Summer 1 2019

May 13, 2019—June 17, 2019

NOTICE: Two credit classes will meet the first 8 class meetings of the term. Three credit classes will meet through the full term, unless otherwise specified by your instructor.

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
CDR: Children's Dining Room
AUD: The Evelyn Rome Tabas and Daniel Tabas Auditorium
BOCES: Putnam/Northern Westchester BOCES. 200 BOCES Drive. Yorktown Heights, NY

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

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-01 Child Development 3 Pollock, Wendy Sharon Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM Cancelled
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socio-economic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC505-01 Language Acquisition and Learning in a Linguistically Diverse Society 2 Costa, Luisa Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019
Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child's development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as a second language and the strategies that teachers can use to help them learn the language and to fully integrate English language learners into general and special education classrooms.
EDUC530-01 Foundations of Modern Education 3 Jaffe, Nina Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street's history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. The course is designed to help teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and children and their families.
EDUC535-01 Science for Teachers (Grades N - 6) 2 Chu, Stan Tuesdays 04:45-08:15PM, Thursdays 04:45-08:15PM 05/14/2019, 05/16/2019, 05/21/2019, 05/23/2019, 05/28/2019, 05/30/2019, 06/04/2019, 06/06/2019
In this workshop course, students explore basic science through discussion and hands-on experience with materials such as snails, plants, clay, boats, batteries, and bulbs. Students are helped to choose appropriate topics that may be integrated into a core curriculum. A methodology of exploration and discovery is used as a paradigm for working with children in the science curriculum.
EDUC536-01 Foundations: The Influence of Culture and Politics on Literacy Theory and Practice 2 Einbender, Lynne Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/12/2019
This course examines the ways in which historical, philosophical, cultural, and political trends have impacted research and pedagogy in the field of literacy (reading, writing, and language arts). Students explore how literacy theory and practice have been influenced by changing visions of teaching and learning; standards and assessment; the roles of special education and the education of English language learners; the appropriate nature of home, school, and community relationships; and the needs of the workforce. Students will be expected to use various forms of media and transitional research to deepen their understanding of these issues and become more critical readers of research studies and popular reports.
The class will not meet on 6/5.
EDUC540-01 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N - 6) 2 Spruill, Helen Thursdays 07:00-09:00PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts (Grades K - 3) 3 Foster, Xiania G. Tuesdays 05:15-07:15PM, Thursdays 05:15-07:15PM Dates: 5/14 - 7/18
This course examines the processes through which speaking, listening, reading and writing are acquired by young children. Through course readings, discussion, and hands-on experiences, students will develop an understanding of the ways in which theory and research in the fields of language development, linguistic diversity, socio-cultural perspectives, and special education form an essential basis for effective literacy teaching. Each student will observe and work with an individual child, trying out methods and materials in order to develop first-hand awareness of the reading and writing process, and roles of the teacher and child in that process. Through this integration of theory and practice, students will develop an understanding of the ways in which (1) literacy acquisition draws upon the personal, cultural, and linguistic experiences of all learners; (2) literacy acquisition can be facilitated through technology; (3) teachers can and should be the constructors of literacy curriculum that meets the needs of diverse learners; (4) assessment and instruction are ongoing and integrated processes; and (5) effective literacy education is the outcome of the collaboration of home, school, and community.
This class will meet across both Summer 1 and 2 terms, including the intersession.
EDUC564-01 Language, Literature, and Emergent Literacy (A Focus on Grades N - 3) 3 Kruger, Mary Mondays 05:15-09:00PM, Wednesdays 05:15-09:00PM
This course examines the role of literature in the life of the developing child. Students gain an understanding of monolingual and bilingual language development and the relationship between aspects of young children's language and what they relish in stories. Students examine ways to cultivate children's ability to express experiences, ideas, and feelings in poetry, illustrated stories, nonfiction accounts and in oral discussion. Using developmental, multicultural, nonsexist, and aesthetic perspectives, students develop criteria for selecting fiction, non-fiction, poetry and folklore for children of specific ages. Ways to use literature effectively are examined, leading to the students' understanding the functions of a variety of techniques within the young child's classroom: telling stories; reading aloud, stimulating children's participation in a story; and selecting stories to extend children's understandings of social studies and science.
EDUC603-01 Assistive Technology in Early Childhood Inclusive and Special Education Settings 1 Tuesdays 5:15-7:45, Thursdays 5:15-7:45 Cancelled
This course is designed to prepare students to respond to the needs of diverse learners in early childhood classrooms by using current augmentative and assistive technology to promote communication, improve classroom organization and management, and expand literacy opportunities. Students will have hands-on experiences using different technologies to create a variety of multimodal tools that they can incorporate into their teaching practices to support all children.

