
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.
EDUC801-1 The World of the Infant: The First Year of Life 3 Melina Gac Levin T 4:45-6:45 PM
This course is about infants and families within the first year of life. The primary goal of the course is for graduate students to understand infant development across individual differences and contexts. There is a strong emphasis on using theory to facilitate an understanding of development and to articulate a point of view about these extraordinary first months. Participants will bring together research, theory and their own observations of infants to understand the cognitive, perceptual, sensorimotor/movement and social-emotional changes that occur when babies are in interaction with the world. Participants will study the science of brain development and its impact on all developmental domains. The course will attend to the specific contributions of familial and socio-political cultural and linguistic contexts as well as to the contributions of infants themselves. It will also explore the balance between the “expected” global shifts in development and each human being’s profound individual differences. This is not a “how to” course. Rather, the course provides knowledge of the developmental systems of infants who have a range of abilities. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Graduate students work on articulating their knowledge of development, on learning about new findings in the field, and on communicating with families. Prerequisite: EDUC 500.
Prerequisite for EDUC801: EDUC 500 or EDUC 800
EDUC803-1 Developmental Variations 2 Kim McLeveighn-Helper T 7:00-9:00 PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC803-2 Developmental Variations 2 ElizabethAnn Duffy TH 7:00-9:00 PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-1 Developmental Variations II: Emotional and Behavioral Development 2 Sean O'Shea TH 4:45-6:45 PM
This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disorders and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on  understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisite: EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC808-1 The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording 3 Staff TBD M 4:45-6:45 PM
This course focuses on observation as a practice for more deeply understanding children through their interactions with people, experiences, and materials across a range of environments. Through a case study of one child, participants deepen their knowledge, skills, and dispositions for observing children. They learn to translate observations into descriptive, written data and analyze observational data to inform practice. Participants develop skills of reflection and analysis as they investigate how bias and perspective impact observation and one’s understanding of children. Participants integrate knowledge about variations in children’s social-emotional, cognitive, linguistic, motor, and language development. They consider multiple domains of children’s individual and socio-cultural identities including race, gender, culture, and language and the implications for constructing inclusive and culturally sustaining classroom environments and curricula. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC823-1 Play Techniques for Early Childhood Settings 1 Deborah Vilas TH 4:45-6:50 PM 1/19, 1/26, 2/2, 2/9, 2/16, 2/23
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations.  Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
Prerequisite for EDUC 823: EDUC 803.
EDUC860-1 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations 3 Jessica Higgins TH 7:00-9:00 PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.
Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC863-1 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 Samantha Segal TH 7:00-9:00 PM
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning variations. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803.
Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
EDUC868-1 Approaches to Teaching Decoding to Diverse Learners 2 Staff TBD TH 4:45-6:45 PM
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
EDUC891-1 Practicum in Developmental Assessment of Infants and Toddlers 3 Marjorie Brickley M 4:45-6:45 PM
The Practicum in Developmental Assessment of Infants and Toddlers prepares graduate students to assess very young children across a wide developmental range, including those with developmental variations, and to support families through the assessment process. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, graduate students will use the assessment process to provide a close look at development across all developmental domains. Participants will learn to use assessments to create an IFSP for Early Intervention in collaboration with the family. Graduate students will learn how to administer and evaluate the validity and usefulness of several different assessment and screening tools such as the Bayley Scales of Infant Development III and other standardized, criterion-referenced and evidence-based tools. Participants will be trained in a collaborative approach with families, respecting the family’s perspective while focusing on the strengths of and challenges to each child’s development. Participants come to understand the young child within the sociocultural context of his/her family. Families from a diverse range of cultural and ethnic backgrounds participate in the course. The course requires graduate students to make a play-based developmental assessment, including observations of a child and dialogue with the child’s parents in the family’s home. Graduate students are required to meet with their family to discuss the overall assessment process. Prerequisites: EDUC 801 and EDUC 802.
Prerequisite for EDUC891: EDUC 801 and EDUC 802
EDUC893-1 Approaches to Early Childhood Assessment 2 Ross Harold M 4:45-6:45 PM
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894.

Prerequisite for EDUC 893: EDUC 803 or EDUC 894

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

EDUC895-1 Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 Rae Leeper M 7:00-9:00 PM
This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family.  Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
Prerequisite for EDUC895: EDUC 894
EDUC895-2 Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 Carmen Colón M 7:00-9:00 PM
This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family.  Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
Prerequisite for EDUC895: EDUC 894
LEAD561-1 Supervising and Supporting Literacy Instruction in Diverse Settings 1 Mary Kruger M 4:45-6:45 PM 1/23, 2/6, 2/27, 3/13, 4/3, 4/17
This course prepares participants to work with student leaders, new teachers, and colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, coteaching, and preparatory and debriefing conversations, participants observe, record, and analyze the content and processes involved in coaching interactions. These experiences will allow participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.

