Fall 2019

September 04, 2019—December 19, 2019

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
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 Hass, Rachel Mondays 07:00-09:00PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socio-economic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC500-02 Child Development 3 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.
EDUC500-03 Child Development 3 Hass, Rachel Thursdays 04:45-06:45PM
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 Becker, Timothy Peter Thursdays 07:00-09:00PM
Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child's development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as a second language and the strategies that teachers can use to help them learn the language and to fully integrate English language learners into general and special education classrooms.
EDUC510-01 Curriculum in Early Childhood Education (Grades N - 3) 3 Parrish, Michael W. Tuesdays 07:00-09:00PM
This course engages participants in understanding curriculum as the development of experiences and environments across the school day that support all domains of children’s development including social, emotional, and cognitive. Participants study how children come to learn about themselves, others, and the world through rich interactions with people, environments, and materials. The course focuses on social studies as the core of the early childhood classroom, using children’s lived experiences within families, neighborhoods, and communities as the central content for exploration. Social studies is a vehicle for a deeper understanding of self and others towards the goal of creating more just and democratic communities. Participants apply their learning as they develop interdisciplinary curriculum grounded in their observations of children’s identities and curiosities as well as their development. Participants consider how to advocate for a progressive approach to curriculum across a range of contexts and with a diverse range of learners.
EDUC513-01 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1-6) 3 Wontropski, Jessica Grace Mondays 04:45-06:45PM
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.
EDUC514-01 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Kirton, Tara Thursdays 04:45-06:45PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
EDUC520-01 Educating Infants and Toddlers: Programs and Activities 3 Gac Levin, Melina Tuesdays 07:00-09:00PM
This course offers students the opportunity to choose and examine critically the parameters of a program for typically developing infants and toddlers as well as those with special needs. In addition, each student will read about and critique an exemplary program. In order to concretize real-life issues, the course will include a presentation of current local programs, including early intervention programs that serve diverse populations. Students will explore varied aspects of the infant/toddler program such as language and books, music, art, blocks, sand, waterplay, and cooking. A special session on understanding the early intervention law is included. A major focus of the course is on understanding infant/toddler play and the adult's role in supporting and fostering it. The study of play culminates in a toy-making workshop which is a highlight of the course.
EDUC525-01 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 Surabian, Mark Mondays 07:00-09:05PM 09/09/2019, 09/16/2019, 09/23/2019, 10/07/2019, 10/21/2019, 10/28/2019
This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can beenhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
EDUC530-01 Foundations of Modern Education 3 Jones, Pamela Michelle Thursdays 07:00-09:00PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street's progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
EDUC535-01 Science for Teachers (Grades N - 6) 2 Chu, Stan Tuesdays 04:45-06:45PM
In this workshop course, students explore basic science through discussion and hands-on experience with materials such as snails, plants, clay, boats, batteries, and bulbs. Students are helped to choose appropriate topics that may be integrated into a core curriculum. A methodology of exploration and discovery is used as a paradigm for working with children in the science curriculum.
EDUC540-01 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N - 6) 2 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.
EDUC560-01 Native Language Literacy for Spanish-Speaking Children 2 Solorza, Cristian R. Wednesdays 07:00-09:00PM
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. Prerequisites: EDUC 537 and EDUC 561 or permission of instructor.
Prerequisite for EDUC 560: TESL 530 and EDUC 561 or permission of instructor.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts (Grades K - 3) 3 Foster, Xiania G. Wednesdays 07:00-09:00PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC563-02 The Teaching of Reading, Writing, and Language Arts (Grades K - 3) 3 Rolander, Susan Thompson Thursdays 04:45-06:45PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC564-01 Language, Literature, and Emergent Literacy (A Focus on Grades N - 3) 3 Rolander, Susan Thompson Mondays 04:45-06:45PM
This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children's storytelling, and for deepening learning across content areas.
EDUC568-01 Teaching Literacy in the Elementary Grades (Grades 2 - 6) 3 Henley, Elizabeth Tuesdays 04:45-06:45PM
Participants learn how to support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications in reading, writing and word study lesson planning, assessment, and record keeping. Participants, individually and as a group, analyze the contexts, activities, and relationships that support language and literacy learning using a balanced literacy approach.
EDUC576-01 Writing in the Elementary Grades 2 Kruger, Mary Mondays 04:45-06:45PM
The purpose of this course is to help teachers gain an understanding of the full complexity of writing in the elementary grades. Topics include genre and style, topic, revision, grammar and spelling, language and culture, and the social and cultural issues surrounding writing. Students will share and reflect on their own writing in small groups, as well as study recent thinking and current research on the various pedagogical approaches to teaching writing. Appropriate books and other stimuli to spark good writing will be reviewed as well.
EDUC590-01 Arts Workshop for Teachers (Grades N - 6) 2 Richa, Maria Mondays 04:45-06:45PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers to develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, print making and such crafts as puppet making, dyeing, and weaving. Reading and class discussions deal with the development of art curricula using child development as a base. Students study children's art through slides and children's actual work.
EDUC590-02 Arts Workshop for Teachers (Grades N - 6) 2 Mott, Ann-Marie Tuesdays 04:45-06:45PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers to develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, print making and such crafts as puppet making, dyeing, and weaving. Reading and class discussions deal with the development of art curricula using child development as a base. Students study children's art through slides and children's actual work.
EDUC613-01 Understanding and Working with Families of Infants and Toddlers 2 Dorrian, Yasmin Katrina Mondays 04:45-06:45PM
This course helps students understand the psychological underpinnings of parenting across a range of families and contexts. A multi-level framework utilizes the concepts of containment and holding as a way to understand what parents must provide for their children and what adults must also provide for themselves in order to work effectively with families. Stages of parenting are looked at within a wider lens that incorporates the incredible variety not only amongst parents, but within the same parent at different times. Students continue to develop a self-reflective ability that helps them think deeply about their responses to families, and learn when and how to provide developmental guidance through practice with their own case material and readings on basic counseling techniques.
EDUC616-01 Introduction to Research and Evaluation Practice in Museum Education 2 Charles, Jessica Wednesdays 07:00-09:00PM
This course responds to increased emphasis in the museum field on researching the visitor experience. The course prepares museum educators to understand and use educational research to strengthen interpretive programming and the visitor experience. Students are introduced to appropriate research tools through readings, discussions, and critical inquiry into the research process. Working in small groups, students conduct a small research study in a museum or school environment. For matriculated Museum Education students or by permission of the program director.
EDUC 616 is for matriculated Museum Education students, or by permission of the program director.
EDUC651-01 Special Study: Strategies for Language and Concept Development 1 STAFF Saturday 8:00AM - 4:00PM 10/26/2019
A group of students is provided with an opportunity to study an area of interest related to education under the supervision of a faculty advisor. Offered by special arrangement.

