Graduate Course Schedule - Bank Street Graduate School of Education

Fall 2026

September 09, 2026—December 22, 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 the Credit Hour Assignment Policy (Updated as of 4/9/26) for more information.

Please be aware: courses reserved for specific programs/populations are noted and are closed for general enrollment.

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

Section	Title	Credits	Instructor	Days/Times	Dates
EDUC500-1	Child Development	3	Ludmila de Amorim Paquete da Costa	TH 4:45-6:45 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC500-2	Child Development	3	Ludmila de Amorim Paquete da Costa	T 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.
EDUC505-1	Language Acquisition and Learning in a Linguistically Diverse Society	2	Carmen Colón	M 4:45-6:45 PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
EDUC513-1	Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)	3	Marc Todd	TH 4:45-6:45 PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography, and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
EDUC513-2	Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)	3	Ellen McCrum	T 4:45-6:45 PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography, and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
EDUC514-1	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	Abigail Kerlin	T 4:45-6:45 PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
EDUC515-1	Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms	3	Cristian Solorza	TH 4:45-6:45 PM
This course is designed to acquaint teachers with current curriculum mandates and methods of implementation in a dual language classroom. Emphasis will be placed on social studies as the core in a dual language setting, including language planning and models of authentic assessment. Participants will have the opportunity to plan and develop curricula based on principles of child development, content knowledge, and the culture and values of the community of teachers and learners. Students will develop curricula both in English and in the native language. Attention will be given to the classroom environment; the selection of materials; literature, art, and mixed media; and trips and community resources. Teacher-family partnerships will also be discussed.
Prerequisites for EDUC 515: EDUC 513 or EDUC 514; or permission of the instructor.
EDUC519-1	Educating Infants and Toddlers: Environments	3	Yasmin Dorrian	T 7:00-9:00 PM
EDUC530-1	Foundations of Modern Education	3	Rae Leeper	TH 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
EDUC535-1	Science for Teachers (Grades N – 6)	2	Robert Wallace	T 4:45-6:45 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC561-1	Linguistics: Implications for Teachers	1	Staff TBD	W 7:00-9:05 PM	9/9, 9/16, 9/23, 9/30, 10/7, 10/14
This course will run concurrently with TESL561L.
EDUC563-1	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	Staff TBD	W 7:00-9:00 PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC563-2	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	Mollie Welsh Kruger	M 4:45-6:45 PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC568-1	Teaching Literacy in the Upper Elementary Grades	3	Clio Bodie	TH 7:00-9:00 PM
This course addresses the ways in which language, cognition, and the social-emotional development of children shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, it prepares teachers to meet the needs of children from diverse cultural and linguistic backgrounds, across a range of learners. During the course, students will work with individual children, plan for small and large groups, and create classroom environments that support a balanced approach to literacy. Particular emphasis will be paid to the ways in which linking assessment and instruction enables teachers to meet the developing needs of individuals and groups, incorporating guidelines from the NYS Standards. Students will learn to create units of study in reading and writing that include all aspects of speaking, listening, reading, and writing. Through the experiences in this course, participants will gain a deeper understanding of the interrelationship between reading and writing processes and the roles of the teacher, the family, and the child in those processes.
This course will meet asynchronously on 10/22 and 12/3.
EDUC590-1	Arts Workshop for Teachers (Grades N – 6)	2	Mariana Swick	M 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.
EDUC613-1	Understanding and Working with Families of Infants and Toddlers	2	Yasmin Dorrian	M 4:45-6:45 PM
This course helps students understand the psychological underpinnings of parenting across a range of families and contexts. Through class discussion, readings, videos, role play in class and guest speakers, students will develop an understanding of what is involved in working with significant adults in the lives of infants and toddlers. Graduate students will explore the connections among early relationships, brain development, health and later mental health. A multilevel 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 the wider lens that incorporates variety among parents, as well as within the same parent at different times. Through practice with their own case material and readings on basic counseling techniques graduate students continue to develop a self- reflective ability that helps them think critically about their responses to families and learn when and how to provide guidance, towards the promotion of mental wellness and prevention of disruptions in development. The course will explore the roles of the teacher and the social worker.
EDUC802-1	The World of Toddlers and Twos: The Second and Third Years of Life	3	Marjorie Brickley	T 4:45-6:45 PM
This course offers a developmental-interactional view of toddlers and two-year-olds and their families. Participants will look at the ways children in this age period become more autonomous selves while simultaneously developing capacities for more elaborated and diverse relationships with others and their environments. The course will examine the interplay of the toddler’s physical maturation, interpersonal experiences, physical environments and cultures in development. Participants will also focus on the everyday implications of the growing toddler’s need for self-assertion and autonomy and the issues that adults face in parenting or working with this age group. Graduate students will study the science of brain development and its impact on all domains. Although this is not a “how-to” course, graduate students will learn how to apply their knowledge of development in the second and third year to their practices with toddlers and two-year-olds. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Prerequisite: EDUC 500.
Prerequisite for EDUC 802: EDUC 500 or EDUC 800
EDUC803-1	Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon	2	Sean O'Shea	TH 4:45-6:45 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.
EDUC823-1	Play Techniques for Early Childhood Settings	1	Deborah Vilas	T 4:45-6:50 PM	9/8, 9/15, 9/22, 10/6, 10/20, 10/27
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations. Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
Prerequisite for EDUC 823: EDUC 803.
EDUC863-1	Collaboration and Differentiation in the Instruction of Children with Disabilities	3	Staff TBD	TH 7:00-9:00 PM
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning 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.
Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
EDUC869-1	Supporting Early Language and Literacy for Children with Disabilities (Birth-8)	2	Staff TBD	TH 7:00-9:00 PM
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 disabilities 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 disabilities are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505
EDUC870-1	The Teaching of English as a New Language	3	Cristian Solorza	T 4:45-6:45 PM
After a review of language acquisition theories, this course will address the teaching of reading, writing, and content areas through a new language. Students will examine how children learn to read and write in the home language and what the differences and similarities are when they read and write in a new language. The focus will be on the methodology of teaching a new language, appropriate language materials, effective class organization, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with language learners.
This course will run concurrently with TESL660L.
EDUC894-1	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	Rae Leeper	TH 4:45-6:45 PM
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. Prerequisite: EDUC 803.
Prerequisites for EDUC 894: EDUC 500 or EDUC 800; EDUC 803.

