Spring 2019

January 22, 2019—May 06, 2019

All three-credit courses will include 9 ½ hours of out-of-class instructional time delineated in the course syllabus. This is in addition to the regularly scheduled 14 two-hour class sessions.

Bank Street Graduate School of Education credit hour calculations for degree and certificate programs follow NYSED guidelines, which are based on the U.S. Department of Education’s definition of credit hour. Please view the Credit Hour Assignment Policy for more information.

January Courses

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC606-01 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 Vascellaro, Salvatore J. Mondays - Fridays, 4:45-7:15PM 01/07/2019, 01/08/2019, 01/09/2019, 01/10/2019, 01/11/2019 Closed
The first session examines the function of blocks in the classroom and how block building fits into the nursery through primary school program. The second session is a block workshop. Later sessions include discussion of blocks in relation to the child's development, the role of the teacher in facilitation of dramatic play, the use of supplementary materials, fantasy and reality in dramatic play, and the creation of a nonsexist learning area.
EDUC606-02 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 Vascellaro, Salvatore J. Mondays - Fridays, 4:45-7:15PM 01/14/2019, 01/15/2019, 01/16/2019, 01/17/2019, 01/18/2019
The first session examines the function of blocks in the classroom and how block building fits into the nursery through primary school program. The second session is a block workshop. Later sessions include discussion of blocks in relation to the child's development, the role of the teacher in facilitation of dramatic play, the use of supplementary materials, fantasy and reality in dramatic play, and the creation of a nonsexist learning area.
EDUC865-01 Children's Literature for Grades 3-6 1 Kruger, Mary Mondays , Wednesdays, Thursdays, 4:45-7:15PM 01/07/2019, 01/09/2019, 01/10/2019, 01/14/2019, 01/16/2019
This course serves as an introduction to some of the important ideas involved in selecting and using literature appropriate to children in grades 3-8. The function and meaning of "story" and/or "narrative" in oral tradition and written literature are organizing concepts in this course. Students will participate in discussion and workshop activities and use their own responses, criteria from the field of literary criticism, and principles of child development to discuss ways of deepening children's connections with literature. Prerequisite: EDUC 564.
LEAD873-01 Special Education Leadership: Meeting Needs of All Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/03/2019, 01/08/2019, 01/10/2019, 01/15/2019, 01/17/2019
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
For Progressive Leadership Program - Cohort 40

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

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-D1 Child Development 3 Lowry, Genevieve M. Mondays 07:00-09:00PM 01/28/2019, 02/11/2019, 03/04/2019, 03/18/2019, 04/01/2019, 04/15/2019, 04/29/2019, 05/06/2019
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socio-economic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
Note: This course will be a blended course with 6 sessions meeting asynchronously online. Face to face sessions will be held at the college on the following dates: 1/28, 2/11, 3/4, 3/18, 4/1, 4/15, 4/29, 5/6.
EDUC505-01 Language Acquisition and Learning in a Linguistically Diverse Society 2 Costa, Luisa Wednesdays 07:00-09:00PM
Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child's development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as a second language and the strategies that teachers can use to help them learn the language and to fully integrate English language learners into general and special education classrooms.
EDUC505-02 Language Acquisition and Learning in a Linguistically Diverse Society 2 Costa, Luisa Thursdays 04:45-06:45PM
Based on the belief that language is an essential foundation for the learning that takes place in formal and informal education, this course will look at the typical stages of language acquisition in monolingual and multilingual children. Participants will examine the various theories about language acquisition and diversity, and about the role that caregivers and teachers play in the child's development of language. In addition, they will analyze the political, educational, social, and emotional aspects that determine the stratification of languages and dialects. A significant part of the course will deal with the ways in which students learn English as a second language and the strategies that teachers can use to help them learn the language and to fully integrate English language learners into general and special education classrooms.
EDUC510-01 Curriculum in Early Childhood Education (Grades N - 3) 3 Kerlin, Abigail Adams Tuesdays 04:45-06:45PM
This course engages participants in understanding curriculum as the development of experiences and environments across the school day that support all domains of children’s development including social, emotional, and cognitive. Participants study how children come to learn about themselves, others, and the world through rich interactions with people, environments, and materials. The course focuses on social studies as the core of the early childhood classroom, using children’s lived experiences within families, neighborhoods, and communities as the central content for exploration. Social studies is a vehicle for a deeper understanding of self and others towards the goal of creating more just and democratic communities. Participants apply their learning as they develop interdisciplinary curriculum grounded in their observations of children’s identities and curiosities as well as their development. Participants consider how to advocate for a progressive approach to curriculum across a range of contexts and with a diverse range of learners.
EDUC513-01 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1-6) 3 Wontropski, Jessica Grace Thursdays 07:00-09:00PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through the social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.

Sunday, 2/10, 10:00AM - 12:00PM

Note: Participants in this course are required to attend a class field trip as part of the 9.5 out of class instructional hours.

