Title: Performing Gender in the Classroom: Reflections on Lived Experiences as Educators

Bank Street’s philosophy relies heavily on applying to the education process all available knowledge about learning and growth, and by connecting teaching and learning meaningfully to the outside world. Alongside an influx of anti-LGBTQ+, anti-trans, and anti-CRT (critical race theory) legislation in the United States, there is also a growing number of pedagogical and curricular resources to support children in their own gender development. What can we learn from supporting children in their own gender development as we consider how we each bring our gendered experiences into the rooms? Through critical self reflection, this collaboration seeks to unpack the ways in which we all perform gender in classrooms. Students will collaborate on reflective papers that summarize their experiences navigating gendered school environments.

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

This section will run on ground.

Title: Teacher Leadership (for teachers or administrators)

Those educated at Bank Street are are invariably called on for leadership in their schools, and yet their preparation programs might further promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills of leaders, either teacher or administrative, and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of leadership in their own school sites (or, alternatively, a school to which they have ready access).

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

This section will run online.

Title: Perspectives on Gender in Education

This collaborative IMP takes a theory-into-practice approach. Using accessible entry points into feminist, critical masculinities, queer, and trans theories of education as our springboard, we will ask key questions about gender in education and explore their implications for our teaching and social justice practices in schools. We will proceed from the assumption that the very concept of gender itself is not fixed or universal, and that this leaves an opening for interpreting and doing gender differently in schools. We will explore implications for our own teaching choices and curricular planning; our support of students' own identity work in PreK-12 settings; and our critical awareness of schools as gendered spaces. Your own questions and observations will be central, and we will use your inquiries to guide the direction of our work together.

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

Please note: Tyler is open to changing the day/time this IMP is offered should there be a need to do so. Please reach out at tjennings@bankstreet.edu.

This section will run online.

Title: Teacher Leadership (for teachers or administrators)

Those educated at Bank Street are are invariably called on for leadership in their schools, and yet their preparation programs might further promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills of leaders, either teacher or administrative, and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of leadership in their own school sites (or, alternatively, a school to which they have ready access).

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

This section will run online.

Title: Perspectives on Gender in Education

This collaborative IMP takes a theory-into-practice approach. Using accessible entry points into feminist, critical masculinities, queer, and trans theories of education as our springboard, we will ask key questions about gender in education and explore their implications for our teaching and social justice practices in schools. We will proceed from the assumption that the very concept of gender itself is not fixed or universal, and that this leaves an opening for interpreting and doing gender differently in schools. We will explore implications for our own teaching choices and curricular planning; our support of students' own identity work in PreK-12 settings; and our critical awareness of schools as gendered spaces. Your own questions and observations will be central, and we will use your inquiries to guide the direction of our work together.

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

Please note: Tyler is open to changing the day/time this IMP is offered should there be a need to do so. Please reach out at tjennings@bankstreet.edu.

This section will run online.

This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration.

Students should register for section 01. It is recommended that students register as early as possible. Once students register, a survey will be sent. Registration is only complete once the survey is responded to. If the survey is not completed, students will be dropped from this IMP at the end of add/drop.