Fieldwork/Student Teaching/Advisement Courses

Section	Title	Credits	Instructor	Days/Times
EDUC930-1	Supervised Fieldwork/Advisement	6	Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.
EDUC930ESR-1ESR	Supervised Fieldwork/Advisement	6	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931ESR. For students in fully-online programs only.
EDUC9321-1	Supervised Fieldwork/Advisement (Part 1)	3	Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This is the first of four required semesters of supervised fieldwork.
EDUC9323-1	Residency Supervised Fieldwork/Advisement (Part 3)	3	Staff TBD	W 4:45-6:45 PM
EDUC937-1	Supervised Fieldwork/Advisement	6	Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
EDUC937ESR-1ESR	Supervised Fieldwork/Advisement	6	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only. For students in fully-online programs only.

Integrative Master's Project: Year-long options

Section	Title	Credits	Instructor	Days/Times
IMP300-1	IMP: Mentored Directed Essay	0	Staff TBD	See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. 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.
IS500-1	IMP: Independent Study	0	Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. 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. Registration is not allowed once add/drop begins. 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.

Integrative Master's Project-Semester-Based IMP Options

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
IMP2R-1R	IMP: Collaborative Student Faculty Inquiry	0	Online	Gil Schmerler	M 7:00-9:00 PM	9/14, 10/19. 11/23, 12/14
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Teacher Leadership (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.
IMP2R-2R	IMP: Collaborative Student Faculty Inquiry	0	Online	Carmen Colón, Troy Pinkney	M 4:45-6:45 PM	TBD
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: Centering the Strength of Minoritized Children in Schools Students will embark on a collaborative journey to explore how minoritized children experience marginalization in their classrooms and how it impacts their learning. Through this portfolio, you will work together to shape your educational environment, exploring race and ethnicity in your school and developing strategies to break down barriers and preconceived notions about marginalized children in academic spaces and learning communities. You will design a portfolio, a collection of artifacts that provide evidence of your knowledge, skills, and dispositions that exemplify culturally responsive practice and the developmental interaction approach. The documents in the portfolio, collected over a semester, represent your professional development and reflect your approach through coursework, classroom, and related personal journeys. 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.
IMP2R-3R	IMP: Collaborative Student Faculty Inquiry	0	Online	Mollie Welsh Kruger	W 7:00-9:00 PM	9/24, 10/22, 11/19, 12/17
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: Picture Books for The Ages This IMP option invites writers to create a picture book for children of a specific age group of the writer's choice. In addition to the picture book, participants will write a rationale and a child development section, review other children's literature for the same age-level, share their picture book with a group of children, and write a reflective conclusion. The final picture book must include some form of visual illustration. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.