Fieldwork/Student Teaching/Advisement Courses

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC931-1 Supervised Fieldwork/Advisement 6 Staff TBD W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is the second half of EDUC930.
This course is the second half of EDUC930.
EDUC931R-1 Supervised Fieldwork/Advisement 6 Staff TBD W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is is the second half of EDUC930R.
This course is the second half of EDUC930R. This course is for students in the Online Early Childhood and Childhood programs only.
EDUC934-1 Supervised Fieldwork/Advisement 3 Staff TBD W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This course is the second half of EDUC932.
This course is the second half of EDUC932.
EDUC937R-1R Supervised Fieldwork/Advisement 6 Staff TBD W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
This course is for students in the Online Early Childhood and Childhood programs only.
EDUC944-1 Teaching Literacy Supervised Fieldwork/Advisement 6 Staff TBD W 4:45-6:45 PM
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are an integral part of the course. This course is the second half of EDUC943. Pre- or co-requisite: EDUC 860, EDUC943
This course is the second half of EDUC943.
EDUC950-1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 Staff TBD W 7:00-9:00 PM
Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships.
Note: This will be fully online. All sessions are synchronous.

Integrative Master's Project - Independent Study Option

Section Title Credits Rooms Instructor Days/Times Dates Status
IS500-1 Independent Study 0 Staff TBD See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.

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 myBSC for IS500, please fill out the Independent Study Mentor Form, located on the website schedule (https://graduate.bankstreet.edu/academics/graduate-course-schedule/) indicating which faculty member has consented to mentor you.

Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact your Student Services Advisor before registering.

Registration is not allowed after January 25, 2023.

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.BSC 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 from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

IS500R-1R Independent Study 0 Staff TBD See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.

Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact your Student Services Advisor before registering.

Registration is not allowed after January 25, 2023.

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.BSC 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 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

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP2-1 Collaborative Student Faculty Inquiry 0 Mary Kruger TH 4:45-6:45 PM 1/19, 2/9, 3/9, 4/6
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: Collaborative Student-Faculty Inquiry: Picture Books for The Ages

This IMP option invites writers to create a picture book for children of a specific age group of the writer's choice. In addition to the picture book, participants will write a rationale and a child development section, review other children's literature for the same age-level, share their picture book with a group of children, and write a reflective conclusion. The final picture book must include some form of visual illustration.

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

Students may attend in-person or remotely.

IMP2-2 Collaborative Student Faculty Inquiry 0 Marjorie Brickley W 7:00-9:00 PM 1/18, 2/8, 3/8, 4/12
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: Pulling Back the Curtain: Reflective Supervision as a Supervisor

Bank Street’s philosophy and fieldwork process relies heavily on reflective supervision. It can be an essential practice as a supervisor as well as helpful in working with families. While most of our graduate students have experienced reflective supervision, this collaboration seeks to shed light on the other side of the process. What does it mean to be a reflective supervisor and how do you actually do it? Students will collaborate on reflective papers that summarize their experiences as both supervisor and supervisee.

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

IMP2-3 Collaborative Student Faculty Inquiry 0 Mary Kruger, Kim McLeveighn-Helper TH 7:00-9:00 PM 1/26, 2/16, 3/16, 4/13
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: Three Chords & Shekeres for Your Classroom

Music enhances math minds and builds language skills for reading too. Come learn some basic instrument skills on guitar, ukulele, or shekere that could invite your students more deeply into learning. This IMP option has choices of instrument as well individual direction for the academic exploration of music for the age of your students. You can create your own project focused on music in the classroom. The final project is an academic paper with curricular intentions embedded- plus you will be ready to play for your students.

Students must either own, borrow, or buy a guitar, ukulele, or shekere to participate in this IMP.

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

IMP2D-1D Collaborative Student Faculty Inquiry: Child Life 0 Deborah Vilas TH 7:00-9:00 PM 1/19, 3/2, 4/13, 4/27
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option for Child Life students, 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: Loose Parts in Child Life: To Infinity and Beyond

Child Life students are invited to continue their exploration and refinement of their medical preparation and teaching skills through the use of loose parts and a child-centered approach. In partnership with one another and their faculty mentor, students will choose a body part or system, a disease/disorder that might affect it, and how medical treatment will occur and affect the body. The inquiry will culminate in a 3-D loose parts representation of all three of these aspects, a written rationale and reflection, and a live presentation of the project to the inquiry group and larger Bank Street audience.

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

This section will run fully online.

IMP2R-1R Collaborative Student Faculty Inquiry 0 Gil Schmerler M 7:00-9:00 PM 1/23, 2/27, 3/20, 4/24
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title: Teacher Leadership

Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access).

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

This section will run fully online.

IMP2R-2R Collaborative Student Faculty Inquiry 0 Margaret Blachly TH 4:45-6:45 PM 1/26, 2/16, 3/23, 4/20
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title: Using Emotionally Responsive Practice 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..

This section will run fully online.

IMP2T-1 Collaborative Student-Faculty Inquiry 0 Cristian Solorza M 7:00-9:00 PM 1/30, 2/6, 2/27, 3/13
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May. This course is for students in the TESOL program only.