This course has an asynchronous online component that will run from 10/27/19-11/30/19.

Note: Students can earn elective credit as part of the Language Series. See details of the conference at: www.bankstreet.edu/ls

EDUC802-01 The World of Toddlers and Twos: The Second and Third Years of Life 3 Brickley, Marjorie E. Tuesdays 04:45-06:45PM
This course offers a developmental interactional view of toddlers, two-year-olds and their families. The primary goal of the course is for students to internalize a solid and accessible grasp of development in the second and third years of life, and across individual differences and contexts. Students examine how separation-individuation, attachment and mutual recognition are achieved through a focus on the interactive affective and cognitive contributions of toddlers and caregivers. Research, theory and student observations will be utilized to better understand the toddler's developing symbolization and language; changes in motor and movement patterns; and social-emotional aspects of development, such as play, peer relationships and the range of toddler conflicts and fears. The class members attempt to reconceptualize traditional theories in light of the real issues faced by toddlers today in the context of the wide range of family structures, group care settings, and cultures, sub-cultures and degrees of ability/disability. A great deal of attention is paid to the specific contributions of familial and cultural contexts as well as the contributions of toddlers themselves. Students strive to achieve a fair balance between the "expected " global shifts in development and the profound individual differences that each human being presents. The course is organized around a developmental history of a toddler or a two-year-old in the context of his or her family and often a group setting. This study, along with on-going electronic journal discussions, provides rich opportunities for students to integrate their knowledge of developmental theory with real toddlers and twos and to practice articulating their knowledge with peers and parents. Prerequisite: EDUC 500 or EDUC 800.
Prerequisite for EDUC 802: EDUC 500 or EDUC 800
EDUC803-01 Developmental Variations 2 Dixon, Jacob A. Tuesdays 07:00-09:00PM
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC803-02 Developmental Variations 2 O'Shea, Sean Thursdays 04:45-06:45PM
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC807-01 Teaching Children with Developmental Variations in Language and Communication 2 Rosenberg, Mimi Tuesdays 07:00-09:00PM
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. Prerequisites: EDUC 505; or EDUC 561 and EDUC 870
Prerequisite(s) for EDUC807: EDUC 505; or EDUC 561 and EDUC 870
EDUC808-01 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 Wiggins, Cathleen Mondays 04:45-06:45PM
Students learn to use a variety of observational approaches and recording techniques as basic assessment tools to increase their understanding of and skill in planning for children who are developing normally, as well as for children with disabilities and special needs. Through observing cognitive functioning (stage and style), social-emotional behaviors, motor ability, and the interplay between the individual child and the group, as well as the individual child and adults, students become aware of how specific behaviors yield insight into the overall life of the child. Students will use their observations to reflect on possible curriculum and classroom adaptations that would allow the children to build on their strengths and better meet their challenges. An additional goal is to help students, as participant observers, to develop greater sensitivity to their own feelings and interactions with children, and to consider how these affect the selection, omission and interpretation of observable data. Emphasis is placed on a growing sensitivity to what is "subjective" and what attempts to be "objective" observation. Each student conducts an in-depth study of a child. Prerequisite: EDUC 500 or EDUC 800; or permission of the instructor.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC808-02 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 Wiggins, Cathleen Wednesdays 07:00-09:00PM
Students learn to use a variety of observational approaches and recording techniques as basic assessment tools to increase their understanding of and skill in planning for children who are developing normally, as well as for children with disabilities and special needs. Through observing cognitive functioning (stage and style), social-emotional behaviors, motor ability, and the interplay between the individual child and the group, as well as the individual child and adults, students become aware of how specific behaviors yield insight into the overall life of the child. Students will use their observations to reflect on possible curriculum and classroom adaptations that would allow the children to build on their strengths and better meet their challenges. An additional goal is to help students, as participant observers, to develop greater sensitivity to their own feelings and interactions with children, and to consider how these affect the selection, omission and interpretation of observable data. Emphasis is placed on a growing sensitivity to what is "subjective" and what attempts to be "objective" observation. Each student conducts an in-depth study of a child. Prerequisite: EDUC 500 or EDUC 800; or permission of the instructor.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC823-01 Play Techniques for Early Childhood Settings 1 Vilas, Deborah B. Tuesdays 04:45-06:50PM 09/10/2019, 09/17/2019, 09/24/2019, 10/15/2019, 10/22/2019, 10/29/2019