EDUC514-01 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Kirton, Tara Thursdays 04:45-06:45PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
EDUC515-01 Curriculum Development and Sheltered Instruction in Dual Language/ Bilingual Classrooms 3 Solorza, Cristian R. Thursdays 07:00-09:00PM
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, trips and community resources. Teacher - family partnerships will also be discussed. Prerequisites: EDUC 513 or EDUC 514 and EDUC 601 or permission of instructor.
Prerequisites for EDUC 515: EDUC 513 or EDUC 514; or permission of the instructor.
EDUC517-01 Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years) 3 Copeland, Cynthia R. Tuesdays 07:00-09:00PM
This course presents upper-elementary and junior high school teachers with a framework for incorporating geographic knowledge and thinking into the social studies curriculum. The interrelationship of physical geography and human culture is stressed, with a major portion of the course devoted to the study of a particular civilization (e.g., the Incas) as a model. Other topics include map making and map reading, trips, developing students' research skills, games and simulations, earth science and earth history, and current events. Through the course, the cognitive and social development of the child, the philosophic principles of progressive education and their implications for social studies are studied through examination and discussion of our own work and through discussion of readings from Lucy Sprague Mitchell, Dorothy Cohen, Jean Piaget, Lawrence Kohlberg, and others. Students develop a piece of social studies curriculum, grounded in geographic knowledge and relevant to their teaching, for presentation as a final project.
EDUC525-01 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 Surabian, Mark Mondays 04:45-06:50PM 01/28/2019, 02/04/2019, 02/11/2019, 02/25/2019, 03/04/2019, 03/11/2019
This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can beenhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
EDUC530-02 Foundations of Modern Education 3 Costa, Luisa Thursdays 07:00-09:00PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street's progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
EDUC535-01 Science for Teachers (Grades N - 6) 2 Wallace, Robert Tuesdays 07:00-09:00PM
In this workshop course, students explore basic science through discussion and hands-on experience with materials such as snails, plants, clay, boats, batteries, and bulbs. Students are helped to choose appropriate topics that may be integrated into a core curriculum. A methodology of exploration and discovery is used as a paradigm for working with children in the science curriculum.
EDUC540-01 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N - 6) 2 Cordero, Queila Mondays 04:45-06:45PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC540-02 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N - 6) 2 Spruill, Helen; Altman, Morgan Pettet Tuesdays 07:00-09:00PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC542-01 Assessment and Instruction in Teaching Mathematics to Children with Learning Variations 2 McLeveighn-Helper, Kim Mondays 07:00-09:00PM
In this course, participants will explore learning mathematics as a developmental process. Central emphasis will be placed on constructing an understanding of equitable mathematics education focusing on access for all learners. Through focus on an individual child, students will learn to analyze children's strengths and examine the challenges that differences such as language ability, working memory, executive function and processing can pose to students as they work to gain conceptual understanding, factual knowledge and procedural fluency. Participants will select and develop mathematical tasks for a variety of students and will be expected to analyze students’ strengths and potential barriers to access, shaping mathematical learning experiences to meet their needs.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts (Grades K - 3) 3 Kruger, Mary Mondays 07:00-09:00PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC563-02 The Teaching of Reading, Writing, and Language Arts (Grades K - 3) 3 Pranikoff, Kara; Rolander, Susan Thompson Thursdays 04:45-06:45PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC564-01 Language, Literature, and Emergent Literacy (A Focus on Grades N - 3) 3 Barth, Janelle Michelle Mondays 04:45-06:45PM
This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children's storytelling, and for deepening learning across content areas.
EDUC565-01 Children's Literature in a Balanced Reading Program (A Focus on Grades 3 - 8) 3 Henley, Elizabeth Tuesdays 04:45-06:45PM
This course explores the study of contemporary children’s literature through a range of perspectives informed by literary theory and literary criticism, which provide frameworks for selecting and teaching texts in classrooms. Through the process of reading multiple books, participants consider the elements of character, plot, setting, point of view and tone in individual texts and across texts to promote the understanding of genre, text structure, theme and cultural perspectives. Participants discuss ways to organize the study of literature and develop children’s capacities to articulate their personal responses to deepen their comprehension.
EDUC573-01 Storytelling with Children 1 Jaffe, Nina Thursdays 07:00-09:05PM 03/07/2019, 03/14/2019, 03/21/2019, 03/28/2019, 04/04/2019, 04/11/2019
The purpose of this course is to enable students to develop their skills and resources in the art of storytelling for and with children. The course will provide opportunities to study as well as practice repertoire and techniques from world folklore for a variety of age groups and professional settings. Story learning from oral and written sources and curriculum applications and strategies for encouraging group participation are emphasized. Bibliographies and resource packets will be provided.
EDUC590-01 Arts Workshop for Teachers (Grades N - 6) 2 Richa, Maria Mondays 04:45-06:45PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers to develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, print making and such crafts as puppet making, dyeing, and weaving. Reading and class discussions deal with the development of art curricula using child development as a base. Students study children's art through slides and children's actual work.
EDUC590-02 Arts Workshop for Teachers (Grades N - 6) 2 Mott, Ann-Marie Tuesdays 04:45-06:45PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers to develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, print making and such crafts as puppet making, dyeing, and weaving. Reading and class discussions deal with the development of art curricula using child development as a base. Students study children's art through slides and children's actual work.
EDUC591-01 Music and Movement: Multicultural and Music and Movement: Multicultural and Developmental Approaches in Grades N - 6 2 Jaffe, Nina Mondays 07:00-09:00PM
This course is designed to introduce key elements of music, movement, sound-based media and physical education grounded in neurocognitive, developmental and critical multicultural perspectives. Students learn to create and use musical instruments from recyclable materials; explore digital composition; use equipment such as hoops, scarves and parachute, and integrate skills and repertoire with ongoing classroom curriculum. Songs, rhythms and games from diverse traditions are included to address children's cultural and linguistic backgrounds in alignment with NYS and Common Core standards. Applications and strategies for children with special needs and dual language learners are incorporated through readings, film and guided activities (background in music, dance or sports is not required).
NYC DOE and the NYS Division of Teacher Certification accept one (1) credit of this course as teaching special education credit. This course also fulfills liberal arts requirement for one (1) credit of physical education.
EDUC604-01 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 Falchi, Lorraine Wednesdays 07:00-09:00PM
Students examine the role of the teacher in the classroom in order to develop insight into their own professional and personal styles. The culture of the school and its influence on teachers and families is explored. The course also examines the implications of working with a multicultural community and differing family structures. Students develop skills and procedures in parent conferencing, as well as an understanding of the concerns of parents of children with special needs. The regulations and implications of the Individuals with Disabilities Education Act (IDEA) are also studied. The course includes the recognition of indications of child abuse and a review of the legal and moral responsibilities of classroom teachers.