Title: TESOL Integrative Masters Inquiry

This collaborative inquiry will give graduate students the opportunity to examine a topic of interest within the TESOL field. Participants will follow outlines of several independent study options to help them facilitate research around a problem of practice that affects emergent bilingual students.

This inquiry is for students enrolled in the TESOL program only..

IMP3-1 Mentored Directed Essay 0 Staff TBD See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
Students should register for section 01. In January, students will be assigned their particular mentor. Registration is not allowed after January 25, 2023, 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 25 will still be required to turn in their completed essay questions to their mentor by the last day of the term.
IMP3R-1R Mentored Directed Essay 0 Staff TBD See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
Students should register for section 01. In January, students will be assigned their particular mentor. Registration is not allowed after January 25, 2023, 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 25 will still be required to turn in their completed essay questions to their mentor by the last day of the term.

Kerlin STEM Institute

For Kerlin STEM Institute Fellows only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC850-1 Introduction to Teaching STEM in the Early Childhood Classroom 1 Judith Hutton, Robert Wallace TH 4:00-5:30 PM 1/26, 2/2, 2/9, 2/16
This Kerlin STEM Institute course is the first of three practicum courses in teaching STEM content and processes. This course will introduce Bank Street’s Science Way of Thinking and NYSCI’s Design Make Play models of teaching. These approaches encourage learners to construct meaning through active investigations. Participants will develop an understanding of STEM thinking and the multiple ways learners from diverse linguistic and cultural backgrounds, and with developmental variations, engage in STEM learning. Participants will use observations and instructional conversations with colleagues to study the ways they and their students come to experience and learn STEM concepts. Finally, participants will investigate their own curriculum, identifying examples where they are already developing students’ STEM thinking and opportunities to build on these experiences. Prerequisite: NSCI 500. For Kerlin STEM Institute fellows only.
This course will meet in person on Saturday, January 21 from 10:00-4:30 PM. All other sessions will be online on the dates and times listed.
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
EDUC851-1 Developing STEM Investigations in the Early Childhood Classroom 1 Judith Hutton, Robert Wallace TH 4:00-6:30 PM 3/9, 3/16, 3/23, 3/30
In this second course in the Kerlin STEM Institute, participants will: develop ideas and materials for STEM investigations with students that involve construction and engineering; expand their skills for selecting open-ended materials that support STEM inquiry; engage in museum explorations that can be directly applied to their classroom curriculum; and refine skills in using classroom observations and students’ work samples to assess students’ learning. Finally, participants will design linked STEM investigations that support a broad range of learners and encourage students to construct meaning through active investigations in the classroom and on field trips. Prerequisite: EDUC 850. For Kerlin STEM Institute fellows only.
This course will meet in person on Saturday, March 4 from 10:00-4:30 PM. All other sessions will be online on the dates and times listed.
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.

Child Life

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC503-1D Development: Adolescence through Emerging Adulthood 3 Troy Pinkney TH 7:00-9:00 PM
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 meet synchronously and asynchronously online. You must be available for synchronous sessions on Thursdays 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC825-1D The Role of Child Life Beyond the Hospital: A Local, National, and Global View 3 Genevieve Lowry M 7:00-9:00 PM
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 meet synchronously and asynchronously online. You must be available for synchronous sessions on Mondays 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC828-1D Loss in Children’s Lives: Implications for Schools, Hospitals, and Home 3 Deborah Vilas T 7:00-9:00 PM
A developmental perspective is utilized to examine the child’s perception and understanding of levels of loss outside the walls of a healthcare setting. Topics to be addressed include separation and divorce, adoption, foster care, hospital-ization and/or death of a parent, and domestic and media-induced violence. The essential roles of the child life specialist, healthcare provider, and family members will be discussed, underscoring the transdisciplinary collaboration which must exist between these caregivers. Prerequisite: EDUC 500.
Note: This course will meet synchronously and asynchronously online. You must be available for synchronous sessions on Tuesdays 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session. 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
EDUC829-1D Therapeutic Play Techniques for Child Life Specialists 3 Deborah Vilas M 7:00-9:00 PM
Students will explore the meanings and purposes of play and how play develops as a child develops. Various theories of play therapy will be introduced and the roles of child life specialist and play therapist will be delineated. Students will learn how child life specialists can create the optimal environment to encourage learning, development, and healing through play in hospitals and other healthcare settings. The course also covers directive and nondirective therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and with groups. Prerequisite: EDUC 500.
Note: This course will meet synchronously and asynchronously online. You must be available for synchronous sessions on Mondays 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session. 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
EDUC950-1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 Staff TBD W 7:00-9:00 PM
Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships.
Note: This will be fully online. All sessions are synchronous.
IMP2D-1D Collaborative Student Faculty Inquiry: Child Life 0 Deborah Vilas TH 7:00-9:00 PM 1/19, 3/2, 4/13, 4/27
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option for Child Life students, 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: Loose Parts in Child Life: To Infinity and Beyond

Child Life students are invited to continue their exploration and refinement of their medical preparation and teaching skills through the use of loose parts and a child-centered approach. In partnership with one another and their faculty mentor, students will choose a body part or system, a disease/disorder that might affect it, and how medical treatment will occur and affect the body. The inquiry will culminate in a 3-D loose parts representation of all three of these aspects, a written rationale and reflection, and a live presentation of the project to the inquiry group and larger Bank Street audience.