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations. Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations.
Prerequisite for EDUC 823: EDUC 803.
EDUC860-01 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations 3 Rabinowitz, Laurie Miriam Tuesdays 04:45-06:45PM Closed
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisites: EDUC 505; EDUC 563 or 568.
Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC862-01 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 Piering, Kristen Wednesdays 07:00-09:00PM
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.
EDUC867-01 The Teacher's Role in the Development of Reading Comprehension: Strategic Teaching (Grades K - 6) 1 Kruger, Mary Thursdays 04:45-06:50PM 09/12/2019, 09/26/2019, 10/10/2019, 10/24/2019, 11/07/2019, 11/14/2019
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
EDUC869-01 Supporting Early Language and Literacy for Children with Developmental Variations (birth-8) 2 Javier, Arelis Thursdays 04:45-06:45PM
This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts. Participants are introduced to communication disorders and other learning variations of the early years that affect language and literacy learning. Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with learning variations are explored. Prerequisite: EDUC 500 or EDUC 800. Pre- or Co-requisite: EDUC 505.
Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505
EDUC894-01 Early Childhood Practicum I: Observing a Child through Family/ Cultural Contexts 2 Tom-Yunger, Allison Mei Mondays 07:00-09:00PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children's behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child's family. This work provides a foundation for Practicum II. Prerequisites EDUC 500 or EDUC 800; and EDUC 803.
Prerequisites for EDUC 894: EDUC 500 or EDUC 800; EDUC 803.
EDUC894-02 Early Childhood Practicum I: Observing a Child through Family/ Cultural Contexts 2 Park, Soyoung Mondays 07:00-09:00PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children's behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child's family. This work provides a foundation for Practicum II. Prerequisites EDUC 500 or EDUC 800; and EDUC 803.
Prerequisites for EDUC 894: EDUC 500 or EDUC 800; EDUC 803.
TESL530-01 Theoretical Foundations: Social, Cultural, & Linguistic Diversity in School 3 Purvis, Megan Mondays 07:00-09:00PM
This course explores how major federal and state laws, language policies, and theories of language development (first and second language acquisition, bilingualism, and translingualism) shape English as a new language (ENL) and bilingual program designs. Candidates will analyze how these programs serve diverse students in PreK-12 urban schools, with a special focus on the education of students who are immigrants, including students with limited or interrupted formal education (SLIFE). Candidates will explore immigration to the United States from a sociocultural perspective, investigate the factors that shape immigrant students’ experiences in schools, and how these impact their identity development. Graduate students will reflect on their own beliefs and perceptions about immigrants and emergent bilingual students while identifying the experiences that have contributed to these beliefs and perceptions. They will survey the demographic landscape of a school and evaluate how the school language allocation policy, curricula, and ENL & bilingual programs respond to the legal rights and the linguistic, socio-emotional and academic needs of emergent bilingual students. Based on their comprehensive analysis and principles of social justice, candidates will develop an advocacy plan to address identified needs of emergent bilingual students and their families.

Fieldwork/Student Teaching/Advisement Courses

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

Leadership For Educational Change

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-P1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
In this seminar, students examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
Note: For Progressive Leadership Program and Leadership for Educational Change students only. Permission of Program Director is needed for all other students.
LEAD510-01 Leadership in Curriculum and Instruction 3 Hicks, Allison Kathleen Thursdays 05:00-07:00PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
LEAD660-01 Research for Educational Change 3 Blum-DeStefano, Jessica Thursdays 05:00-07:00PM
This course is designed to enable leaders, teachers, special educators and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD770-01 Leadership Professional Seminar 3 Algava, Allegra Alisa Thursdays 07:15-09:15PM
This seminar is designed to develop competencies in research and communication. Participants will be guided in the preparation of a major paper for class presentation and critique. The paper will focus on a policy issue in education and the role of the school or district administrator in relation to that issue. The seminar combines formal class sessions and individual conferences. For Leadership for Educational Change students only.
LEAD900-01 Leadership for Educational Change Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 07:00-09:00PM
Students exercise and/or practice leadership in their own school settings or in supervised placements with expert leaders, with considerable onsite support from both their Bank Street advisor and their site supervisor. Promoting collaboration among colleagues, supporting effective curriculum and instructional practice, and fostering constructive school change are emphasized in the internship. Students work closely with their advisor and conference group peers in integrating theory and practice.