EDUC612-01 Infancy Institute: Infants, Toddlers, Families: Supporting Their Growth 1 Brickley, Marjorie E. Tuesday, Wednesday, & Thursday, 9:00AM-5:00PM 03/26/2019, 03/27/2019, 03/28/2019
This three-day Institute, held during the month of June, consists of workshops, guest presentations, and site visits. Topics vary each summer.
EDUC614-01 Exhibition Development and Evaluation 2 Hogarth, Brian Tuesdays 01:30-03:30PM
This course focuses on the development of interpretive exhibitions, with emphasis on participatory exhibitions for children and families. The exhibition is viewed and analyzed as a learning environment that conveys cultural values. Students study the process of creating an exhibition from inception to installation and examine the roles of educator, designer, curator, and evaluator in a team approach to exhibition development with focus on the role of the educator. Through class sessions and assignments, students meet with exhibition designers, observe visitor behavior, critique and evaluate exhibitions, and engage in problem-solving activities related to exhibition development. Throughout the course, students work in small groups to develop exhibition projects that are informed by theories about learning and curriculum development. At each stage of the exhibition development process, students informally assess exhibition components with children and revise their projects based on these assessments. The course also addresses the role of technology in exhibitions. Throughout the semester, students engage in online conversations and use Internet resources related to course ideas. For matriculated Museum Education students or by permission of the program director.
For matriculated Museum Education Students or by permission of program director.
EDUC629-01 Education of Children with Autism Spectrum Disorders 1 Friedman, Kate L. Wednesdays 07:00-09:05PM 02/06/2019, 02/13/2019, 02/20/2019, 02/27/2019, 03/06/2019, 03/13/2019
This course will explore autism spectrum disorder (ASD) from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child’s unique pattern of relative strengths and vulnerabilities, and will learn ways to partner in this work with a diverse range of families. Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
EDUC801-01 The World of the Infant: The First Year of Life 3 Gac Levin, Melina Tuesdays 04:45-06:45PM
This course is about infants, parents and the first year of life. The primary goal of the course is for students to internalize a solid and accessible grasp of infant development across individual differences and contexts. There will be a strong emphasis on using theory to facilitate one's understanding and development and to articulate a point of view about these extraordinary first months. Research, theory, and our own observations of infants both during and outside of class, will be brought together to understand the cognitive, perceptual, sensorimotor movement and social-emotional changes which occur through interaction with the world. We attend to the specific contributions of familial and cultural contexts as well as the contributions of infants themselves, as we strive to achieve a fair balance between the "expected" global shifts in development and the profound individual differences that each human being presents. This is not a "how to" course. Rather, the course provides knowledge of the basic developmental systems that can be seen in developing children with a range of abilities and disabilities. Students work on articulating their knowledge of development and of new findings in the field, and they practice communicating such knowledge clearly to parents. The course is organized around a semester-long study of an individual infant in a family. This study, along with on-going electronic journal discussions, provides an opportunity for a rich integration of developmental theory with real babies. Prerequisite: EDUC 500 or EDUC 800.
Prerequisite for EDUC801: EDUC 500 or EDUC 800
EDUC803-01 Developmental Variations 2 O'Shea, Sean; Wontropski, Jessica Grace Mondays 04:45-06:45PM
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC803-02 Developmental Variations 2 Kaelin, Kristen Anne Wednesdays 07:00-09:00PM
This course is designed to increase participants' awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or 501 or 800; or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-01 Developmental Variations II: Emotional and Behavioral Development 2 O'Shea, Sean Thursdays 07:00-09:00PM
This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disorders and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 500 or EDUC 501 or EDUC 800; and EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC808-01 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 Charles, Jessica Mondays 04:45-06:45PM
Students learn to use a variety of observational approaches and recording techniques as basic assessment tools to increase their understanding of and skill in planning for children who are developing normally, as well as for children with disabilities and special needs. Through observing cognitive functioning (stage and style), social-emotional behaviors, motor ability, and the interplay between the individual child and the group, as well as the individual child and adults, students become aware of how specific behaviors yield insight into the overall life of the child. Students will use their observations to reflect on possible curriculum and classroom adaptations that would allow the children to build on their strengths and better meet their challenges. An additional goal is to help students, as participant observers, to develop greater sensitivity to their own feelings and interactions with children, and to consider how these affect the selection, omission and interpretation of observable data. Emphasis is placed on a growing sensitivity to what is "subjective" and what attempts to be "objective" observation. Each student conducts an in-depth study of a child. Prerequisite: EDUC 500 or EDUC 800; or permission of the instructor.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC808-02 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 Wiggins, Cathleen Wednesdays 07:00-09:00PM
Students learn to use a variety of observational approaches and recording techniques as basic assessment tools to increase their understanding of and skill in planning for children who are developing normally, as well as for children with disabilities and special needs. Through observing cognitive functioning (stage and style), social-emotional behaviors, motor ability, and the interplay between the individual child and the group, as well as the individual child and adults, students become aware of how specific behaviors yield insight into the overall life of the child. Students will use their observations to reflect on possible curriculum and classroom adaptations that would allow the children to build on their strengths and better meet their challenges. An additional goal is to help students, as participant observers, to develop greater sensitivity to their own feelings and interactions with children, and to consider how these affect the selection, omission and interpretation of observable data. Emphasis is placed on a growing sensitivity to what is "subjective" and what attempts to be "objective" observation. Each student conducts an in-depth study of a child. Prerequisite: EDUC 500 or EDUC 800; or permission of the instructor.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC815-01 Seminar in Museum Education II 2 Wiggins, Cathleen Tuesdays 10:00AM-12:00PM
This course is a continuation of the Seminar in Museum Education I. Students study the people who comprise museums: the staff, audiences, and communities. Through readings, visits to museums, discussions with staff, and investigations in their museum internship settings, students consider the mission, organizational structure, and staff roles in museums, and explore current museum-related issues, including collections, governance, funding, professionalism, and technology. Emphasis is placed on working more sensitively with and broadening museum audiences with attention to issues of culture, language, socio-economic status, and educational level. Students study the characteristics and needs particular audiences: adolescents, adults, families, and visitors with a range of disabilities. To develop their professional skills, students prepare an audience study project and write a grant proposal. Throughout the semester, students engage in online conversations and use Internet resources related to course issues. Prerequisite: EDUC 533.