The class will meet on June 11 from 7:15-9:20 p.m. and June 13 from 7:00-9:05 p.m.

MAY be taken concurrently with EDUC 629; last two sessions of EDUC 603 and EDUC 629 will meet together.

EDUC604-01 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 Kirton, Tara Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019
Students examine the role of the teacher in the classroom in order to develop insight into their own professional and personal styles. The culture of the school and its influence on teachers and families is explored. The course also examines the implications of working with a multicultural community and differing family structures. Students develop skills and procedures in parent conferencing, as well as an understanding of the concerns of parents of children with special needs. The regulations and implications of the Individuals with Disabilities Education Act (IDEA) are also studied. The course includes the recognition of indications of child abuse and a review of the legal and moral responsibilities of classroom teachers.
EDUC605-01 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 Jones, Pamela Michelle Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM
This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior.
EDUC606-01 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 Tuesday 5:15-8:30PM, Wednesdays 5:15-8:30PM, Thursdays 5:15-8:30PM, Fridays 5:15-8:00PM Cancelled
The first session examines the function of blocks in the classroom and how block building fits into the nursery through primary school program. The second session is a block workshop. Later sessions include discussion of blocks in relation to the child's development, the role of the teacher in facilitation of dramatic play, the use of supplementary materials, fantasy and reality in dramatic play, and the creation of a nonsexist learning area.
This course meets just after the end of the Summer 1 term.
EDUC629-01 Education of Children with Autism Spectrum Disorders 1 Friedman, Kate L. Tuesdays 5:15-7:45, Thursdays 5:15-7:45 05/16/2019, 05/23/2019, 05/30/2019, 06/06/2019, 06/13/2019
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.

The class will meet on June 11 from 7:15-9:20 p.m. and June 13 from 7:00-9:05 p.m.

MAY be taken concurrently with EDUC 603; last two sessions of EDUC 603 and EDUC 629 will meet together.

