Summer Long 2026

May 11, 2026—July 27, 2026

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 theCredit Hour Assignment Policy (Updated as of 4/9/26) 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.

Online Programs: Early Childhood and Childhood Single and Dual Certification Programs

Courses listed below are for students in the Online Early Childhood and Childhood programs only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500ESR-1ESR Child Development 3 Online Staff TBD W 7:00-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children. For students in fully-online programs only.
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC525SR-1SR Assistive Technology as a Tool for Providing Educational Access 1 Online Mark Surabian W 7:00-9:05 PM 5/13, 5/20, 5/27, 6/3, 6/10, 6/17
This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can be enhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC535ESR-1ESR Science for Teachers (Grades N – 6) 2 Online Robert Wallace TH 7:00-9:00 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum. For students in fully-online programs only.
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC542ESR-1ESR Assessment and Instruction in Teaching Mathematics to Children with Disabilities 2 Online Jaime Palmer TH 7:00-9:00 PM
This course has been designed to convey the process of clinical teaching. Through focus on an individual child, students will be concerned with the practical and theoretical aspects of learning style, language as a learning tool, perceptual abilities and disabilities, dyscalculia, and specific arithmetic disability. Students will learn to analyze children’s strengths and weaknesses and to describe and clearly communicate specific recommendations for the child’s parents and classroom teacher.
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC564ER-1ER Language, Literature, and Emergent Literacy in the Primary Grades 3 Online Susan Rolander T 7:00-9:00 PM
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. For students in fully-online programs only.
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC590ESR-1ESR Arts Workshop for Teachers (Grades N – 6) 2 Online Maria Richa TH 7:00-9:00 PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC629ER-1ER Supporting Autistic Students in Inclusive and Special Education Settings 1 Online Staff TBD W 7:00-9:05 PM 6/24, 7/1, 7/8, 7/15, 7/22
This course will explore autism from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed autistic people. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for autistic children. Participants will consider the importance of providing young autistic children with an educational program that is responsive to each child’s unique pattern of strengths and areas of growth, and will learn ways to partner in this work with a diverse range of families. Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in addition to completing 2 hours and 5 minutes of additional asynchronous experiences. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC803ESR-1ESR Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon 2 Online Sean O'Shea T 7:00-9:00 PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC863SR-1SR Collaboration and Differentiation in the Instruction of Children with Disabilities 3 Online Pamela Jones M 7:00-9:00 PM
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning disabilities. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803. For students in fully online childhood programs only.
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC994ESR-1ESR Extended Field Experiences 1 Online Jillian Hakemian W 7:00-9:05 PM
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. For students in fully-online programs only.
Please consult with your program director if you are unsure of which section to register for. This course will run remotely and has an onground field-based student teaching component. The course sessions will meet synchronously online. All students need to be cleared through the NYCPS Personnel Eligibility Tracking System (PETS) process prior to the first day of the placement/classes.
IMP3-1 IMP: Mentored Directed Essay 0 Online Staff TBD See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
Students should register for section 01. 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 by the due date noted in the survey, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director. Students should find the essay for their program and become familiar with the project before meeting with their mentor. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).
IS500-1 IMP: Independent Study 0 Online Staff TBD See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. This course is the first semester of an Independent Study.

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 by the due date noted in the survey, students will be dropped from this IMP. If extenuating circumstances arise, and a student needs to register during add/drop, please reach out to your Program Director.