Prerequisite for EDUC815: EDUC 533
For matriculated Museum Education students or by permission of program director.
EDUC823-01 Play Techniques for Early Childhood Settings 1 Vilas, Deborah B. Tuesdays 04:45-06:50PM 01/22/2019, 01/29/2019, 02/05/2019, 02/12/2019, 02/19/2019, 02/26/2019
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations. Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations.
Prerequisite EDUC 803 or with permission of instructor.
Prerequisite for EDUC 823: EDUC 803.
EDUC850-01 Introduction to Teaching STEM in the Early Childhood Classroom 1 Maldonado, Jasmine; Chu, Stan Tuesdays 04:00-06:30PM 02/12/2019, 02/26/2019, 03/05/2019, 03/12/2019, 03/19/2019
This Kerlin STEM Institute course is the first of three practicum courses in teaching STEM content and processes. This course will introduce Bank Street's Science Way of Thinking and NYSCI's Design Make Play models of teaching. These approaches encourage learners to construct meaning through active investigations. Participants will develop and understanding of STEM thinking and the multiple ways learners from diverse linguistic and cultural backgrounds, and with developmental variations, engage in STEM learning. Participants will use observations and instructional conversations with colleagues to study the ways they and their students come to experience and learn STEM concepts. Finally, participants will investigate their own curriculum, identifying examples where they are already developing students' STEM thinking and opportunities to build on these experiences.
Note: For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368
EDUC851-01 Developing STEM Investigations in the Early Childhood Classroom 1 Maldonado, Jasmine; Chu, Stan Tuesdays 04:00-06:30PM 03/26/2019, 04/02/2019, 04/09/2019, 04/16/2019, 04/30/2019
In this second course in the Kerlin STEM Institute, participants will: develop ideas and materials for STEM investigations with students that involve construction and engineering; expand their skills for selecting open-ended materials that support STEM inquiry; engage in museum explorations that can be directly applied to their classroom curriculum; and refine skills in using classroom observations and students'work samples to assess students' learning. Finally, participants will design linked STEM investigations that support a broad range of learners and encourage students to construct meaning through active investigations in the classroom and on field trips.
Prerequisite: EDUC 850
Note: For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368.
EDUC860-01 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations 3 Rolander, Susan Thompson Tuesdays 07:00-09:00PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisites: EDUC 505; EDUC 563 or 568.
Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC862-01 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 Piering, Kristen Wednesdays 07:00-09:00PM
This course is designed to explore a variety of approaches used for the diagnosis, planning, and evaluation of students with disabilities. Participants will develop a critical understanding of the historical, legal and ethical considerations, appropriate use, mis-use, value, and limitations of standardized assessments including their intersection with issues of race, class, language and gender. Participants will administer and interpret various psycho-educational tests and develop instructional plans to meet the unique needs of children with oral language, reading, writing, and math challenges. Participants will broaden their abilities to incorporate information from diagnostic reports into their teaching.
EDUC863-01 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 Marshall, Nesta Dawn Thursdays 04:45-06:45PM
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning variations. 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. Prerequisites: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
EDUC866-01 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 Kerlin, Abigail Adams; McCrum, Ellen Mae Fridays 04:45-09:15PM, Saturdays 09:00AM-05:00PM 03/08/2019, 03/09/2019
This course will focus on the role of language and experience in learning geography, and how geography and map skills support social studies. Through active learning experiences, students will come to a deeper understanding of the underlying geographic concepts and vocabulary that are central to the course. Specific reference will be made to how the active and concrete teaching techniques used in the course, many of which were first developed by Lucy Sprague Mitchell, can foster learning among a wide range of learners. Dialogues that incorporate the vocabulary of geography will occur as students actively engage in terrain building and map making; specific reference will also be made to the value of such experiences in promoting both conceptual and vocabulary development among students who are English language learners. Prerequisite: EDUC 510 or EDUC 514.
Prerequisite for EDUC866: EDUC 510 or EDUC 514
EDUC868-01 Approaches to Teaching Decoding to Diverse Learners 2 Tortu, Diane Tuesdays 04:45-06:45PM
This course explores varied approaches to teaching decoding and word study to children who have learning variations with reading and spelling. Participants examine the theory and research that inform our current understandings of the reading process and explore how these understandings have changed over time. Participants study language processes and apply this linguistic knowledge when assessing children’s reading strengths and challenges. The course examines how the use of language systems varies for readers across different languages to better understand how language-based disabilities differ from the developmental patterns of learning a new language. Participants learn about varied assessment tools, methods, and intervention programs used in supporting children’s decoding. They apply this learning as they develop differentiated decoding instruction for a diverse population of learners, including those who are learning English and those who have developmental variations. Prerequisite: EDUC 860
Prerequisite for EDUC868: EDUC 860
EDUC869-01 Supporting Early Language and Literacy for Children with Developmental Variations (birth-8) 2 Javier, Arelis Thursdays 04:45-06:45PM
This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts. Participants are introduced to communication disorders and other learning variations of the early years that affect language and literacy learning. Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with learning variations are explored. Prerequisite: EDUC 500 or EDUC 800. Pre- or Co-requisite: EDUC 505.
Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505
EDUC891-01 Practicum in Developmental Assessment of Infants and Toddlers 3 Brickley, Marjorie E. Mondays 04:45-06:45PM
This Practicum prepares students to assess and support families with very young children across a wide developmental range, including those with developmental delays. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, students will use the assessment process to provide a close look at development within each of the developmental domains. Students will be trained in a collaborative approach with families, learning to support families throughout the assessment process, focusing on the strengths and challenges to the child¡Ás development. Students come to understand the young child within the sociocultural context of his/her family. Families with a range of cultural, economic, and racial backgrounds participate in the assessment process of the course. The course requires students to make a play-based developmental assessment, including observations of the child and dialogue with parents in the family's home. In class, students learn to administer The Bayley Scales of Development. They also meet with the family to discuss the assessment process. Various video, audio, and computer-based technology experiences enhance the student's learning. Prerequisites: EDUC 801 and EDUC 802.
Prerequisite for EDUC891: EDUC 801 and EDUC 802
EDUC893-01 Approaches to Early Childhood Assessment 2 Tom-Yunger, Allison Mei Mondays 04:45-06:45PM
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. Prerequisites: EDUC 803 or EDUC 894. .