Child Life

Courses within this program are for Child Life students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-D4 Child Development 3 Pinkney-Ragsdale, Troy Thursdays 07:00-09:00PM 09/05/2019, 12/12/2019
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.
Note: This course will be fully online. Synchronous sessions to be held on 9/5 and 12/12, all other sessions are asynchronous. This section is for Child Life students only.
EDUC821-D1 Child Life in the Healthcare Setting: A Family-Centered Care Approach 3 Lowry, Genevieve M. Tuesdays 07:00-09:00PM 09/10/2019, 12/19/2019
When facing acute and chronic illness, today's infants, children and adolescents pose a unique challenge to health care professionals. This course provides an overview of the theory, practice, and programming of the child life profession, with an emphasis on family-centered care. This course is designed for, but not limited to, students interested in a career as a child life specialist. A developmental perspective is used to examine the child's perception and understanding of hospitalization and related health care experiences within the context of a diverse culture. Through carefully sequenced didactic and clinical components, case studies, small group discussions, guest speakers, clinical observations and assignments, students are exposed to the competencies of the child life specialist as developed by the Child Life Council. Appropriate interventions and practical strategies designed to mitigate the painful, invasive and frightening aspects of medical treatment are covered. Prerequisite: EDUC 500.
Note: This course will be fully online. Synchronous sessions to be held on 9/10 and 12/19, all other sessions are asynchronous. This section is for Child Life students only.
Pre- or co-requisite for EDUC821: EDUC 500.
EDUC822-D1 Children with Special Healthcare Needs: In the Hospital, at Home, and in School 3 Woodward, Hilary Ann; Vilas, Deborah B. Tuesdays 07:00-09:00PM 09/10/2019, 12/19/2019
This course will explore the personal, educational, social and familial dimensions of childhood health conditions, including a focus on the educational law and how it applies to children with special health care needs. Children with severe and chronic illness often spend more time in school and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional development through the use of vignettes. This course will address the ways in which workers in the health care, school and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisite: EDUC 821.
Note: This course will be fully online. Synchronous sessions to be held on 9/10 and 12/19, all other sessions are asynchronous. This section is for Child Life students only.
Prerequisite(s) for EDUC822: EDUC 500 and EDUC 821 or permission of instructor
EDUC826-D1 Medical Aspects of Illness: A Child Life Perspective 3 Hawks, Ria; Lowry, Genevieve M. Mondays 07:00-09:00PM 09/09/2019, 12/16/2019
This course provides students with an understanding of the pathological of a wide range of medical conditions that most frequently affect children and youth. Fundamental to understanding disability and illness is the necessity of having knowledge about the physical, neurological, and chemical roots of medical conditions that are alternately congenital, acquired, or genetic in their origin. Students will be introduced to research findings and standard practices of medical interventions and preparations for conditions highlighted in the course. Prerequisite: EDUC 500.
Note: This course will be fully online. Synchronous sessions to be held on 9/9 and 12/16, all other sessions are asynchronous. This section is for Child Life students only.
Pre- or co-requisite for EDUC826: EDUC 500.
EDUC830-D1 Research for Child Life Specialists 3 Cantrell, Kathryn Wednesdays 07:00-09:00PM 09/04/2019, 12/18/2019
This course is designed for child life specialists to be effective consumers and generators of research. After analyzing and evaluating research in the area of pediatric healthcare, students will design and implement a research project. At the completion of this course, students will be able to articulate basic research methods, statistics and outcomes that apply to clinical practice and program review. (Co-requisite EDUC 950)
Note: This course will be fully online. Synchronous sessions to be held on 9/4 and 12/18, all other sessions are asynchronous. This section is for Child Life students only.
Prerequisite for EDUC 830: EDUC 500
EDUC950-D1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 STAFF Wednesdays 07:00-09:00PM
Fieldwork in an appropriate setting with supervision and advisement. Students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
Note: This will be fully online. All sessions are synchronous.
IMP2-D7 Collaborative Student Faculty Inquiry 0 Pinkney-Ragsdale, Troy Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/04/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section D7: Turning an Original Children's Book (Healthcare Theme) Into an Educational Tool for Children and Families with Healthcare Challenges

(Note: For Child Life students only. This course will be fully online. Synchronous sessions will be held on the dates and times posted.)