Child Life

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC500CR-1CR	Child Development	3	Online	Troy Pinkney	TH 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 Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC821CR-1CR	Child Life in the Healthcare Setting: A Family-Centered Care Approach	3	Online	Genevieve Lowry	T 7:00-9:00 PM
This course provides an overview of the child life profession. It examines research and theory that inform family-centered clinical practice and programming for infants, children, adolescents, and emerging adults in healthcare and community settings. Participants will examine child life competencies, principles, and responsibilities, as developed by the Association of Child Life Professionals. Participants will consider access and equity issues as they relate to assessment, interventions, and practical strategies designed to support children and families facing acute and chronic illness and health conditions. Pre- or corequisite: EDUC 500. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Pre- or co-requisite for EDUC821: EDUC 500.
EDUC822CR-1CR	Children with Special Healthcare Needs: In the Hospital, at Home, and in School	3	Online	Troy Pinkney	T 7:00-9:00 PM
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 healthcare 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 healthcare, school, and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisites: EDUC 500 and EDUC 821. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Prerequisite(s) for EDUC822: EDUC 500 and EDUC 821 or permission of instructor
EDUC826CR-1CR	Medical Aspects of Illness: A Child Life Perspective	3	Online	Genevieve Lowry	M 7:00-9:00 PM
This course provides students with an understanding of the development of a wide range of medical conditions which 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 which 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. Pre- or corequisite: EDUC 500. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Pre- or co-requisite for EDUC826: EDUC 500.
EDUC830CR-1CR	Research for Child Life Specialists	3	Online	Sarah Daniels	TH 7:00-9:00 PM
This course is designed to support child life practitioners in being effective generators and consumers of research. In a changing health-care environment, research provides a foundation for child life services, validation of the therapeutic benefits of play and preparation, and justifies the continued development and support of child life programming provided by Certified Child Life Specialists. Participants will learn how to do action research using an inquiry-based approach. Participants will learn how to ask and analyze critical questions of practice grounded in a theoretical framework. Participants will gather and analyze data as a tool for making changes to child life practice and programming by learning to examine bias, perspective, and assumptions when conducting research and using findings. Prerequisite: EDUC 500. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Prerequisite for EDUC 830: EDUC 500
EDUC950CR-1CR	Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings	6	Online	Staff TBD	W 7:00-9:00 PM
Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships. For Child Life students only.
This section is for students enrolled in Child Life programs only. This course will meet synchronously. You must be available for synchronous sessions each week throughout the semester.
IMP2CR-1CR	IMP: Collaborative Student Faculty Inquiry	0	Online	Troy Pinkney	T 7:00-9:00 PM	9/22, 10/20, 11/24 and 12/8
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May. This section is for students in the Child Life program only.
Title: Healing in the Margins: A Developmental-Interaction Approach to Culturally Responsive Care for Minoritized Children in Healthcare Students will embark on a collaborative journey, exploring how minoritized children experience marginalization in healthcare settings and its impact on their healing. Through this portfolio, you will work together to shape the healthcare experience , exploring race and ethnicity in healthcare institutions and developing strategies to break down barriers and preconceived notions about the healthcare experience of marginalized children. You will design a portfolio, a collection of artifacts that provide evidence of your knowledge, skills, and dispositions that exemplify culturally responsive practice and the developmental interaction approach. The documents in the portfolio, collected over a semester, represent your professional development and reflect your approach through coursework, healthcare , and related personal journeys. 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.
IMP2CR-2CR	IMP: Collaborative Student Faculty Inquiry	0	Online	Mary Kate Kelly, Annie Levinson	T 7:00-9:00 PM	9/22, 10/20, 11/24, 12/8
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May. This section is for students in the Child Life program only.
Title: Storytelling and its Impact: The benefits of the use of narrative in the work of Child Life Specialists This Faculty Student Inquiry examines the relevance of Narrative Medicine to Child Life theory and practice. Through reading, reflection, and analysis of clinical narratives, students will be encouraged to consider the ethical dimensions of storytelling. Topics covered may include the development of voice, the importance of representation, and the impact of storytelling on advocacy. Focus will be given to the role of Child Life Specialists as witnesses to and stewards of children’s and families’ stories. The inquiry will culminate in a research paper accompanied by a final narrative based on a first-hand experience of the student, told through a medium of their choosing. 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.
IMP300-1	IMP: Mentored Directed Essay	0		Staff TBD	See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. 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.
IS500-1	IMP: Independent Study	0		Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. 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. Registration is not allowed once add/drop begins. 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.