Prerequisite for EDUC 893: EDUC 803 or EDUC 894

The previous title for EDUC 893 was "Developmental Systems II: Approaches to Early Childhood Assessment"

EDUC895-01 Early Childhood Practicum II: Collaborating with Families and Colleagues in Assessment, Planning, and Instruction 2 Colon, Carmen L. Mondays 07:00-09:00PM
This course completes a year-long sequence of work with a child and the child's family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family's perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child's interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family. Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
Prerequisite for EDUC895: EDUC 894
EDUC895-02 Early Childhood Practicum II: Collaborating with Families and Colleagues in Assessment, Planning, and Instruction 2 Tom-Yunger, Allison Mei Mondays 07:00-09:00PM
This course completes a year-long sequence of work with a child and the child's family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family's perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child's interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family. Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
Prerequisite for EDUC895: EDUC 894
LEAD561-01 Supervising and Supporting Literacy Instruction in Diverse Settings 1 McNamara, Margaret A. Wednesdays 07:00-09:05PM 01/23/2019, 02/06/2019, 02/20/2019, 03/06/2019, 03/20/2019, 04/10/2019
This course is designed to prepare participants to work with student leaders, new teachers, and/or colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants will work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, co-teaching, and preparatory and debriefing conversations, participants observe, record and analyze the content and processes involved in coaching interactions. These experiences will enable participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.
TESL862-01 Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations 3 Bayron-Resnick, Nilda Wednesdays 07:00-09:00PM
In this course, participants will review the history of special education as it has impacted students and families from diverse cultural and linguistic backgrounds, focusing on over-representation in the classifications of intellectual disability, emotional disability, and language/learning disabilities. This course will help English as a new language (ENL) teachers examine the intersection between disability and cultural and linguistic diversity. Participants will unpack assumptions about linguistically and culturally diverse families, and understand how various disabilities interact with learning a new language to better discern typical patterns of language development from language-based disabilities. Participants will have the opportunity to become familiar with formal and informal assessments used to evaluate K-12 students and how these apply to emergent bilingual speakers, as well as concepts including validity, reliability, and basic statistical terminology. Participants will collaborate with school professionals to explore strategies for working effectively with families of linguistically and culturally diverse children and adolescents.

Fieldwork/Student Teaching/Advisement Courses

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC941-01 Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Pre- or corequisite: EDUC 860.
Pre- or corequisite for EDUC941: EDUC 860.
EDUC942-01 Childhood General Education and Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement 6 Kruger, Mary Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strenghts and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. Pre- or corequisite: EDUC 860.
Pre- or corequisite for EDUC 942: EDUC 860.
EDUC946-01 Curriculum & Instruction Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in an appropriate setting with supervision and advisement. Students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
EDUC950-D1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 STAFF Wednesdays 07:00-09:00PM
Fieldwork in an appropriate setting with supervision and advisement. Students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This fieldwork is fully online.
EDUC953-01 Infant and Family Development and Early Intervention and Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement 3 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strenghts and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC954-01 Infant and Family Development and Early Intervention Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC955-01 Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC955-B2 Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 5:00-7:00PM Cancelled
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. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC956-01 Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC958-01 Early Childhood and Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC960-01 Dual Language/ Bilingual Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC961-01 Dual Language/ Bilingual Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 Solorza, Cristian R. Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC963-01 Early Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC964-01 Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC966-01 Dual Language/ Bilingual Early Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC967-01 Dual Language/ Bilingual Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC970-01 Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC971-01 Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strenghts and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC973-01 Dual Language/ Bilingual Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC974-01 Dual Language/ Bilingual Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC980-01 Childhood General and Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral strengths and needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course.
EDUC982-01 Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
GSTD960-01 Studies in Education Supervised Fieldwork/ Student Teaching/ Advisement 6 Wednesdays 04:45-06:45PM
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
LEAD900-01 Leadership for Educational Change Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 07:00-09:00PM
Students exercise and/or practice leadership in their own school settings or in supervised placements with expert leaders, with considerable onsite support from both their Bank Street advisor and their site supervisor. Promoting collaboration among colleagues, supporting effective curriculum and instructional practice, and fostering constructive school change are emphasized in the internship. Students work closely with their advisor and conference group peers in integrating theory and practice.
LEAD920-01 Early Childhood Leadership Supervised Fieldwork/ Advisement 3 Prince, Denise Wednesdays 05:00-07:00PM
Participants explore a variety of theories and methods of analysis as applied to organizations and their memebers. Each participant prepares and in-depth analysis of his or her work setting, focusing on organizational structure and behavior.

Leadership For Educational Change

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-01 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Tuesdays 07:00-09:00PM
In this seminar, students examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
LEAD530-01 Education Policy, Advocacy, and Law 3 Woo, Ron Mondays 07:00-09:00PM
Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.
LEAD615-02 Processes of Supervision and Professional Development 3 Schmerler, Gil Thursdays 07:00-09:00PM
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.
LEAD900-01 Leadership for Educational Change Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 07:00-09:00PM
Students exercise and/or practice leadership in their own school settings or in supervised placements with expert leaders, with considerable onsite support from both their Bank Street advisor and their site supervisor. Promoting collaboration among colleagues, supporting effective curriculum and instructional practice, and fostering constructive school change are emphasized in the internship. Students work closely with their advisor and conference group peers in integrating theory and practice.

Child Life

These courses are for students in the Child Life Program only. Permission of the Program Director is needed for all other students.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC503-D1 Development: Adolescence Through Emerging Adulthood 3 Costa, Jennifer S. Thursdays 07:00-09:00PM 01/24/2019, 05/02/2019
Child Life Students Only This course continues from EDUC 500: Child Development, focusing on development from adolescence through emerging adulthood. The interactions between physical, social, emotional, and cognitive development will be an organizing focus in the course. Participants will critically analyze different developmental theories about their own experiences, and the experiences of adolescents and young adults and their families, in a range of settings. Through reading classic and current literature, participants will attend to some of the larger questions about development, such as the role and impact of brain development, as well as the tension between the search for developmental universals and the reality of individual differences. The course will pay close attention to adolescents’ emerging identities as mediated by factors including family, peer group, socioeconomic class, gender identity, power, religion, race, language, culture and health, as participants learn to support adolescents and young adults in health care and community environments to develop agency and a positive sense of self. Prerequisite: EDUC 500

Note: This course will be fully online. Synchronous sessions to be held on 1/24 and 5/2, all other sessions are asynchronous.

This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.

Prerequisite: EDUC 500

EDUC825-D1 The Role of Child Life Beyond the Hospital: a Local, National, and Global View 3 Lowry, Genevieve M. Tuesdays 07:00-09:00PM 01/22/2019, 04/30/2019
This course will examine the role of child life in hospital settings and beyond at the local, national, and global levels. Participants will discuss the impact of challenging life events such as divorce, incarceration, school shootings, and natural disasters on the lives of children and families. In small group discussions, both asynchronous and synchronous, participants will apply knowledge of child development and the application of child life skills in developing play opportunities, developmental explanations, coping strategies and expressive arts as tools for supporting the psychosocial needs of children and families. Participants will enroll in this course in the fall or spring semester directly before or after taking supervised fieldwork.

Note: This course will be fully online. Synchronous sessions to be held on 1/22 and 4/30, all other sessions are asynchronous.

This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.