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

This section will run fully online.

LEAD825-1D Child Life Program Development and Administration 3 Vanessa Andrews, Lindsay Huxter T 7:00-9:00 PM
This course will introduce students to the skills needed to develop, direct, and manage child life programs in healthcare settings. Emphasis will be placed on developing a philosophy of leadership that fosters team collaboration and staff participation. Program planning will be addressed within the context of child development and child life principles. Topics covered will include staff development and supervision, continuous quality improvement, proposal writing, program development, and departmental management skills. Prerequisite: EDUC 500.
Note: This course will meet synchronously and asynchronously online. You must be available for synchronous sessions on Tuesdays 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.

Childhood General and Special Education Online Program

These courses are only for students enrolled in a fully online degree program.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC513R-1R Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 Ellen Ferrin T 7:00-9:00 PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through the social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
Note: This section is for students enrolled in fully online childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530R-1R Foundations of Modern Education 3 Asilia Franklin-Phipps TH 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC535R-1R Science for Teachers (Grades N – 6) 2 Margaret McNamara M 7:00-9:00 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC563R-1R The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Susan Rolander T 7:00-9:00 PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC590R-1R Arts Workshop for Teachers (Grades N – 6) 2 Maria Richa T 7:00-9:00 PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
Note: This section is for students enrolled in fully online early childhood program only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesdays 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC803R-1R Developmental Variations 2 Sean O'Shea M 7:00-9:00 PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Note: This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC807R-1R Teaching Children with Developmental Variations in Language and Communication 2 Kristen Kaelin M 7:00-9:00 PM
Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disorders in monolingual and bilingual children. There is an exploration of the reciprocal relationship between children’s diverse communication abilities and styles and academic, social and emotional development. The importance of teacher collaboration with other service providers is highlighted. Graduate students will reflect on their own communication styles as a means of more effectively meeting the communication needs of their students. The concept of social construction of disability will help to frame issues of equity that can guide teachers in their roles as advocates for all children. Prerequisite: EDUC 505 or EDUC 561.
Note: This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC862R-1R Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 Elizabeth Silva TH 7:00-9:00 PM
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.
EDUC931R-1 Supervised Fieldwork/Advisement 6 Staff TBD W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is is the second half of EDUC930R.
This course is the second half of EDUC930R. This course is for students in the Online Early Childhood and Childhood programs only.
EDUC937R-1R Supervised Fieldwork/Advisement 6 Staff TBD W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
This course is for students in the Online Early Childhood and Childhood programs only.
IMP2-1 Collaborative Student Faculty Inquiry 0 Mary Kruger TH 4:45-6:45 PM 1/19, 2/9, 3/9, 4/6
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: Collaborative Student-Faculty Inquiry: Picture Books for The Ages

This IMP option invites writers to create a picture book for children of a specific age group of the writer's choice. In addition to the picture book, participants will write a rationale and a child development section, review other children's literature for the same age-level, share their picture book with a group of children, and write a reflective conclusion. The final picture book must include some form of visual illustration.

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

Students may attend in-person or remotely.

IMP2R-1R Collaborative Student Faculty Inquiry 0 Gil Schmerler M 7:00-9:00 PM 1/23, 2/27, 3/20, 4/24
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title: Teacher Leadership

Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access).

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

This section will run fully online.

IMP2R-2R Collaborative Student Faculty Inquiry 0 Margaret Blachly TH 4:45-6:45 PM 1/26, 2/16, 3/23, 4/20
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title: Using Emotionally Responsive Practice 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..

This section will run fully online.

IMP3R-1R Mentored Directed Essay 0 Staff TBD See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
Students should register for section 01. In January, students will be assigned their particular mentor. Registration is not allowed after January 25, 2023, 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 25 will still be required to turn in their completed essay questions to their mentor by the last day of the term.
IS500R-1R Independent Study 0 Staff TBD See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.

Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact your Student Services Advisor before registering.

Registration is not allowed after January 25, 2023.