NYC Adolescent Special Education Teaching Fellows (Cohort 39)

These courses are for students in the NYC Adolescent Special Education Teaching Fellows Cohort 39 only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC652FR-1FR Introduction to Education Systems Part 2 (New Teacher Advisory) 3 Online Nalini Singh MW 7:00-9:00 PM 5/11, 5/13, 5/18, 5/20, 5/27, 6/1, 6/3, 6/8, 6/10, 6/15, 6/17, 6/22, 6/24
This course is designed to act as part 2 to your introduction to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
This section is for students enrolled in the Fellows program. This course will meet synchronously and asynchronously online. You must be available for synchronous sessions each week on the day/time listed. You will meet asynchronously on 6/15. In addition to course sessions, you are required to complete 11 hours of additional asynchronous work. You are expected to participate in course content for the duration of the semester. Your instructor will share additional details at your first session.
EDUC652FR-2FR Introduction to Education Systems Part 2 (New Teacher Advisory) 3 Online Kameca Waugh MW 7:00-9:00 PM 5/11, 5/13, 5/18, 5/20, 5/27, 6/1, 6/3, 6/8, 6/10, 6/15, 6/17, 6/22, 6/24
This course is designed to act as part 2 to your introduction to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
This section is for students enrolled in the Fellows program. This course will meet synchronously and asynchronously online. You must be available for synchronous sessions each week on the day/time listed. You will meet asynchronously on 6/15. In addition to course sessions, you are required to complete 11 hours of additional asynchronous work. You are expected to participate in course content for the duration of the semester. Your instructor will share additional details at your first session.
EDUC652FR-3FR Introduction to Education Systems Part 2 (New Teacher Advisory) 3 Online Shawna Hansford MW 7:00-9:00 PM 5/11, 5/13, 5/18, 5/20, 5/27, 6/1, 6/3, 6/8, 6/10, 6/15, 6/17, 6/22, 6/24
This course is designed to act as part 2 to your introduction to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
This section is for students enrolled in the Fellows program. This course will meet synchronously and asynchronously online. You must be available for synchronous sessions each week on the day/time listed. You will meet asynchronously on 6/15. In addition to course sessions, you are required to complete 11 hours of additional asynchronous work. You are expected to participate in course content for the duration of the semester. Your instructor will share additional details at your first session.

NYC Adolescent Special Education Teaching Fellows (Cohort 40)

These courses are for students in the NYC Adolescent Special Education Teaching Fellows Cohort 40 only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC532F-1F Human Development for Educators of Adolescents 2 Genevieve Lowry M-F 12:30-4:00 PM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1
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 cognitive 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.
This section is for students enrolled in the Fellows program only.
EDUC532F-2F Human Development for Educators of Adolescents 2 Katherine Lepley Ross M-F 12:30-4:00 PM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1
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 cognitive 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.
This section is for students enrolled in the Fellows program only.
EDUC532F-3F Human Development for Educators of Adolescents 2 Anna Malyukova M-F 12:30-4:00 PM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1
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 cognitive 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.
This section is for students enrolled in the Fellows program only.
EDUC532F-4F Human Development for Educators of Adolescents 2 Staff TBD M-F 12:30-4:00 PM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1
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 cognitive 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.
This section is for students enrolled in the Fellows program only.
EDUC532F-5F Human Development for Educators of Adolescents 2 Staff TBD M-F 12:30-4:00 PM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1
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 cognitive 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.
This section is for students enrolled in the Fellows program only.
EDUC532F-6F Human Development for Educators of Adolescents 2 Staff TBD M-F 12:30-4:00 PM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1
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 cognitive 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.
This section is for students enrolled in the Fellows program only.
EDUC651F-1F Introduction to Education Systems (New Teacher Advisory) 3 Staff TBD M-F 8:00-11:30 AM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1, 7/2
This course is designed to introduce you to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
This section is for students enrolled in the Fellows program only. It requires an additional 6 hours of asynchronous work.
EDUC651F-2F Introduction to Education Systems (New Teacher Advisory) 3 Karly Frigenti M-F 8:00-11:30 AM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1, 7/2
This course is designed to introduce you to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
This section is for students enrolled in the Fellows program only. It requires an additional 6 hours of asynchronous work.
EDUC651F-3F Introduction to Education Systems (New Teacher Advisory) 3 Martha Andrews M-F 8:00-11:30 AM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1, 7/2
This course is designed to introduce you to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
This section is for students enrolled in the Fellows program only. It requires an additional 6 hours of asynchronous work.
EDUC651F-4F Introduction to Education Systems (New Teacher Advisory) 3 Staff TBD M-F 8:00-11:30 AM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1, 7/2
This course is designed to introduce you to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
This section is for students enrolled in the Fellows program only. It requires an additional 6 hours of asynchronous work.
EDUC651F-5F Introduction to Education Systems (New Teacher Advisory) 3 Jose Jimenez M-F 8:00-11:30 AM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1, 7/2
This course is designed to introduce you to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
This section is for students enrolled in the Fellows program only. It requires an additional 6 hours of asynchronous work.
EDUC651F-6F Introduction to Education Systems (New Teacher Advisory) 3 Kameca Waugh M-F 8:00-11:30 AM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1, 7/2
This course is designed to introduce you to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
This section is for students enrolled in the Fellows program only. It requires an additional 6 hours of asynchronous work.
EDUC710FM-1FM Classroom Culture and Instructional Methods 3 Offsite Staff TBD Not applicable
This course is for students enrolled in the Adolescent Special Education Teaching Fellows & the Adolescent Math Teaching Fellows programs only.