EDUC828-D1 Loss in Children's Lives: Implications for Schools, Hospitals, and Home 3 Granville, Sharon; Alpers, Joan Tuesdays 07:00-09:00PM 01/22/2019, 04/30/2019
A developmental perspective is utilized to examine the child's perception and understanding of levels of loss outside the walls of a health care setting. Topics to be addressed include separation and divorce, adoption, foster care, hospitalization and/or death of a parent, and domestic and media-induced violence. The essential roles of the child life specialist, health care provider and family members will be discussed, underscoring the trans-disciplinary collaboration that must exist between these caregivers. Prerequisite: EDUC 500.

Note: This course will be fully online. Synchronous sessions to be held on 1/22 and 4/30, all other sessions are asynchronous.

This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.

Prerequisite for EDUC828: EDUC 500
EDUC829-D1 Therapeutic Play Techniques for Child Life Specialists 3 Vilas, Deborah B. Mondays 07:00-09:00PM 01/28/2019, 05/06/2019
In this course, students will explore the meanings and purposes of play and how play develops as a child develops. Various theories of play therapy will be introduced, and the roles of child life specialist and play therapist will be delineated. Students will learn how child life specialists can create the optimal environment to encourage learning, development, and healing through play in hospitals and other healthcare settings. The course also covers directive and non-directive therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and for groups. Prerequisite: EDUC 500 and EDUC 821; Corequisite: EDUC 822

Note: This course will be fully online. Synchronous sessions to be held on 1/28 and 5/6, all other sessions are asynchronous.

This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.

Prerequisite for EDUC 829: EDUC 500
EDUC830-D1 Research for Child Life Specialists 3 Boles, Jessika Mondays 07:00-09:00PM 01/28/2019, 05/06/2019
This course is designed for child life specialists to be effective consumers and generators of research. After analyzing and evaluating research in the area of pediatric healthcare, students will design and implement a research project. At the completion of this course, students will be able to articulate basic research methods, statistics and outcomes that apply to clinical practice and program review. (Co-requisite EDUC 950)

Note: This course will be fully online. Synchronous sessions to be held on 1/28 and 5/6, all other sessions are asynchronous.

This course is for students in the Child Life Program only. Permission of the Program Director is needed for all other students.

Prerequisite for EDUC 830: EDUC 500
EDUC950-D1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 STAFF Wednesdays 07:00-09:00PM
Fieldwork in an appropriate setting with supervision and advisement. Students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
This fieldwork is fully online.
IMP2-DV Collaborative Student Faculty Inquiry 0 Vilas, Deborah B. Thursdays 07:00-09:00PM 01/31/2019, 02/21/2019, 03/21/2019, 04/18/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP2 section DV: Adverse Childhood Experiences (ACEs) and Their Impact on Hospitalized Children, Families and Healthcare Service Providers

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

Adverse Childhood Experiences (ACEs) are measurable factors that affect long term health and life expectancy outcomes for children and adults alike. Family members and professionals interacting with children may also have their own history of ACEs that can impact their interactions with children in their care. ACEs, trauma-informed care, resiliency, and medical trauma are important concepts when we think about the role of the child life specialist in the prevention of medical trauma and the support of hospitalized children and families who have already suffered trauma. With ACEs in mind, child life students will examine literature, policies, practices, and gaps in service within the field at large, their internships, or jobs. They will consider the impact of ACEs on children, caregivers, and/or service providers in order to develop tools that address, educate or support children, families and staff within the healthcare setting.

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

Integrative Master's Project - Semester-Based IMP Options

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

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP2-01 Collaborative Student Faculty Inquiry 0 Brown, Jennifer M; Kruger, Mary Mondays 04:45-06:45PM 02/11/2019, 03/04/2019, 04/01/2019, 04/15/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP 2 section 1: Children's Literature in the Elementary Classroom

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

(Recommended prerequisite: EDUC 564 or EDUC 565).

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

IMP2-02 Collaborative Student Faculty Inquiry 0 Howard, Marian Mondays 07:00-09:00PM 02/04/2019, 03/04/2019, 04/01/2019, 04/29/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title of IMP2 section 2: A Curriculum of Experience: Place-Based Learning and Curriculum Design

This inquiry focuses on issues arising from the need to develop curriculum projects that provide content in a context that is meaningful and relevant to students and their communities. Participants will examine core readings on place-based and experiential learning and then develop a curriculum project linking content with localities and/or cultural resources. A wide variety of topics and localities may be used for this inquiry, including classrooms, museums, historic sites, and the natural environment. There are four required group meetings and one individual meeting to support participants in generating their curriculum ideas, preparing their paper, and final presentation.

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

IMP2-06 Collaborative Student Faculty Inquiry 0 Schwartz, Catherine Wednesdays 04:45-06:45PM 01/23/2019, 02/27/2019, 03/27/2019, 04/17/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title of IMP2 section 6: Problem-Based/Curriculum Project

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

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

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

IMP2-07 Collaborative Student Faculty Inquiry 0 Blachly, Betsy Wednesdays 04:45-06:45PM 01/23/2019, 02/20/2019, 03/20/2019, 04/17/2019 Closed
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title of IMP2 section 7: Music for Ones, Twos and Threes: With the Possibility to Learn Guitar or Ukulele Accompaniment

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

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

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

IMP2-09 Collaborative Student Faculty Inquiry 0 Kerlin, Abigail Adams Wednesdays 07:00-09:00PM 01/23/2019, 02/13/2019, 03/13/2019, 04/10/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title of IMP2 section 9: Gathering Stories: Interview as a Transformative Research Method From K-6

Participants will explore the many ways that conducting interviews can invigorate social studies curricula, foster empathy, and help students examine the social justice issues within their own communities. Participants will share common readings and do their own literature review. An important part of the experience will be conducting interviews and gathering personal narratives in the environments and communities where participants are developing curriculum, as they think about how to engage students in this work.

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

IMP2-10 Collaborative Student Faculty Inquiry 0 Brickley, Marjorie E.; Hancock, Robin Thursdays 04:45-06:45PM 01/24/2019, 02/21/2019, 03/21/2019, 05/02/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title for IMP 2 section 10: Thinking about our racial literacy in relation to our work in early childhood settings.

This collaborative student-faculty inquiry will focus on where each of us is in our racial literacy development. Through a series of reflective exercises, we will explore how this influences our work with young children and families (prenatal - 8 years of age).