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.BSC 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 from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Early Childhood General and Special Education Online Program

These courses are only for students enrolled in a fully online degree program.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC505R-1R Language Acquisition and Learning in a Linguistically Diverse Society 2 Luisa Costa W 7:00-9:00 PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters. This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Wednesday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530R-1R Foundations of Modern Education 3 Asilia Franklin-Phipps TH 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC535R-1R Science for Teachers (Grades N – 6) 2 Margaret McNamara M 7:00-9:00 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC563R-1R The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Susan Rolander T 7:00-9:00 PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC590R-1R Arts Workshop for Teachers (Grades N – 6) 2 Maria Richa T 7:00-9:00 PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
Note: This section is for students enrolled in fully online early childhood program only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesdays 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC629R-1R Education of Children with Autism Spectrum Disorders 1 Rae Leeper TH 7:00-9:00 PM 1/26, 2/2, 2/9, 2.16, 2/23, 3/2
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.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7:00-9:00 PM 1/26-3/2 throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC803R-1R Developmental Variations 2 Sean O'Shea M 7:00-9:00 PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Note: This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC893R-1R Approaches to Early Childhood Assessment 2 Helen Frazier T 7:00-9:00 PM
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC895R-1R Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 Soyoung Park TH 7:00-9:00 PM
This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family.  Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC931R-1 Supervised Fieldwork/Advisement 6 Staff TBD W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is is the second half of EDUC930R.
This course is the second half of EDUC930R. This course is for students in the Online Early Childhood and Childhood programs only.
EDUC937R-1R Supervised Fieldwork/Advisement 6 Staff TBD W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
This course is for students in the Online Early Childhood and Childhood programs only.
IMP2-1 Collaborative Student Faculty Inquiry 0 Mary Kruger TH 4:45-6:45 PM 1/19, 2/9, 3/9, 4/6
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: Collaborative Student-Faculty Inquiry: Picture Books for The Ages

This IMP option invites writers to create a picture book for children of a specific age group of the writer's choice. In addition to the picture book, participants will write a rationale and a child development section, review other children's literature for the same age-level, share their picture book with a group of children, and write a reflective conclusion. The final picture book must include some form of visual illustration.

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

Students may attend in-person or remotely.

IMP2R-1R Collaborative Student Faculty Inquiry 0 Gil Schmerler M 7:00-9:00 PM 1/23, 2/27, 3/20, 4/24
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title: Teacher Leadership

Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access).

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

This section will run fully online.

IMP2R-2R Collaborative Student Faculty Inquiry 0 Margaret Blachly TH 4:45-6:45 PM 1/26, 2/16, 3/23, 4/20
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title: Using Emotionally Responsive Practice 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..

This section will run fully online.

IMP3R-1R Mentored Directed Essay 0 Staff TBD See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
Students should register for section 01. In January, students will be assigned their particular mentor. Registration is not allowed after January 25, 2023, 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 25 will still be required to turn in their completed essay questions to their mentor by the last day of the term.
IS500R-1R Independent Study 0 Staff TBD See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.

Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact your Student Services Advisor before registering.

Registration is not allowed after January 25, 2023.

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.BSC 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 from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP2T-1 Collaborative Student-Faculty Inquiry 0 Cristian Solorza M 7:00-9:00 PM 1/30, 2/6, 2/27, 3/13
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May. This course is for students in the TESOL program only.

Title: TESOL Integrative Masters Inquiry

This collaborative inquiry will give graduate students the opportunity to examine a topic of interest within the TESOL field. Participants will follow outlines of several independent study options to help them facilitate research around a problem of practice that affects emergent bilingual students.

This inquiry is for students enrolled in the TESOL program only..

TESL515-1 ENL Case Management: Creating Access through Programming and Curriculum 3 Cristian Solorza T 7:00-9:00 PM
This course is designed to help ENL teacher candidates refine their pedagogy while managing their student caseload within the mandated ENL service models (stand-alone and integrated ENL) using standards-based curricula and assessments to differentiate instruction. In collaboration with school professionals, participants will analyze informal and formal school-wide data (including New York State English as a Second Language Achievement Test data, content, and literacy assessments) to identify the language and literacy needs of their ENL students. Participants will evaluate the strengths and weaknesses of the programming of ENL services in their schools and advocate for integrated, collaborative approaches that support ENL students across their school day. Special attention will be given to understanding the specific needs of newcomers, recently arrived unaccompanied children/refugee children & youth, long-term ELLs (LTELLs), and students with limited or interrupted /inconsistent formal education (SLIFE). Participants will explore ways to effectively connect with students to leverage cultural and linguistic resources, and other funds of knowledge to create socio-emotional supports, empower students and families, and develop culturally responsive practices within their instructional programming. In addition, participants will develop strategies to self-advocate, collaborate, and negotiate their roles with other school professionals to better advocate for the needs of their students. Prerequisite: TESL 660.

NY DOE Teaching Fellows

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC526-1 Teaching Math, Science and Tech: Curriculum, Methods and Assessment for Adolescents w Disabilities 3 Nancy Buck W 7:00-9:00 PM
An inquiry and problem solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. (Pending approval of the Program Review and Curriculum Committee)
Note: This course is for students in the NYC Teaching Fellows Cohort only.
EDUC8343-1 Curriculum, Methods and Assessment for Teaching the Humanities to Adolescents with Disabilities 3 Melissa Ramos TH 7:00-9:00 PM
Deeply rooted in the philosophy that the humanities is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in English and social studies. This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to adolescents with a wide range of abilities and challenges.  Participants will use a sociopolitical lens as they study literature, primary and secondary sources, digital, multimodal and new literacies, as they develop reading and writing skills and strategies across genres.  This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education curriculum and in accordance with Common Core Standards. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency.
Note: This course is for students in the NYC Teaching Fellows Cohort only.