This inquiry will help students who have created or are creating a children’s book to develop it into an educational tool for child life specialists to use with pediatric patients and their caregivers. Participants will complete a literature review paying particular attention to the developmental stages (physical, emotional and cognitive) that relate to the age level of the child for whom the book was created. Students will develop guidelines to demonstrate to child life specialists and/or caregivers how the book can be used either as a stand-alone activity or as part of a therapeutic plan. If appropriate, students will share the book with child life specialists and/or children and their families within a healthcare setting and report on the participants’ reactions, questions, etc.

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

IMP2-D8 Collaborative Student Faculty Inquiry 0 Lowry, Genevieve M. Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/11/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section D8: Child Life Specialist as Advocate for Equity and Access in Healthcare

(Note: For Child Life students only. This course will be fully online. Synchronous sessions will be held on the dates and times posted.)

Child Life Specialists are advocates for children and families in healthcare settings. As part of an interdisciplinary team, Child Life Specialists can and should advocate for equity and access for all children and families. We know, however, that individual biases and systemic inequities lead to real disparities in the type and quality of care that children and families receive. This collaborative student-faculty inquiry will help us to examine our own biases related to race, socioeconomic status, gender, and needs within the healthcare setting.

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

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC502-T1 Human Development 3 Lowry, Genevieve M. Mondays 04:45-06:45PM
This course focuses on understanding, teaching,and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cogntive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related to identity--self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability--will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion. (Pending approval of the Curriculum Committee.)
This section is only for students in the Teaching English to Speakers of Other Languages (TESOL) program.

Integrative Master's Project - Semester-Based IMP Options

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

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP2-01 Collaborative Student Faculty Inquiry 0 O'Shea, Sean Mondays 04:45-06:45PM 09/09/2019, 10/07/2019, 11/04/2019, 12/02/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section 01: Topics in Behavior for Classroom and School Communities

Behavior frequently appears high on the shortlist of teacher concerns regarding their practice. There are multiple reasons for the presence of challenging behavior in classrooms, and participants in this Inquiry will have the opportunity to consider progressive strategies to support behavioral development not only in students, but in teachers as well. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

IMP2-02 Collaborative Student Faculty Inquiry 0 Kruger, Mary; Rolander, Susan Thompson Mondays 07:00-09:00PM 09/16/2019, 10/07/2019, 11/04/2019, 12/02/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section 02: Children's Literature in the Elementary Classroom

For this Integrative Master’s Project, each participant will select a grouping of children’s literature and craft a curriculum experience that integrates that grouping. Projects will focus on a specific age group, such as second grade or 7/8s. Participants will write a rationale for why they have chosen this area of the curriculum to focus on and will describe how the project meets the needs of the learning environment as well as the developmental characteristics of the focal children. Participants will provide an annotated bibliography of children's books in the area of interest, as well as a few appropriate professional texts. Each project will describe the specific curricular context. The completed IMP will demonstrate the ability of the participant to competently express through written language the creation of a curriculum experience grounded in children’s literature that integrates their knowledge of child development, literature, content, and assessment. Areas of focus may include separation, going to the hospital, a math concept, language, etc.

(Recommended prerequisite: EDUC 564 or EDUC 565).

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

IMP2-03 Collaborative Student Faculty Inquiry 0 Schmerler, Gil Mondays 07:00-09:00PM 09/23/2019, 10/21/2019, 11/18/2019, 12/16/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section 03: 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.

IMP2-04 Collaborative Student Faculty Inquiry 0 Blachly, Betsy Wednesdays 04:45-06:45PM 09/11/2019, 10/16/2019, 11/13/2019, 12/11/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section 04: Music for Ones, Twos and Threes: With the Possibility to Learn Guitar or Ukulele Accompaniment

This collaborative inquiry project will help students who are ready to take time to 1) increase song and singing game repertoire with infants, toddlers and threes in Inclusive settings, 2) begin to relax during circle time and start to create songs and movement explorations spontaneously, 3) develop confidence about deciding on tempos and keys and improvisational opportunities, 4) include simple instruments for explorations and rhythmic engagement, and 5) identifying the emotionally responsive moments that occur in songs and researching these observations up with readings in Music Therapy literature. In each class we will establish a community supportive environment with the goal of experiencing each other as musical people devoted to inviting children to use the music with their whole body, voice and cognitive/social/emotional abilities. The notebook that each person creates (and the rationales that we learn to identify) will result in a lifelong educational tool for teachers and parents.

Learning simple guitar or ukulele accompaniment will be organically included in our classes. To promote this guitar/ukulele goal, one individual meeting is required, in addition to the four scheduled meetings.

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

IMP2-05 Collaborative Student Faculty Inquiry 0 Blachly, Betsy Wednesdays 04:45-06:45PM 09/18/2019, 10/23/2019, 11/20/2019, 12/18/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section 05: Music for Ones, Twos and Threes: With the Possibility to Learn Guitar or Ukulele Accompaniment

This collaborative inquiry project will help students who are ready to take time to 1) increase song and singing game repertoire with infants, toddlers and threes in Inclusive settings, 2) begin to relax during circle time and start to create songs and movement explorations spontaneously, 3) develop confidence about deciding on tempos and keys and improvisational opportunities, 4) include simple instruments for explorations and rhythmic engagement, and 5) identifying the emotionally responsive moments that occur in songs and researching these observations up with readings in Music Therapy literature. In each class we will establish a community supportive environment with the goal of experiencing each other as musical people devoted to inviting children to use the music with their whole body, voice and cognitive/social/emotional abilities. The notebook that each person creates (and the rationales that we learn to identify) will result in a lifelong educational tool for teachers and parents.