Online Programs: Early Childhood & Childhood Special Ed Single and Dual Certification Programs

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC513SR-1SR	Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1-6)	3	Online	Marc Todd	T 7:00-9:00 PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography, and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC514ER-1ER	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	Online	Staff TBD	T 7:00-9:00 PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and inclusive practice 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. For students in Online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous 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 only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC805SR-1SR	Teaching Students with Emotional and Behavioral Disabilities	2	Online	Pamela Jones	M 7:00-9:00 PM
This course focuses on understanding, teaching, and meeting the needs of children in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disabilities and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 803.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session. Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC823ER-1ER	Play Techniques for Early Childhood Settings	1	Online	Staff TBD	M 7:00-9:05 PM	9/14, 9/28, 10/5, 10/19, 10/26, 11/2
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations. Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC893ER-1ER	Approaches to Early Childhood Assessment	2	Online	Staff TBD	T 7:00-9:00 PM
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894. This course is for students in fully online early childhood programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC894ER-1ER	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	Online	Carmen Colón	T 7:00-9:00 PM
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. Prerequisite: EDUC 803. For students in fully-online programs only.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC930ESR-1ESR	Supervised Fieldwork/Advisement	6		Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931ESR. For students in fully-online programs only.
EDUC937ESR-1ESR	Supervised Fieldwork/Advisement	6		Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only. For students in fully-online programs only.
IMP2R-1R	IMP: Collaborative Student Faculty Inquiry	0	Online	Gil Schmerler	M 7:00-9:00 PM	9/14, 10/19. 11/23, 12/14
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Teacher Leadership (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.
IMP2R-2R	IMP: Collaborative Student Faculty Inquiry	0	Online	Carmen Colón, Troy Pinkney	M 4:45-6:45 PM	TBD
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: Centering the Strength of Minoritized Children in Schools Students will embark on a collaborative journey to explore how minoritized children experience marginalization in their classrooms and how it impacts their learning. Through this portfolio, you will work together to shape your educational environment, exploring race and ethnicity in your school and developing strategies to break down barriers and preconceived notions about marginalized children in academic spaces and learning communities. You will design a portfolio, a collection of artifacts that provide evidence of your knowledge, skills, and dispositions that exemplify culturally responsive practice and the developmental interaction approach. The documents in the portfolio, collected over a semester, represent your professional development and reflect your approach through coursework, classroom, and related personal journeys. 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.
IMP2R-3R	IMP: Collaborative Student Faculty Inquiry	0	Online	Mollie Welsh Kruger	W 7:00-9:00 PM	9/24, 10/22, 11/19, 12/17
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: Picture Books for The Ages This IMP option invites writers to create a picture book for children of a specific age group of the writer's choice. In addition to the picture book, participants will write a rationale and a child development section, review other children's literature for the same age-level, share their picture book with a group of children, and write a reflective conclusion. The final picture book must include some form of visual illustration. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP300-1	IMP: Mentored Directed Essay	0		Staff TBD	See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. 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.
IS500-1	IMP: Independent Study	0		Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. 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. Registration is not allowed once add/drop begins. 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.

Online Programs: Early Childhood & Elementary General Education Programs

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC507BTR-1BTR	Languaging and Learning in a Linguistically Diverse Society	3	Online	Pamela Jones	M 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC508BR-1BR	Human Development in Context with a Focus on Early Childhood	3	Online	Genevieve Lowry	TH 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC509TR-1TR	Human Development in Context with a Focus on Elementary and Adolescence	3	Online	Staff TBD	TH 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC930BTR-1BTR	Supervised Fieldwork/Advisement	6	Online	Staff TBD	W 7:00-9:00 PM
IMP2R-1R	IMP: Collaborative Student Faculty Inquiry	0	Online	Gil Schmerler	M 7:00-9:00 PM	9/14, 10/19. 11/23, 12/14
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Teacher Leadership (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.
IMP2R-2R	IMP: Collaborative Student Faculty Inquiry	0	Online	Carmen Colón, Troy Pinkney	M 4:45-6:45 PM	TBD
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: Centering the Strength of Minoritized Children in Schools Students will embark on a collaborative journey to explore how minoritized children experience marginalization in their classrooms and how it impacts their learning. Through this portfolio, you will work together to shape your educational environment, exploring race and ethnicity in your school and developing strategies to break down barriers and preconceived notions about marginalized children in academic spaces and learning communities. You will design a portfolio, a collection of artifacts that provide evidence of your knowledge, skills, and dispositions that exemplify culturally responsive practice and the developmental interaction approach. The documents in the portfolio, collected over a semester, represent your professional development and reflect your approach through coursework, classroom, and related personal journeys. 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.
IMP2R-3R	IMP: Collaborative Student Faculty Inquiry	0	Online	Mollie Welsh Kruger	W 7:00-9:00 PM	9/24, 10/22, 11/19, 12/17
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: Picture Books for The Ages This IMP option invites writers to create a picture book for children of a specific age group of the writer's choice. In addition to the picture book, participants will write a rationale and a child development section, review other children's literature for the same age-level, share their picture book with a group of children, and write a reflective conclusion. The final picture book must include some form of visual illustration. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. This section will run online.
IMP300-1	IMP: Mentored Directed Essay	0		Staff TBD	See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. 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.
IS500-1	IMP: Independent Study	0		Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. 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. Registration is not allowed once add/drop begins. 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.