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

IMP2-11 Collaborative Student Faculty Inquiry 0 Blachly, Margaret Elisabeth; Peck, Eva Jane Tuesdays 04:45-06:45PM 01/29/2019, 02/12/2019, 03/26/2019, 04/16/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title of IMP2 section 11: Using Emotionally Responsive Practice Techniques in the Classroom

This faculty-led Group Inquiry IMP introduces the core concepts and techniques of Emotionally Responsive Practice. The group meetings will familiarize students to practice identifying unresolved developmental issues, use of Story Gathering process, use of transitional objects in classrooms, and emotionally responsive literacy process in preschool and elementary school classrooms. Students will design ways to apply these concepts in their own settings, and receive guidance and feedback from the instructor(s). Final project will include creating a resource binder of readings, techniques and lesson plans, as well as detailed documentation of the ERP technique(s) applied in the setting, and a reflection on the children's response to the technique(s).

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

IMP2-D4 Collaborative Student Faculty Inquiry 0 Lowry, Genevieve M. Tuesdays 07:00-09:00PM 01/29/2019, 02/19/2019, 03/19/2019, 04/16/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title of IMP2 section D4: Child Life Specialist as Advocate for Equity and Access in Healthcare

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

Child Life Specialists are advocates for children and families in healthcare settings. As part of an interdisciplinary team, Child Life Specialists can and should advocate for equity and access for all children and families. We know, however, that individual biases and systemic inequities lead to real disparities in the type and quality of care that children and families receive. This collaborative student-faculty inquiry will help us to examine our own biases related to race, socioeconomic status, gender, sexuality, etc. We will also examine social, political, and historical forces that contribute to inequitable care. Using this knowledge, student will develop materials they can use in their practice to better support a range of children and families in ways that are responsive to their abilities, identities, and needs within the healthcare setting.

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

IMP2-D5 Collaborative Student Faculty Inquiry 0 Pinkney-Ragsdale, Troy Tuesdays 08:00-09:30PM 01/29/2019, 02/26/2019, 03/26/2019, 04/16/2019, 04/30/2019 Cancelled
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 of IMP2 section D5: Turning an Original Children's Book (Healthcare Theme) Into an Educational Tool for Children and Families with Healthcare Challenges

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

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

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

IMP2-D8 Collaborative Student Faculty Inquiry 0 Guyton, Gabriel Wednesdays 07:00-09:00PM 01/30/2019, 02/27/2019, 03/27/2019, 04/17/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title of IMP2 section D8: The Role of Infant Mental Health in Early Childhood Care and Education: Relationship-based approaches to facilitating optimal social and emotional development of infants, toddlers, and twos

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

Research continues to demonstrate the critical importance of social-emotional development of children from birth to three. How do we, as caregivers and educators, integrate the available information into our work to best meet the needs of young children, and ensure they have opportunities to experience, express, and learn to regulate their emotions? In this collaborative inquiry, participants will examine the broad topic of infant mental health. Areas of focus might include (but are not limited to) examining different approaches to promoting infant mental health, prevention of infant mental health challenges, and focused interventions. All topics will be in the context of family, community, and cultural expectations for young children.

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

IMP2-DV Collaborative Student Faculty Inquiry 0 Vilas, Deborah B. Thursdays 07:00-09:00PM 01/31/2019, 02/21/2019, 03/21/2019, 04/18/2019
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.

Title for IMP2 section DV: Adverse Childhood Experiences (ACEs) and Their Impact on Hospitalized Children, Families and Healthcare Service Providers

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

Adverse Childhood Experiences (ACEs) are measurable factors that affect long term health and life expectancy outcomes for children and adults alike. Family members and professionals interacting with children may also have their own history of ACEs that can impact their interactions with children in their care. ACEs, trauma-informed care, resiliency, and medical trauma are important concepts when we think about the role of the child life specialist in the prevention of medical trauma and the support of hospitalized children and families who have already suffered trauma. With ACEs in mind, child life students will examine literature, policies, practices, and gaps in service within the field at large, their internships, or jobs. They will consider the impact of ACEs on children, caregivers, and/or service providers in order to develop tools that address, educate or support children, families and staff within the healthcare setting.

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

IMP3-01 Mentored Directed Essay 0 Burr, Valentine See Mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.

Students should register for section 01. In January, students will be assigned their particular mentor. Registration is not allowed after the end of the Spring 2019 add/drop period, and it is recommended that students register as early as possible, to allow themselves the maximum amount of time to work on their essay questions. Students who register on the last day of add/drop will still be required to turn in their completed essay questions to their mentor by the last day of the term.

Integrative Master's Project - Independent Study Option

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

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

Registration is not allowed after January 31, 2019.

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

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

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

State Mandated Trainings

Section Title Credits Rooms Instructor Days/Times Dates Status
STMD100-01 State Mandated Training On School Violence Prevention 0 Tiburcio, Ana Lisa Monday, 5:00-7:00PM 1/28/2019
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
STMD100-02 State Mandated Training On School Violence Prevention 0 Kaplan, Lauren Rachel Tuesday, 5:00-7:00PM 2/26/2019
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
STMD100-03 State Mandated Training On School Violence Prevention 0 Kaplan, Lauren Rachel Thursday, 5:00-7:00PM 4/4/2019
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to matriculated students.)
STMD105-01 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Thursday, 5:00-7:00PM 1/24/2019
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
STMD105-03 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Tuesday, 5:00-7:00PM 3/12/2019
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
STMD105-05 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Thursday, 5:00-7:00PM 4/18/2019
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
STMD105-D2 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Monday, 5:00-7:00PM 2/25/2019
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop under the "Academics" link on http://my.bankstreet.edu. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training.
STMD105-D4 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Monday, 7:00-9:00PM 4/8/2019
All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. (Only offered to matriculated students.)
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop under the "Academics" link on http://my.bankstreet.edu. There you will find instructions for preparing your computer for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you from successful completion of your training.
STMD110-01 State Mandated Training in Dignity for All Students Act 0 Monday, 5:00-8:00PM 2/11/2019
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.
Note: online component must be completed by 11:55 pm on 2/5
STMD110-02 State Mandated Training in Dignity for All Students Act 0 Kaplan, Lauren Rachel Monday, 5:00-8:00PM 3/4/2019
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.
Note: online component must be completed by 11:55 pm on 2/26
STMD110-03 State Mandated Training in Dignity for All Students Act 0 Weiss, Naomi E. Tuesday, 5:00-8:00PM 4/9/2019
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.
Note: online component must be completed by 11:55 pm on 4/3
STMD110-04 State Mandated Training in Dignity for All Students Act 0 Woo, Ron Thursday, 5:00-8:00PM 5/2/2019
Anyone applying for certification must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.
Note: online component must be completed by 11:55 pm on 4/28

Early Childhood Urban Education Initiative: Bronx Cohort 2

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC530-B1 Foundations of Modern Education 3 Otoya Knapp, Karina Mondays 05:00-07:00PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street's progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Note: This course will be held at Bank Street College Campus. This section is only for students in the Bronx Cohort.
EDUC540-B3 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N - 6) 2 Withers, Amy Elizabeth Wednesdays 05:00-07:00PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
Note: This course will be conducted at Bronxworks 1130 Grand Concourse. This section is only for students in the Bronx Cohort.