NY DOE Teaching Collaborative

These courses are for students in the NYCTC Cohort only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC835-1 Formal and Informal Assessment of Adolescents with Disabilities 1 Raul Palacios W 7:00-9:00 PM 1/18, 1/25, 2/1, 2/8, 2/15, 2/22
This course is designed to develop an understanding of formal and informal assessment techniques used to identify the learning needs of adolescents with disabilities. Students will become familiar with commonly used psychological and achievement tests as well as understand the need for adaptive measures during the evaluation process. The emphasis is on how to use both formal and informal assessment data to develop instructional plans to meet the unique needs of adolescents with a range of abilities and challenges. The historical as well as current legal and ethical considerations, appropriate practices and limitations when working with students of diverse backgrounds and their families will be a theme throughout the course. Topics such as student self-assessment, vocational assessment, exit portfolios, alternative assessment, transition planning and wraparound services will be discussed with a focus on advocacy and equity.
Note: This course is for students in the NYC Teaching Collaborative Cohort only.
EDUC837-1 Integrative Master’s Project 1 Jessica Charles TH 7:00-8:30 PM 2/16 and 4/13
The Integrative Master’s Project (IMP) is one of the three major components of your degree requirements. As the culminating component, it is a significant, academically rigorous body of work that integrates many facets of your experiences at Bank Street and in the field, and applies theoretical knowledge to your current and future work as an educator. The process of writing the IMP is intended to further your professional growth through inquiry, reflection, and integration. The form and content of each IMP varies according to specific program requirements.
Note: This course is for students in the NYC Teaching Collaborative Cohort only. February 16 and April 13 will be in-person sessions at the College. Students will also need to participate in the IMP shares on May 3.

Progressive Leadership Online Program - Cohort 47

Progressive Leadership Program Cohort 47 students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD603R-1R School Change: The Transformational Leader 3 Nicole Limperopulos T 5:00-7:00 PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
Progressive Leadership Program Cohort 47 students only.
LEAD615R-1R Processes of Supervision and Professional Development 3 Abbe Futterman TH 5:30-7:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
Progressive Leadership Program Cohort 47 students and Math Leadership students.
LEAD9183R-3R Leadership Supervised Fieldwork/Advisement 3 Staff TBD W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part three of three semesters of supervised fieldwork.
This is the final Supervised Fieldwork course. Progressive Leadership Program Cohort 47 students only

Progressive Leadership Online Program - Cohort 48

Progressive Leadership Program Cohort 48 students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510R-1R Leading Critical Issues in Curriculum and Instruction 3 Shokry Eldaly T 5:00-7:00 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For online Progressive Leadership students only.
Progressive Leadership Program Cohort 48 students only.
LEAD660R-1R Research for Educational Change 3 Jessica Blum-DeStefano TH 5:00-7:00 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
Progressive Leadership Program Cohort 48 students only.
LEAD9182R-2R Leadership Supervised Fieldwork/Advisement 3 Staff TBD W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of three semesters of supervised fieldwork. The third part is LEAD9183R.
This is the second part of SFW course LEAD9181R. Progressive Leadership Program Cohort 48 students only.

Progressive Leadership Online Program - Cohort 49

Progressive Leadership Program Cohort 49 students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503R-1R Adult Development: Implications for Educational Leadership 3 Jessica Blum-DeStefano TH 7:15-9:15 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online Progressive Leadership students only.
For Progressive Leadership Program Cohort 49 students and Early Childhood Leadership Advanced Certificate students only.
LEAD537R-1R Organizational Development: Implications for Educational Leadership 3 Nicole Limperopulos T 7:15-9:15 PM
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
Progressive Leadership Program Cohort 49 students only.
LEAD9181R-1R Leadership Supervised Fieldwork/Advisement 3 Staff TBD W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182R.
Progressive Leadership Program Cohort 49 students only.

Leadership in Mathematics Education

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD940-EM Mathematics Leadership Supervised Fieldwork/Advisement 3 Ellen McCrum See advisor
Fieldwork in an appropriate setting with supervision and advisement.
LEAD940-ML Mathematics Leadership Supervised Fieldwork/Advisement 3 Mary Leer See advisor
Fieldwork in an appropriate setting with supervision and advisement.