Early Childhood General Education Advanced Standing

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
EDUC514-1	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3		Abigail Kerlin	T 4:45-6:45 PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.

Teaching English to Speakers of Other Languages (TESOL)

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC9321L-1L	Supervised Fieldwork/Advisement (Part 1)	3		Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This is the first of four required semesters of supervised fieldwork.
EDUC9323L-1L	TESOL Supervised Fieldwork/Advisement (Part 3)	3		Staff TBD	W 4:45-6:45 PM
IMP2LR-1LR	IMP: Collaborative Student Faculty Inquiry	0	Online	Tyler Jennings	TH 7:00-9:00 PM	9/10, 10/8, 11/19, 12/10
Title: TESOL Inquiry and Practice Collective: Language Justice and Pedagogy This Collaborative Student-Faculty Inquiry serves as the culminating experience for the TESOL cohort at Bank Street College. Through this project, students explore a topic related to Teaching English to Speakers of Other Languages (TESOL), focusing on supporting English as a New Language (ENL) learners or another area of personal and professional interest within TESOL. Each student identifies a specific aspect of their chosen topic to investigate, crafting an individualized project with the guidance and support of their peers and faculty. This collaborative process fosters deep inquiry and reflection, enabling students to develop actionable insights that inform their careers as educators of multilingual students. Guiding Questions: As you reflect on the theories, approaches to language justice, and/or pedagogical frameworks from the TESOL program, which of these would you like to examine further – especially in terms of how these could function in practice or application? Alternatively, is there a topic that we have not yet explored in the TESOL program that you would like to research? As you review the literature on this topic, what assets, benefits, challenges, and/or limitations tend to arise when these concepts are put into practice, and how do scholars and educators leverage or negotiate these? What practical resources or tools might you develop to support your work and the work of other educators in this area? 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.
IMP300-1	IMP: Mentored Directed Essay	0		Staff TBD	See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. 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.
IS500-1	IMP: Independent Study	0		Staff TBD	See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. 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. Registration is not allowed once add/drop begins. 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.
TESL530L-1L	Theoretical Foundations: Social, Cultural, and Linguistic Diversity in School	3		Staff TBD	W 7:00-9:00 PM
TESL561L-1L	Linguistics in Education	3		Staff TBD	W 7:00-9:00 PM
This course will run concurrently with EDUC561.
TESL660L-1L	TESOL Research & Methodologies (Grades PreK-6)	3		Cristian Solorza	T 4:45-6:45 PM
This course explores TESOL methodologies to inform the teaching of English as a new language in grades PreK-6. The course will provide participants with a foundation for thinking about English as a new language (ENL) instruction as being grounded in a deep understanding of both learner and context. Participants will develop an understanding of how student identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), classroom culture and curriculum, and local and state assessments all impact planning and instruction for ENLs. Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual students, including those with developmental variations, fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 870. For TESOL students only.
This course will run concurrently with EDUC870.

NYC Adolescent Special Education Teaching Fellows (Cohort 39)

Section	Title	Credits	Instructor	Days/Times
EDUC538F-1F	Foundations of American Education: Implications for Teaching Students with Disabilities	2	Staff TBD	TH 5:00-7:00 PM
This course examines the experiences of adolescents with disabilities and their educators in the context of the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. The course is designed to help teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and children and their families.
This section is for students in C39 only.
EDUC538F-2F	Foundations of American Education: Implications for Teaching Students with Disabilities	2	Staff TBD	TH 5:00-7:00 PM
This course examines the experiences of adolescents with disabilities and their educators in the context of the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. The course is designed to help teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and children and their families.
This section is for students in C39 only.
EDUC538F-3F	Foundations of American Education: Implications for Teaching Students with Disabilities	2	Staff TBD	TH 5:00-7:00 PM
This course examines the experiences of adolescents with disabilities and their educators in the context of the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. The course is designed to help teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and children and their families.
This section is for students in C39 only.
EDUC9323F-1F	Special Ed Teaching Fellows Supervised Fieldwork/Advisement (Part 3)	3	Staff TBD	W 5:30-7:30 PM
This section is for students in C39 only.