NYC Adolescent Math Teaching Fellows (Cohort 40)

These courses are for students in the NYC Adolescent Math Teaching Fellows Cohort 40 only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC502M-1M Human Development 3 Katherine Lepley Ross M-F 8:00-12:00 PM 6/22, 6/23, 6/24, 6/25, 6/26, 6/29, 6/30, 7/1, 7/2
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 cognitive 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. This course offering is for students in the Adolescent Mathematics Teaching Fellows program.
This section is for students enrolled in the Adolescent Math Teaching Fellows program only. This course requires an additional 6 hours of asynchronous work.
EDUC710FM-1FM Classroom Culture and Instructional Methods 3 Offsite Staff TBD Not applicable
This course is for students enrolled in the Adolescent Special Education Teaching Fellows & the Adolescent Math Teaching Fellows programs only.

Early Childhood Leadership Online

These courses are for students in the online Early Childhood Leadership program only, unless otherwise noted.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510ER-1ER Leading Critical Issues in Curriculum and Instruction 3 Staff TBD Day & Time TBD
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For Early Childhood Leadership students only.
LEAD530ER-1ER Education Policy, Advocacy, and Law 3 Mark Nagasawa TH 7:00-9:00 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.

LEAP Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD537L-1L Organizational Development: Implications for Educational Leadership 3 Jameela Horton M-F 9:00-11:00 AM
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.
LEAD537L-2L Organizational Development: Implications for Educational Leadership 3 Marion Wilson M-F 9:00-11:00 AM
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.
LEAD873L-1L Special Education Leadership: Meeting the Needs of all Students 1 Jameela Horton M-F 12:00-2:00 PM
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
LEAD873L-2L Special Education Leadership: Meeting the Needs of all Students 1 Marion Wilson M-F 12:00-2:00 PM
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
LEAD912L-1L Leadership Supervised Fieldwork/Advisement 2 Jameela Horton M-F 3:00-5:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
LEAD912L-2L Leadership Supervised Fieldwork/Advisement 2 Marion Wilson M-F 3:00-5:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

New Leaders - Cohort 5

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503WR-1WR Adult Development: Implications for Educational Leadership 3 Malissa Mootoo TH 6:00-8:30 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online National Aspiring Principals students only.
LEAD503WR-2WR Adult Development: Implications for Educational Leadership 3 Sebrina Lindsay-Law TH 6:00-8:30 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online National Aspiring Principals students only.
LEAD660WR-1WR Research for Educational Change 3 Andy Szeto T 6:00-8:30 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD660WR-2WR Research for Educational Change 3 Ivy Ryan T 6:00-8:30 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.