Learning simple guitar or ukulele accompaniment will be organically included in our classes. To promote this guitar/ukulele goal, one individual meeting is required, in addition to the four scheduled meetings.

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

IMP2-06 Collaborative Student Faculty Inquiry 0 Blachly, Margaret Elisabeth; Peck, Eva Jane Wednesdays 07:00-09:00PM 09/25/2019, 10/16/2019, 11/13/2019, 12/11/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section 06: 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). Each student will have one to three personal sessions with the facilitators in addition to the scheduled group meeting times.

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

IMP2-10 Collaborative Student Faculty Inquiry 0 Schwartz, Catherine Thursdays 04:45-06:45PM 09/05/2019, 10/03/2019, 11/07/2019, 12/05/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section 10: Using Emotionally Responsive Practice Techniques in the Classroom.

This inquiry focuses on the need for teachers to create meaningful learning experiences in the classroom, where students are engaged in authentic projects, applying content skills and knowledge to real- word problems. Participants will explore various readings and articles on project- based /problem-based learning and create an authentic classroom project of their own. They will use a variety of frameworks to guide thinking through the development of the final product.

This option is open to all students, but it may be more useful for students in the upper elementary grades. "We only think when we are confronted with a problem." (John Dewey)

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

IMP2-11 Collaborative Student Faculty Inquiry 0 STAFF Wednesdays 04:45-06:45PM 09/25/2019, 10/23/2019, 11/20/2019, 12/04/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section 11: Exploring the Role and Dynamics of Race in Education

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

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

IMP2-D7 Collaborative Student Faculty Inquiry 0 Pinkney-Ragsdale, Troy Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/04/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section D7: Turning an Original Children's Book (Healthcare Theme) Into an Educational Tool for Children and Families with Healthcare Challenges

(Note: For Child Life students only. This course will be fully online. Synchronous sessions will be held on the dates and times posted.)

This inquiry will help students who have created or are creating a children’s book to develop it into an educational tool for child life specialists to use with pediatric patients and their caregivers. Participants will complete a literature review paying particular attention to the developmental stages (physical, emotional and cognitive) that relate to the age level of the child for whom the book was created. Students will develop guidelines to demonstrate to child life specialists and/or caregivers how the book can be used either as a stand-alone activity or as part of a therapeutic plan. If appropriate, students will share the book with child life specialists and/or children and their families within a healthcare setting and report on the participants’ reactions, questions, etc.

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

IMP2-D8 Collaborative Student Faculty Inquiry 0 Lowry, Genevieve M. Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/11/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section D8: Child Life Specialist as Advocate for Equity and Access in Healthcare

(Note: For Child Life students only. This course will be fully online. Synchronous sessions will be held on the dates and times posted.)

Child Life Specialists are advocates for children and families in healthcare settings. As part of an interdisciplinary team, Child Life Specialists can and should advocate for equity and access for all children and families. We know, however, that individual biases and systemic inequities lead to real disparities in the type and quality of care that children and families receive. This collaborative student-faculty inquiry will help us to examine our own biases related to race, socioeconomic status, gender, and needs within the healthcare setting.

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

IMP2-D9 Collaborative Student Faculty Inquiry 0 Vilas, Deborah B. Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/04/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section D9: Deeper Meaning Child-Centered Play Skills

(Note: This course will be fully online. Synchronous sessions will be held on the dates and times posted.)

Students will conduct and record two child-centered play sessions, analyze and critique them during 4 live synchronous sessions with peers, and create representations of their learning (art projects are encouraged) that they will present to the greater Bank Street Community in January. This group is limited to four people, in order to maximize peer learning.

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

IMP3-01 Mentored Directed Essay 0 STAFF See Mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
Students should register for section 01. In September, students will be assigned their particular mentor. Registration is not allowed after September 16, 2019, 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 September 16 will still be required to turn in their completed essay questions to their mentor by the last day of the term.