NYC Adolescent Special Education Teaching Fellows (Cohort 40)

Section	Title	Credits	Instructor	Days/Times
EDUC836F-1F	Teaching Math, Science & Tech: Curriculum, Methods & Assessment for Adolescents w/ Disabilities	2	Staff TBD	T 7:00-9:00 PM
An inquiry and problem-solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. Participants will examine common core standards in order to align curriculum goals and content. For Teaching Fellows students only.
This section is for students in C40 only.
EDUC836F-2F	Teaching Math, Science & Tech: Curriculum, Methods & Assessment for Adolescents w/ Disabilities	2	Staff TBD	T 7:00-9:00 PM
An inquiry and problem-solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. Participants will examine common core standards in order to align curriculum goals and content. For Teaching Fellows students only.
This section is for students in C40 only.
EDUC836F-3F	Teaching Math, Science & Tech: Curriculum, Methods & Assessment for Adolescents w/ Disabilities	2	Staff TBD	T 7:00-9:00 PM
An inquiry and problem-solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. Participants will examine common core standards in order to align curriculum goals and content. For Teaching Fellows students only.
This section is for students in C40 only.
EDUC836F-4F	Teaching Math, Science & Tech: Curriculum, Methods & Assessment for Adolescents w/ Disabilities	2	Staff TBD	T 7:00-9:00 PM
An inquiry and problem-solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. Participants will examine common core standards in order to align curriculum goals and content. For Teaching Fellows students only.
This section is for students in C40 only.
EDUC9321F-1F	Special Ed Teaching Fellows Supervised Fieldwork/Advisement (Part 1)	3	Staff TBD	T 4:45-6:45 PM
This section is for students in C40 only.

NYC Adolescent Math Teaching Fellows (Cohort 40)

Section	Title	Credits	Instructor	Days/Times
EDUC9321M-1M	Math Teaching Fellows Supervised Fieldwork/Advisement (Part 1)	3	Staff TBD	T 4:45-6:45 PM
This section is for students in C40 only.
MATH641M-1M	Integrated Mathematics I for Middle and High School Teachers	3	Staff TBD	T 7:00-9:00 PM
This section is for students in C40 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
ELPF500ER-1ER	IMP: Early Childhood Leadership Portfolio	0	Online	Wendy Pollock	TH 5:00-7:00 PM

This course is for students in Early Childhood Leadership Coh. 3 only.
LEAD537EPR-1EPR	Organizational Development: Implications for Educational Leadership	3	Online	Abbe Futterman	T 5:00-7:00 PM
This course is for students in Early Childhood Leadership Coh. 4 & the Progressive Leadership Coh. 55 only.
LEAD603EPR-1EPR	School Change: The Transformational Leader	3	Online	Abbe Futterman	T 7:00-9:00 PM
This course is for students in Early Childhood Leadership Coh. 3 & Progressive Leadership Coh. 54 only.
LEAD624ER-1ER	Fiscal Management, Grant Development and Marketing for Leaders	3	Online	Danielle Kolker	TH 6:30-8:30 PM
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. For Online Early Childhood Leadership students only.
This course is for students in Early Childhood Leadership Coh. 4 only.
LEAD660ER-1ER	Research for Educational Change	3	Online	Cristina Medellin	W 6:30-8:30 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. For students in the Early Childhood Leadership program only.
This course is for students in Early Childhood Leadership Coh. 3 only.
LEAD9201ER-1ER	Early Childhood Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Wendy Pollock	See advisor
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. This is part one of two semesters of fieldwork. The second part is LEAD9202ER. For students in the Early Childhood Leadership program only.

LEAP Program

These courses are for students in the LEAP program only, unless otherwise noted.

Section	Title	Credits	Instructor	Days/Times	Dates
LEAD510L-1L	Leading Critical Issues in Curriculum and Instruction	3	Jameela Horton	W 4:00-6:00 PM	09/09 - 12/16
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.
LEAD510L-2L	Leading Critical Issues in Curriculum and Instruction	3	Marion Wilson	W 4:00-6:00 PM	09/09 - 12/16
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.
LEAD615L-1L	Processes of Supervision and Professional Development	3	Jameela Horton	W 6:15-8:15 PM	09/09 - 12/16
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.
LEAD615L-2L	Processes of Supervision and Professional Development	3	Marion Wilson	W 6:15-8:15 PM	09/09 - 12/16
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.
LEAD9181L-1L	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Jameela Horton	See advisor	09/09 - 12/16
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement. This is part 1 of 2 semesters of supervised fieldwork. The second semester is LEAD9182L.
LEAD9181L-2L	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Marion Wilson	See advisor	09/09 - 12/16
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement. This is part 1 of 2 semesters of supervised fieldwork. The second semester is LEAD9182L.