Leadership in Mathematics Education Online

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD615R-1R Processes of Supervision and Professional Development 3 Abbe Futterman TH 5:30-7:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
Progressive Leadership Program Cohort 47 students and Math Leadership students.
LEAD668-1 Research for Mathematics Leaders II 1 Helen Spruill T 7:30-9:00 PM
In this second course, students are supported in deepening their question from LEAD 667. Through the collection of additional data, the analysis of new data, and examining patterns and themes, students craft a deeper question that reflects the depth of an Integrated Masters Project (IMP). This question aligns with leadership standards and reflects a culminating lens. Prerequisite: LEAD 667.
LEAD9452-AW Mathematics Leadership Supervised Fieldwork and Advisement 2 Amy Withers See advisor
This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the 14 months of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for synthesizing theory with practice, and the creation of a professional learning community. Attention is given to leadership activities in students’ work settings and coaching strategies for addressing the academic strengths and needs of teachers of mathematics, including constructing classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of leadership as they have influenced current practices and innovations, and explores Bank Street's history and philosophy as a progressive institution. This is the third term of SFW.

Early Childhood Leadership Advanced Certificate Online Program

For students in the Early Childhood Leadership Advanced Certificate Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503R-1R Adult Development: Implications for Educational Leadership 3 Jessica Blum-DeStefano TH 7:15-9:15 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online Progressive Leadership students only.
For Progressive Leadership Program Cohort 49 students and Early Childhood Leadership Advanced Certificate students only.
LEAD615E-1E Processes of Supervision and Professional Development 3 Wendy Pollock T 5:30-7:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
LEAD9202E-1E Early Childhood Leadership Supervised Fieldwork/Advisement 3 Wendy Pollock W 5:00-7:00 PM
Participants explore a variety of theories and methods of analysis as applied to organizations and their members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior.

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
LEAD603-1F School Change: The Transformational Leader 3 Staff TBD TH 4:00-6:00 PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
These courses are for students in the FSLA program only.
LEAD864-1F Leading a School District IV 1 Andrew Patrick TH 6:30-8:30 PM 1/19/23, 1/26/23, 3/23/23, 3/30/23, 4/20/23
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.
These courses are for students in the FSLA program only.
LEAD9064-1F Future School Leaders Academy Supervised Fieldwork/Advisement 1.5 Staff TBD W 5:00-7:00 PM
This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop internship program plans each semester, linked to each semester’s theme and national leadership preparation standards. Students are supervised on site by their internship supervisor/mentor and their advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program. This is part four of four semesters of supervised fieldwork.
This is the second part of SFW course LEAD9061. These courses are for students in the FSLA program only.

Museum Studies: Learning and Engagement in Museums and Cultural Organizations

These courses are for students in the Learning and Engagement in Museums and Cultural Organizations program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD508-1 Programming with Diverse Publics 2 Shari Werb T/F 6:30-8:30PM 1/31, 2/7, 2/14, 2/21, 3/7, 3/14, 3/21, 4/4, 4/7
A salient feature of educational work across museums, libraries and cultural organizations is the planning and delivery of a range of programs. A critical challenge in current programming is to foster greater diversity and access, to provide programming that is inclusive and welcoming for all, while continuing to serve existing audiences. The course will emphasize the importance of working with diverse publics (not for them) and what barriers exist that may be limiting participation. Participants explore different categories of programs that may be less familiar to participants and will be asked to walk through the many steps of planning a program or resource at a specific site for an intended audience. Participants will also factor in operational constraints such as time, people, scheduling and the available spaces in which programs happen.
LEAD509-1 Digital Learning 1 Brian Hogarth TThSu 6:30-8:30 PM 1/17, 1/22, 1/24, 1/29, 2/2
This course reviews the growing presence of digital learning in education, within organizations, and through informal social media networks and other online communities of interest. Is technology changing how our brains process information? Are we learning differently now? How can the new digital technologies support and expand the work that we do in education within museums, libraries and cultural organizations? How can educators in cultural organizations make thoughtful and strategic use of these new tools, without being overwhelmed by the continual churn, expense and allure of new apps, platforms, products and services? Participants will explore the notion of connected or shared learning in more depth and devise strategies and programs where new technologies can be effectively harnessed to support and expand learning and engagement.
LEAD516-1 Designing Educational Exhibits and Spaces 2 Brian Hogarth SU/M 6:30-8:30PM 2/5, 2/12, 2/19, 3/5, 3/12, 3/19, 4/2, 4/9, 5/1
Exhibitions are more than just ‘stuff’ on display. They are about dynamic interactions and responses among people in physical spaces moving about in real time. Participants will look at exhibitions as a major program vehicle in museums as well as libraries and other cultural institutions, with the many implications of identifying audiences, supporting the mission, and appealing to the market. Throughout the course, we will think about how to maximize the learning and engagement potential of exhibits. Participants will review design elements of effective spaces, interpretive planning in exhibits, and how to rapidly prototype ideas with the public for greater input and feedback.
LEAD517-1 Partnerships and Collaborations 1 Staff TBD SU/T 6:30-8:30PM 4/11, 4/16, 4/18, 4/23, 4/25
As museums and cultural organizations focus more attention on social value and public impact, it is essential for educators and other staff to cultivate knowledge of, and practice in, developing partnerships and collaborations. Participants will situate their collaborative educational work within expansive models such as learning ecosystems, to allow different organizations to do more in their communities by working together. These initiatives are promulgated by the hyperconnectivity of digital connections, allowing players in disparate locations to act quickly and more easily together. The course will include case studies of successful partnerships as well as techniques that foster productive interactions among different groups by articulating shared interests and the various assets that partners bring to the equation.
LEAD522-1 Leadership Development 1 Staff TBD Th 6-8PM; Su 4-6 PM 1/19, 1/22, 1/26, 1/29, 2/5
In this course, participants will explore major theories of management, leadership and followership that can serve them in meeting the challenges of everyday work life and issues facing the sector. They will take a broad look at leadership and followership as intentional features of professional practice, including knowing oneself as essential for enacting effective leadership. Participants will review traditional views of leadership as residing in positions of authority together with shared and distributed models for leading and following for broader impact and change. By doing so, they will think about leadership and followership as fluid roles enacted by individuals across an organization at many levels.
LEAD523-1 Organizational Dynamics 2 Brian Hogarth TTH 6:00-8:00 PM 2/2, 2/9, 2/16, 2/21, 2/28, 3/7, 3/14, 3/21, 4/4
This course will help participants develop an organizational mindset-- to see how their job fits into the “bigger picture,” to work more effectively with other departments and individuals that may appear to have conflicting interests and priorities so that the organization can fulfill its mission and purpose. Participants will study the dynamic nature of organizations through frames and systems, team work as well as communications and negotiation. They will consider organizational culture, the challenges associated with change, transparency and becoming more diverse and inclusive. Participants will use  their current workplaces or internship organizations as case studies for various course activities and assignments.
LEAD524-1 Professional Development 1 Elisabeth Nevins Th 6-8PM; Su 4-6 PM 4/9, 4/13, 4/16, 4/20, 4/30
This course focuses on the current trajectory of each participant in terms of their professional development. Participants will examine their individual strengths and challenges, practice speaking up and articulating what they value and stand for, for example championing social justice and advocating for the needs of diverse learners. The course will also touch on labor and current hiring practices (including bias and discrimination), basic management principles, updating professional goals, public profiles and fine-tuning skills around listening and personal reflection. This course will complement the second semester of advising/fieldwork together with the Organizational Dynamics course to strengthen each participant’s skills and competencies.
LEAD9602-1 Museum Advisement 2 Brian Hogarth See advisor
Museum Supervised Fieldwork/Advisement
Arranged independently at different times based on students' work schedules.
LEAD9612-1 Museum Supervised Fieldwork/Advisement 4 Brian Hogarth See advisor
Fieldwork in an appropriate setting with supervision and advisement.
Arranged independently at different times based on students' work schedules.