New Leaders - Cohort 6

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD530WR-1WR Education Policy, Advocacy, and Law 3 Anita Walls TH 6:00-8:30 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
LEAD530WR-2WR Education Policy, Advocacy, and Law 3 Wilfredo Benitez TH 6:00-8:30 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
LEAD530WR-3WR Education Policy, Advocacy, and Law 3 Kimberly Washington TH 6:00-8:30 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
LEAD530WR-4WR Education Policy, Advocacy, and Law 3 Gloria Rosario Wallace TH 6:00-8:30 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
LEAD530WR-5WR Education Policy, Advocacy, and Law 3 Cynthia Isales TH 6:00-8:30 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
LEAD539WR-1WR Education Resource Management 3 Rod Bowen T 6:00-8:30 PM
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. 
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. 
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.
LEAD539WR-2WR Education Resource Management 3 D'Andre Weaver T 6:00-8:30 PM
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. 
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. 
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.
LEAD539WR-3WR Education Resource Management 3 Marcus Brannon T 6:00-8:30 PM
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. 
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. 
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.
LEAD539WR-4WR Education Resource Management 3 Louis Garcia T 6:00-8:30 PM
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. 
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. 
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.
LEAD539WR-5WR Education Resource Management 3 Kimberly Washington T 6:00-8:30 PM
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values. 
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups. 
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program.

New Leaders - Cohort 7

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510WR-1WR Leading Critical Issues in Curriculum and Instruction 3 Malissa Mootoo T 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-2WR Leading Critical Issues in Curriculum and Instruction 3 Rick Romain T 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-3WR Leading Critical Issues in Curriculum and Instruction 3 Monica Gaines T 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD510WR-4WR Leading Critical Issues in Curriculum and Instruction 3 Daniella Phillips T 6:00-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD615WR-1WR Processes of Supervision and Professional Development 3 Lyntonia Gold TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-2WR Processes of Supervision and Professional Development 3 Jack Perry TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-3WR Processes of Supervision and Professional Development 3 Daniella Phillips TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.
LEAD615WR-4WR Processes of Supervision and Professional Development 3 Monica Gaines TH 6:00-8:30 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model. This section is reserved for National Aspiring Principals (New Leaders) programs.

New Leaders - Cohort 8

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD531WR-1WR History of Urban Education 3 Sebrina Lindsay-Law T 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.

This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-2WR History of Urban Education 3 Tackiea Simpson T 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.

This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-3WR History of Urban Education 3 Brian Bereman T 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.

This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-4WR History of Urban Education 3 Keturah Proctor T 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.

This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-5WR History of Urban Education 3 Lyntonia Gold T 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.

This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD538WR-1WR School Culture and Community Relations 3 Mary Mitchell TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:
Promote collective efficacy and high expectations for learning across classrooms.
Build a school environment that is focused on the talents and assets of the students.
Leverage the wealth of the community to meet shared goals.
In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-2WR School Culture and Community Relations 3 Brian Bereman TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:
Promote collective efficacy and high expectations for learning across classrooms.
Build a school environment that is focused on the talents and assets of the students.
Leverage the wealth of the community to meet shared goals.
In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-3WR School Culture and Community Relations 3 Keturah Proctor TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:
Promote collective efficacy and high expectations for learning across classrooms.
Build a school environment that is focused on the talents and assets of the students.
Leverage the wealth of the community to meet shared goals.
In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-4WR School Culture and Community Relations 3 Ayanna Greenidge TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:
Promote collective efficacy and high expectations for learning across classrooms.
Build a school environment that is focused on the talents and assets of the students.
Leverage the wealth of the community to meet shared goals.
In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-5WR School Culture and Community Relations 3 Tackiea Simpson TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:
Promote collective efficacy and high expectations for learning across classrooms.
Build a school environment that is focused on the talents and assets of the students.
Leverage the wealth of the community to meet shared goals.
In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500R-1R Matriculation Maintenance 0 Online Staff TBD Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
A degree or certificate can only be conferred for currently enrolled students. Students anticipating program completion must be registered in the current term in order for their conferral to be awarded. If you plan on completing your program in Summer Long and will not register for anything else, you must register for matriculation maintenance by the end of the semester add/drop period. Registration for matriculation maintenance, MMNT500, can be conducted on myBSC during web registration. A $50 fee applies.