New Leaders (Cohort 6)

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD503WR-1WR	Adult Development: Implications for Educational Leadership	3	Online	Sebrina Lindsay-Law	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Malissa Mootoo	TH 6:00-8:30 PM	10/15 – 12/10
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-3WR	Adult Development: Implications for Educational Leadership	3	Online	Staff TBD	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Staff TBD	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Ivy Ryan	TH 6:00-8:30 PM	8/20 – 10/8
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-3WR	Research for Educational Change	3	Online	Andy Szeto	TH 6:00-8:30 PM	8/20 – 10/8
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 7)

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD530WR-1WR	Education Policy, Advocacy, and Law	3	Online	Anita Walls	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Wilfredo Benitez	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Cynthia Isales	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Johan Powell	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Staff TBD	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	D'Andre Weaver	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Mary Rice-Boothe	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Louis Garcia	TH 6:00-8:30 PM	8/20 – 10/8
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.
LEAD9182WR-1WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-2WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-3WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-4WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)
LEAD9182WR-5WR	Leadership Supervised Fieldwork/Advisement (Part 2)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of two semesters of supervised fieldwork. (For National Aspiring Principals Fellows)

New Leaders (Cohort 8)

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD510WR-1WR	Leading Critical Issues in Curriculum and Instruction	3	Online	Mary Mitchell	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Rick Romain	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Daniella Phillips	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Cara Tait-Fanor	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Lyntonia Gold	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Jack Perry	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Daniella Phillips	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Monica Gaines	TH 6:00-8:30 PM	10/15 – 12/10
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.
LEAD9181WR-1WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 8 only.
LEAD9181WR-2WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 8 only.
LEAD9181WR-3WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 8 only.
LEAD9181WR-4WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 8 only.
LEAD9181WR-5WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 8 only.

New Leaders (Cohort 9)

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD531WR-1WR	History of Urban Education	3	Online	Sebrina Lindsay-Law	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Tackiea Simpson	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Brian Bereman	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Keturah Proctor	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Lyntonia Gold	TH 6:00-8:30 PM	8/20 – 10/8
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-6WR	History of Urban Education	3	Online	Rod Bowen	TH 6:00-8:30 PM	8/20 – 10/8
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	Online	Mary Mitchell	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Brian Bereman	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Keturah Proctor	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Tackiea Simpson	TH 6:00-8:30 PM	10/15 – 12/10
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	Online	Rod Bowen	TH 6:00-8:30 PM	10/15 – 12/10
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-6WR	School Culture and Community Relations	3	Online	Ayanna Greenidge	TH 6:00-8:30 PM	10/15 – 12/10
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.
LEAD9181WR-10WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 9 only.
LEAD9181WR-6WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 9 only.
LEAD9181WR-7WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 9 only.
LEAD9181WR-8WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 9 only.
LEAD9181WR-9WR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Staff TBD	See advisor	8/20 – 12/10
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182WR.
This course is for students in New Leaders Coh. 9 only.

Leadership in Mathematics Education Online

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

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD510MR-1MR	Leading Critical Issues in Curriculum and Instruction	3	Online	Najla Purdy	TH 7:00-9:00 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For Online Leadership in Mathematics Education students only.
LEAD535MR-1MR	Foundations of Educational Leadership: Organizational Development	1	Online	Staff TBD	T 7:00-9:00 PM
This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews. This course is for 3rd-summer Online Leadership in Mathematics Education students only.
LEAD667MR-1MR	Research for Mathematics Leaders I	1	Online	Staff TBD	T 7:00-9:00 PM
In this first course in the series of Research for Mathematics Leaders, students will learn and apply the process of action research through crafting a question, gathering data, analyzing data, and offering additional questions through an ongoing record of reflective field notes. This course is designed to increase graduate students’ understanding of qualitative research and will enable graduate students to gain a deeper understanding of the importance of qualitative research and how it can be used to effect change. For Online Leadership in Mathematics Education students only.
LEAD669MR-1MR	Research for Mathematics Leaders III	1	Online	Robin Hummel	M 7:00-9:00 PM
In this third course in the series of Research for Mathematics Leaders, students will finish gathering and analyzing data and prepare their findings to share with the Math Leadership community and Bank Street faculty writ large. Prerequisite: LEAD 668. For Online Leadership in Mathematics Education students only.
LEAD9451MR-1MR	Mathematics Leadership Supervised Fieldwork and Advisement (1st Fall)	2	Online	Najla Purdy	T 7:00-9:00 PM
This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the 14 months of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for synthesizing theory with practice, and the creation of a professional learning community. Attention is given to leadership activities in students’ work settings and coaching strategies for addressing the academic strengths and needs of teachers of mathematics, including constructing classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of leadership as they have influenced current practices and innovations, and explores Bank Street's history and philosophy as a progressive institution. This is the second term of SFW.
LEAD9453MR-1MR	Mathematics Leadership Supervised Fieldwork and Advisement (2nd Fall)	2	Online	Jerome Ellison	T 7:00-9:00 PM
This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the 14 months of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for synthesizing theory with practice, and the creation of a professional learning community. Attention is given to leadership activities in students’ work settings and coaching strategies for addressing the academic strengths and needs of teachers of mathematics, including constructing classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of leadership as they have influenced current practices and innovations, and explores Bank Street's history and philosophy as a progressive institution. This is the third term of SFW.
MATH525MR-1MR	Math for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners	3	Online	Amy Withers	M 7:00-9:00 PM
This course will provide teachers and leaders with a deeper understanding of the mathematics they need to know to help others refine and deepen math instruction in schools. They will learn how people learn math, and how to meet the mathematical needs of a wide range of learners—both adults and children. This course is grounded in a constructivist approach to learning and teaching. As such, we seek to form a community of learners in which each participant is constructing his or her own understanding of mathematics, and what it means to be teachers and leaders of mathematics. This course is for 1st-summer Online Leadership in Mathematics Education students only.