LEAP Program

These courses are for students in the LEAP program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503L-1L Adult Development: Implications for Educational Leadership 3 Nicole Limperopulos T 5:00-7:00 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
These courses are for students in the LEAP program only.
LEAD603L-1L School Change: The Transformational Leader 3 Nicole Limperopulos TH 5:00-7:00 PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
These courses are for students in the LEAP program only.
LEAD615L-1L Processes of Supervision and Professional Development 3 Nicole Limperopulos TH 7:15-9:15 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
These courses are for students in the LEAP program only.
LEAD918L-1L Leadership Supervised Fieldwork/Advisement 3 Nicole Limperopulos W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
These courses are for students in the LEAP program only.

Yonkers Urban Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD530Y-1Y Education Policy, Advocacy, and Law 3 Nicole Limperopulos T 5:00-7:00 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
These courses are for students in the Yonkers Urban Leadership program only.
LEAD660Y-1Y Research for Educational Change 3 Nicole Limperopulos T 7:00-9:00 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
These courses are for students in the Yonkers Urban Leadership program only.
LEAD912Y-1Y Leadership Supervised Fieldwork/Advisement 2 Nicole Limperopulos W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors 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.
These courses are for students in the Yonkers Urban Leadership program only.

School District Leader Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD861R-1S Leading a School District I 1 Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 1/31/23
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
LEAD862R-1S Leading a School District II 1 Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 2/21/23
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.
LEAD863R-1S Leading a School District III 1 Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 3/14/23
This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
LEAD864R-1S Leading a School District IV 1 Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 4/4/23
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.
LEAD870R-1S Special Education Leadership: The District Perspective 1 Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 4/18/23
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.
LEAD9081R-1S School District Leadership Supervised Fieldwork/Advisement 3 Nancy Mann See advisor See Advisor
Fieldwork in an appropriate setting with supervision and advisement.
LEAD9082R-1S School District Leadership Supervised Fieldwork/Advisement 3 Nancy Mann See advisor See Advisor
Fieldwork in an appropriate setting with supervision and advisement.
This is the second part of SFW course LEAD9081R.

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 myBSC during web registration. A $50 fee applies.

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-1 Matriculation Maintenance 0 Staff TBD Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
MMNT500R-1R Matriculation Maintenance 0 Staff TBD Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
This course is only for students enrolled in a fully online degree program.