EDUC803-01 Developmental Variations 2 Wontropski, Jessica Grace Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/10/2019, 06/12/2019
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.
This class will not meet on 6/5. It will meet on 6/12.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-01 Developmental Variations II: Emotional and Behavioral Development 2 O'Shea, Sean Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019
This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disorders and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 500 or EDUC 501 or EDUC 800; and EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC852-01 Designing STEM Early Childhood Curriculum 1 Maldonado, Jasmine; Chu, Stan Tuesdays 04:00-06:30PM, Thursdays 04:00-06:30PM 06/11/2019, 06/13/2019, 06/18/2019, 06/20/2019, 06/25/2019 Closed
This Kerlin Science Institute course is the third of a three-part practicum in teaching science. Teachers are coached to introduce and improve their science teaching. Seminar sessions cultivate an "extended inquiries" model of teaching science that encourages learners to construct meaning of phenomena. Prerequisite: NSCI 500, EDUC 850 and EDUC 851. For Kerlin Science Institute fellows only.
Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368.
Prerequisite for EDUC852: NSCI500, EDUC 850, and EDUC 851
EDUC867-01 The Teacher's Role in the Development of Reading Comprehension: Strategic Teaching (Grades K - 6) 1 Kruger, Mary Thursdays 05:15-07:45PM 05/16/2019, 05/23/2019, 05/30/2019, 06/06/2019, 06/13/2019
This course will enable teachers to extend their theoretical and practical understanding of the ways to support children's reading comprehension in kindergarten through 6th grade. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of emergent to fluent readers. Students will develop competencies in current literacy practices such as "Interactive Read Aloud," "Think Aloud," "Guided Reading," and "Questioning the Author." In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to be independent readers. Teachers will be able to use the strategies demonstrated in this course with all learners, including English language learners and children with special needs. Prerequisite: EDUC 563 or EDUC 567 or 568 or permission of the instructor upon demonstrated knowledge of experience with reading instruction.
Prerequisite for EDUC867: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor
SCIE510-01 Explorations of Nature 2 Aquino, Adriana E Tuesdays 04:30-07:30PM, Thursdays 04:30-07:30PM 05/14/2019, 05/16/2019, 05/21/2019, 05/23/2019, 05/28/2019, 05/30/2019, 06/04/2019, 06/06/2019
This course is designed to provide students with an introduction to the scientific exploration of the natural world through a review of the fundamental discoveries and principles of Physical Sciences, Life Sciences, and Earth and Space Sciences. The course is organized around common principles of scientific inquiry such as observation and experiment. As we discuss various concepts in the physical and life sciences, we will frame our work by issues such as what types of questions can be answered through scientific investigation, how such an investigation is designed, and the insights and limitations offered by experimental data. Once students understand the nature of science and its practice, we will explore some of the common concepts overarching themes that appear throughout the scientific disciplines, such as the concepts of systems, models, constancy and change, time and space scales, evidence and explanation. This course extends the traditional classroom lecture/discussion structure by requiring an experiential component to engage students in museum investigations. It is our belief that through readings, activities, and discussions, students will consider science in its proper light as a unique way of knowing and understanding the natural world.
Please note: SCIE 510 meets at the American Museum of Natural History. Go to the security entrance located under the main steps on Central Park West at 79th. The classroom is Calder Lab on the 2nd floor.

Child Life

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC832-D1 Cross-cultural Perspectives: Families & Ethical Issues in Child Life Practice 3 Lowry, Genevieve M. Mondays & Wednesdays, 5:15-9:00 pm 05/15/2019, 06/12/2019
This course focuses on the family as a social system and will include the following topics: family relationships - dynamics of family life, historical and contemporary theories related to family structure and functions, adaptations in family structure and interaction patterns during times of transition, examination of diverse family systems, parenting, caregiving and family life from a cross-cultural perspective, adult-child interactions, family roles, and parenting skills. Through popular culture and case studies we will explore current research, theory and healthcare ethics, as they apply to the family. This course will assist learners as they consider the national, state/provincial and institutional systems, which provide the context for child life practice. (Prerequisistes EDUC 500, EDUC 821)

This class will start on 5/13. Online class sessions 5/15 and 6/12 are synchronous. The remaining classes are asynchronous. For Child Life students only.

Sign up to http://Zoom.us (free account) and explore the tool and its tutorials: Getting started with Zoom.

• Test your computer audio and video as well as your internet connection. We encourage you to test your system by hosting a test session with a friend.

• You will receive an invitation to join the session via email. The email will have the link to click at the time of the session.

• If you have trouble connecting, contact the Help Desk at helpdesk@bankstreet.edu or 212-875-4642.

Prerequisites for EDUC832: EDUC 500

Integrative Master's Project - Semester-Based IMP Options

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP3-01 Mentored Directed Essay 0 STAFF See Mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. At the start of Summer 1, students will be assigned their particular mentor. Registration is not allowed after May 15, 2019.

Integrative Master's Project - Independent Study Option

Section Title Credits Rooms Instructor Days/Times Dates Status
IS500-01 Independent Study 0 STAFF See Mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.

This IMP begins in the Summer 1 term and runs until the end of the Summer 2 term. Students should register for section 01. Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering.

Registration is not allowed after May 15, 2019.