Integrative Master's Project - Independent Study Option

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

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

Registration is not allowed after September 16, 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 Kaplan, Lauren Rachel Tuesdays 05:00-07:00PM 9/24/2019
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
STMD100-03 State Mandated Training On School Violence Prevention 0 Tiburcio, Ana Lisa Thursdays 05:00-07:00PM 12/5/19
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.)
STMD100-D2 State Mandated Training On School Violence Prevention 0 Tiburcio, Ana Lisa Mondays 07:00-09:00PM 11/11/19
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.)
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop under the "Academics" link on http://my.bankstreet.edu. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training.
STMD105-01 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Mondays 05:00-07:00PM 9/23/19
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
STMD105-03 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Tuesdays 07:00-09:00PM 12/3/19
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
STMD105-D2 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Fridays 05:00-07:00PM 11/22/19
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop under the "Academics" link on http://my.bankstreet.edu. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training.
STMD110-01 State Mandated Training in Dignity for All Students Act 0 Hyman Kaplan, Lauren Mondays 05:00-08:00PM 10/7/19
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

First session: 3-hour asynchronous online component must be completed by 11:55 pm on October 2, 2019

Second session meets in person on the day and time listed

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

STMD110-02 State Mandated Training in Dignity for All Students Act 0 Hyman Kaplan, Lauren Tuesdays 05:00-08:00PM 11/12/19
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

First session: 3-hour asynchronous online component must be completed by 11:55 pm on November 7, 2019

Second session meets in person on the day and time listed

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

STMD110-03 State Mandated Training in Dignity for All Students Act 0 Woo, Ron Thursdays 05:00-08:00PM 12/12/19
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

First session: 3-hour asynchronous online component must be completed by 11:55 pm on December 9, 2019

Second session meets in person on the day and time listed

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

Early Childhood Urban Education Initiative: Bronx Cohort 2

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

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC510-B1 Curriculum in Early Childhood Education (Grades N - 3) 3 Ryan, Michele M. Mondays 05:00-07:00PM
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.
This course will be taught on Bank Street Campus and is only for students in the Early Childhood Urban Education Initiative: Bronx Cohort 2.
EDUC803-B1 Developmental Variations 2 McLeveighn-Helper, Kim Wednesdays 05:00-07:00PM
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.
This course will be conducted at Bronxworks 1130 Grand Concourse. This section is only open to students in the Early Childhood Urban Education Initiative: Bronx Cohort 2.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor

Early Childhood Urban Education Initiative: Manhattan/ Bronx Cohort 3

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-B1 Child Development 3 Silsby de Pla, Karyn Mondays 05:00-07:00PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socio-economic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
This section is only open to students in the Early Childhood Urban Education Initiative: Manhattan/ Bronx Cohort 3.
EDUC930-01 Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is taken over two consecutive semesters.
This course is taken over two consecutive semesters.

Progressive Leadership Program Cohort 40

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD603-P1 School Change: The Transformational Leader 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course, students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience. For Principals Institute/Teacher Leader/BETLA students only.
LEAD615-P1 Processes of Supervision and Professional Development 3 STAFF Tuesdays 07:15-09:15PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models with particular attention given to the clinical supervision model.
LEAD912-P1 Principals Institute Supervised Fieldwork/ Advisement 2 STAFF Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Progressive Leadership Program Cohort 41

These courses are for students in the Progressive Leadership Program only

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-P1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
In this seminar, students examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
Note: For Progressive Leadership Program and Leadership for Educational Change students only. Permission of Program Director is needed for all other students.
LEAD537-P1 Organizational Development: Implications for Educational Leadership 3 McFarlane, Peter L. Thursdays 05:00-07:00PM
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.
LEAD912-P2 Principals Institute Supervised Fieldwork/ Advisement 2 STAFF Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Early Childhood Leadership

These courses are for students in the Early Childhood Leadership cohort only, or by permission of the program director.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-02 Leadership in Curriculum and Instruction 3 Pepper, Alison H. Thursdays 04:45-06:45PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
LEAD624-01 Fiscal Management, Grant Development and Marketing for Leaders 3 Kolker, Danielle Thursdays 07:15-09:15PM
This course focuses on the financial management of early childhood programs in childcare settings and public schools as well as the grant development process and marketing strategies that are designed to enhance equitable access to quality early childhood experiences for young children and their families. The intersection of resources both within the community and from various funding streams will be examined to address issues of equity, advocacy and policy in early childhood settings. The first section of the course will address budget development, budget formulation and budget execution and evaluation of operating budgets. The second section of the course will focus on program design and proposal writing for grant development including categorical or competitive models. Participants will also learn about fundraising and marketing strategies designed to reach families with young children in underserved communities.
LEAD920-01 Early Childhood Leadership Supervised Fieldwork/ Advisement 3 Pollock, Wendy Sharon Wednesdays 05:00-07:00PM
Participants explore a variety of theories and methods of analysis as applied to organizations and their memebers. Each participant prepares and in-depth analysis of his or her work setting, focusing on organizational structure and behavior.
LEAD930-01 Early Childhood Leadership Supervised Fieldwork/ Advisement 3 Pollock, Wendy Sharon Wednesdays 05:00-07:00PM Cancelled
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
LEAD510-F1 Leadership in Curriculum and Instruction 3 Ende, Fred Thursdays 04:00-06:30PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
LEAD532-F1 Foundations of Educational Leadership: Ethics and Philosophy 1 Sanchez, Raymond Saturdays 08:30-12:30PM 09/28/2019, 10/12/2019, 11/16/2019
This course examines a range of educational philosophies as the foundation for understanding the attitudes, behaviors, and vision of leaders. The relationship between philosophical frameworks and effective leadership styles is analyzed for implications for schools as pluralistic, democratic environments. For Early Childhood Leadership and Leadership in the Arts students only.
LEAD861-F1 Leading a School District I 1 Patrick, Andrew Phillip Thursdays 06:30-08:30PM 09/26/2019, 10/10/2019, 10/24/2019, 11/14/2019, 12/05/2019
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.
LEAD906-F1 Future School Leaders Academy Supervised Fieldwork/ Advisement 1.5 STAFF Saturdays 01:00-04:00PM 09/28/2019, 10/12/2019, 11/16/2019
This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop Internship Program Plans each semester, linked to each semester's theme and national leadership preparation standards. Students are supervised on-site by their internship supervisor/mentor and advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program.