Future School Leaders Academy

Section	Title	Credits	Instructor	Days/Times
LEAD615F-1F	Processes of Supervision and Professional Development	3	Staff TBD	TH 4:30-6:30 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 course is only for students in the FSLA program.
LEAD664F-1F	Research for Educational Change	1	Staff TBD	TH 6:30-8:30 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. For Future School Leaders Academy students only.
This course is only for students in the FSLA program.
LEAD863F-1F	Leading a School District III	1	Andrew Patrick	TH 6:30-8:30 PM
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. For students in the Future School Leaders Academy only.
This course is only for students in the FSLA program.
LEAD9063F-1F	Future School Leaders Academy Supervised Fieldwork/Advisement (Part 3)	1.5	Karen Eldon	See advisor
This course is only for students in the FSLA program.
LEAD9063F-2F	Future School Leaders Academy Supervised Fieldwork/Advisement (Part 3)	1.5	Joel Adelberg	See advisor
This course is only for students in the FSLA program.
LEAD9063F-3F	Future School Leaders Academy Supervised Fieldwork/Advisement (Part 3)	1.5	Walter Moran	See advisor
This course is only for students in the FSLA program.

Progressive Leadership Cohort 54

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD603EPR-1EPR	School Change: The Transformational Leader	3	Online	Abbe Futterman	T 7:00-9:00 PM
This course is for students in Early Childhood Leadership Coh. 3 & Progressive Leadership Coh. 54 only.
LEAD615PR-1PR	Processes of Supervision and Professional Development	3	Online	Abbe Futterman	TH 5:00-7:00 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 course is for students in Progressive Leadership Coh. 54 only.
LEAD9183PR-1PR	Leadership Supervised Fieldwork/Advisement (Part 3)	3	Online	Abbe Futterman	W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part three of three semesters of supervised fieldwork.
This course is for students in Progressive Leadership Coh. 54 only.

Progressive Leadership Cohort 55

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD503PR-1PR	Adult Development: Implications for Educational Leadership	3	Online	Jessica Blum-DeStefano	TH 7:15-9:15 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online Progressive Leadership students only.
This course is for students in Progressive Leadership Coh. 55 only.
LEAD537EPR-1EPR	Organizational Development: Implications for Educational Leadership	3	Online	Abbe Futterman	T 5:00-7:00 PM
This course is for students in Early Childhood Leadership Coh. 4 & the Progressive Leadership Coh. 55 only.
LEAD9181PR-1PR	Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Abbe Futterman	W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182PR.
This course is for students in Progressive Leadership Coh. 55 only.

Aspiring School District Leaders

These courses are for students in the ASDL program only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD861AR-1AR	Leading a School District I	1	Online	Michelle Herbowy	T 4:00-6:00 PM
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. This course is for students in the Aspiring Superintendent Academy Program only.
This course is only for students in the ASDL program.
LEAD862AR-1AR	Leading a School District II	1	Online	Michelle Herbowy	T 6:15-8:15 PM
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. This course is for students in the Aspiring Superintendent Academy Program only.
This course is only for students in the ASDL program.
LEAD9081AR-1AR	School District Leadership Supervised Fieldwork/Advisement (Part 1)	3	Online	Michelle Herbowy	See advisor
Fieldwork in an appropriate setting with supervision and advisement. This course is for students in the Aspiring District Leaders Scholars program only. This is part one of two semesters of supervised fieldwork. The second part is LEAD9082AR.
This course is only for students in the ASDL program.

Matriculation Maintenance

For students graduating in Fall 2026 who will not be registering for any other Fall courses.

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