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

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

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

State Mandated Trainings

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

Section Title Credits Rooms Instructor Days/Times Dates Status
STMD100-01 State Mandated Training On School Violence Prevention 0 Tiburcio, Ana Lisa Wednesdays 05:15-07:15PM 6/19
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students. IMPORTANT NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section.
STMD105-01 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Thursdays 05:15-07:15PM 6/13
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students. IMPORTANT NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section.
STMD110-01 State Mandated Training in Dignity for All Students Act 0 Weiss, Naomi E. Tuesdays 05:15-08:15PM 6/11
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

Note: online component must be completed by 11:55 pm on 6/6

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

Early Childhood Urban Education Initiative: Bronx Cohort 2

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC535-B1 Science for Teachers (Grades N - 6) 2 Maldonado, Jasmine Mondays 05:00-07:30PM, Wednesdays 05:00-07:30PM 05/13/2019, 05/15/2019, 05/20/2019, 05/22/2019, 05/29/2019, 06/03/2019, 06/05/2019, 06/10/2019, 06/12/2019, 06/17/2019
In this workshop course, students explore basic science through discussion and hands-on experience with materials such as snails, plants, clay, boats, batteries, and bulbs. Students are helped to choose appropriate topics that may be integrated into a core curriculum. A methodology of exploration and discovery is used as a paradigm for working with children in the science curriculum.
This course will be conducted at Bronxworks 1130 Grand Concourse. This section is only for students in the Bronx Cohort.

Early Childhood Leadership Certificate

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD530-01 Education Policy, Advocacy, and Law 3 Gaynor, Scott Thursdays, 5:15 - 9:15 pm 05/16/2019, 05/23/2019, 05/30/2019, 06/06/2019, 06/13/2019, 06/20/2019, 06/27/2019
Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
This class will meet past the end of the summer 1 term on the following dates: June 20, June 27. There will also be site visits. In addition to the Thursday class sessions, school visits will be set with the instructor.
LEAD537-01 Organizational Development: Implications for Educational Leadership 3 White, Emily Tuesdays 05:15-09:15PM 05/14/2019, 05/21/2019, 05/28/2019, 06/04/2019, 06/11/2019, 06/18/2019, 06/25/2019
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.
This class will meet past the end of the summer 1 term on the following dates: June 18, June 25. There will also be site visits.

Progressive Leadership: Cohort 40

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD530-P1 Education Policy, Advocacy, and Law 3 Woo, Ron Tuesdays 05:30-09:15PM, Thursdays 05:30-09:15PM
Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
LEAD912-P1 Principals Institute Supervised Fieldwork/ Advisement 2 STAFF See Advisor for Dates & Times
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.

Museum Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD851-01 Museum Leadership Institute II 2 Hogarth, Brian Mondays 09:00AM-05:00PM, Tuesdays 09:00AM-05:00PM, Wednesdays 09:00AM-05:00PM, Thursdays 09:00AM-05:00PM, Fridays 09:00AM-05:00PM, Saturdays 09:00AM-05:00PM 06/10/2019, 06/11/2019, 06/12/2019, 06/13/2019, 06/14/2019, 06/15/2019
Along with LEAD 850, this intensive one-week institute during each academic year of the program includes class sessions on conceptions of leadership and analysis of contemporary issues in museum education through site visits to the participants' institutions. For Museum Leadership students only.
For Museum Leadership students only.
MLPF500-01 Museum Leadership Portfolio 0 STAFF See Mentor
MLPF 500 is for 2nd-year Museum Leadership students only.

Progressive Leaders Cohort 4

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD601-L1 Team Building and Collaborative Decision Making: Practices of Democratic Schooling 3 Keil, Allison Jill; Carstensen, Erin Hope Tuesdays 06:00-09:00PM, Thursdays 06:00-09:00PM
This course is designed for principals, teachers, parents, and other school leaders who are interested in practical hands-on experiences in team building, shared decision making, and other collaborative processes relating to effective schooling. This course also provides opportunities for examining the political and ethical underpinnings of democratic practices in schools. Particular emphasis is placed upon developing leaders for small schools and the relationship between leadership and school size, student and staff recruitment and selection, curriculum and budget.
This course is for the students in the Progressive Leaders Cohort only.

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-01 Matriculation Maintenance 0 STAFF N/A
A degree can only be conferred for currently enrolled students. If students are not registred for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.