Museum Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD617-01 Museum Management II: Marketing and Audience Development 1 Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 12/13/2019, 12/14/2019
This course provides an overview of audience development through the lens of marketing. Students learn to recognize common misconceptions about marketing and to understand and apply strategic concepts in marketing for non-profits. They receive an overview of the marketing planning process and an introduction to the essentials of a marketing plan. These insights are then applied to their own institutions. For Museum Leadership students only.
LEAD622-01 Museum Management V: Shaping a Vision 2 Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 11/08/2019, 11/09/2019
This course examines the challenges contemporary museums face in striving to grow and maintain attendance, meet the expectations of funders, and serve the pressing needs of diverse communities. Students will analyze where their own institutions are situated within the current cultural landscape and acquire some tools and concepts for taking them in new directions. For Museum Leadership students only.
LEAD623-01 Organizational Theory 2 Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 10/04/2019, 10/05/2019
Today's organizations require more from their leaders and members than hard work and attention to the bottom line. A key challenge is to communicate well in the context of valued priorities, teams, culturally diverse settings, and multiple constituencies. The course helps students to see the "big picture" through readings in organizational theory and change. It also focuses on the skills needed to articulate, analyze, and work collaboratively to solve problems. For Museum Leadership students only.
LEAD950-01 Museum Leadership Supervised Fieldwork/ Advisement 2 STAFF See Advisor
Fieldwork in an appropriate setting with supervision and advisement. For Museum Leadership students only.
LEAD953-01 Museum Leadership Seminar III: History and Philosophy of American Museums 1 Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM, Sundays 09:00AM-12:00PM 09/06/2019, 09/07/2019, 09/08/2019
This seminar looks at the history of museums and other cultural organizations, including the ideas of early innovators such as John Cotton Dana, and contemporary commentators such as Stephen Weil and many others. For Museum Leadership students only.
The course will meet offsite on September 8.

School District Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD861-01 Leading a School District I 1 Gottlieb, Alice; Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM 09/27/2019, 09/28/2019
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.
LEAD862-01 Leading a School District II 1 Gottlieb, Alice; Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM 11/01/2019, 11/02/2019
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.
LEAD863-01 Leading a School District III 1 Gottlieb, Alice; Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30AM-05:30PM 12/06/2019, 12/07/2019
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.
LEAD908-01 School District Leadership Supervised Fieldwork/ Advisement 3 STAFF See Advisor
Fieldwork in an appropriate setting with supervision and advisement.

Leadership in Mathematics Education

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD940-01 Mathematics Leadership Supervised Fieldwork/ Advisement 3 STAFF See Advisor
This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the two years of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for synthesizing theory with practice, and the creation of a professional learning community. Attention is given to leadership activities in students’ work settings and coaching strategies for addressing the academic strengths and needs of teachers of mathematics, including constructing inclusive classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of leadership as they have influenced current practices and innovations, and explores Bank Street's history and philosophy as a progressive institution.

LEAP Program

These courses are for students in the LEAP program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-L1 Leadership in Curriculum and Instruction 3 STAFF Tuesdays 05:00-07:00PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
LEAD530-L1 Education Policy, Advocacy, and Law 3 STAFF Thursdays 05:00-07:00PM
Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
LEAD660-L1 Research for Educational Change 3 STAFF Tuesdays 07:15-09:15PM
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.
LEAD918-L1 Leadership Supervised Fieldwork/ Advisement 3 STAFF Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Yonkers Urban Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-Y1 Leadership in Curriculum and Instruction 3 STAFF Tuesdays 05:00-07:00PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
LEAD530-Y1 Education Policy, Advocacy, and Law 3 STAFF Thursdays 05:00-07:00PM
Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
LEAD660-Y1 Research for Educational Change 3 STAFF Tuesdays 07:15-09:15PM
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.
LEAD918-Y1 Leadership Supervised Fieldwork/ Advisement 3 STAFF Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Rochester Urban Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-C1 Leadership in Curriculum and Instruction 3 STAFF Tuesdays 05:00-07:00PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
LEAD530-C1 Education Policy, Advocacy, and Law 3 STAFF Thursdays 05:00-07:00PM
Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
LEAD660-C1 Research for Educational Change 3 STAFF Tuesdays 07:15-09:15PM
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.
LEAD918-C1 Leadership Supervised Fieldwork/ Advisement 3 STAFF Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Matriculation Maintenance

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

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