Progressive Leaders Cohort 3

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD900-01 Leadership for Educational Change Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 07:00-09:00PM
Students exercise and/or practice leadership in their own school settings or in supervised placements with expert leaders, with considerable onsite support from both their Bank Street advisor and their site supervisor. Promoting collaboration among colleagues, supporting effective curriculum and instructional practice, and fostering constructive school change are emphasized in the internship. Students work closely with their advisor and conference group peers in integrating theory and practice.

Progressive Leadership Program Cohort 40

(Formerly Principals Institute)

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-P1 Leadership in Curriculum and Instruction 3 Wagner, Jason Tuesdays 07:00-09:00PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.
LEAD660-P1 Research for Educational Change 3 Blum-DeStefano, Jessica Tuesdays 05:00-07:00PM
This course is designed to enable leaders, teachers, special educators and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD873-01 Special Education Leadership: Meeting Needs of All Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/03/2019, 01/08/2019, 01/10/2019, 01/15/2019, 01/17/2019
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
For Progressive Leadership Program - Cohort 40
LEAD912-P1 Principals Institute Supervised Fieldwork/ Advisement 2 Herman, Jill; Grayman Pond, Cynthia A. Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Progressive Leaders Cohort 4

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-01 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Tuesdays 07:00-09:00PM
In this seminar, students examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.

Future School Leaders Academy

These courses are for students in the Future School Leaders Academy only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD630-F1 Law for School Leaders 3 Sims, Beth Lynn Thursdays 04:00-06:00PM
The aim of this course is to familiarize both practicing and prospective administrators, supervisors, and school leadership personnel with the basic legal principles governing the structure and operation of school settings and the legal problems encountered in the day-to-day operation of schools. The broad general principles of school governance as determined by statute and case law are emphasized.
This course begins before the spring term starts and meets every Thursday except 2/21 and 4/18.
LEAD864-F1 Leading a School District IV 1 Chambers, John Thursdays 06:00-08:00PM
This course focuses on examining a district's budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the "real world" budgets currently in place in districts.
This course begins before the spring term starts and meets every Thursday except 2/21 and 4/18.
LEAD906-F1 Future School Leaders Academy Supervised Fieldwork/ Advisement 1.5 STAFF Saturdays 01:30-04:30PM 01/26/2019, 03/16/2019, 04/27/2019
This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop Internship Program Plans each semester, linked to each semester's theme and national leadership preparation standards. Students are supervised on-site by their internship supervisor/mentor and advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program.

Early Childhood Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-01 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Tuesdays 07:00-09:00PM
In this seminar, students examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
LEAD615-01 Processes of Supervision and Professional Development 3 Pollock, Wendy Sharon Tuesdays 04:45-06:45PM
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.
LEAD920-01 Early Childhood Leadership Supervised Fieldwork/ Advisement 3 Prince, Denise Wednesdays 05:00-07:00PM
Participants explore a variety of theories and methods of analysis as applied to organizations and their memebers. Each participant prepares and in-depth analysis of his or her work setting, focusing on organizational structure and behavior.

Museum Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD511-01 Exhibition Development for Museum Leaders 2 Hogarth, Brian; STAFF Fridays 05:00-09:00PM, Saturdays 09:00AM-05:00PM 05/10/2019, 05/11/2019
The course offers insight into exhibitions as learning environments, with an emphasis on how to create meaningful experiences for intergenerational audiences. Coursework includes readings in the growing field of museum learning and analysis of different models of development and design, including the team approach. For Museum Leadership students only.
Note: for Museum Leadership students only.
LEAD512-01 School Collaborations for Museum Leaders 2 Rassweiler, Janet L.; Hogarth, Brian Fridays 05:00-09:00PM, Saturdays 09:00AM-05:00PM 03/08/2019, 03/09/2019
Because schools continue to be core audiences for museums, it is critical for museum leaders to appreciate fully the differences between the two cultures. The course begins with the history of museum/school collaborations. It emphasizes how to create engaging school programming, including curriculum development and teacher workshops, in collaboration with school faculty and leaders. The course includes a visit to an area museum. For Museum Leadership students only.
Note: for Museum Leadership students only.
LEAD513-01 Museum Programming for Diverse Audiences 1 Hogarth, Brian; STAFF Fridays 05:00-09:00PM, Saturdays 09:00AM-05:00PM 01/11/2019, 01/12/2019
This course offers the contextual and developmental perspectives needed to engage diverse visitors and learners, including (but not limited to) those with special needs and those whose first language is not English. It explores strategies leaders can use to ensure that every aspect of the museum's environment and programming support the needs and learning styles and needs of each visitor. For Museum Leadership students only.

Note: For Museum Leadership students only.

LEAD950-01 Museum Leadership Supervised Fieldwork/ Advisement 2 Hogarth, Brian; STAFF See Advisor for Dates & Times
Fieldwork in an appropriate setting with supervision and advisement. For Museum Leadership students only.
Note: for Museum Leadership students only. This course meets on Fridays from 12:00-4:30PM and on Saturdays from 12:00-1:30PM during the Museum Leadership weekends.
LEAD952-01 Museum Leadership Seminar II: Current Ideas in Interpretation and Education 1 Hogarth, Brian Fridays 05:00-09:00PM, Saturdays 09:00AM-05:00PM 02/08/2019, 02/09/2019
This seminar is usually taken in the second semester of the first year of study. This is an experiential course that typically takes place outside of the classroom, in NYC cultural institutions. The particular experiences reflect the most innovative offerings and approaches, as well as students' interests and preferences. Most recently, the course has incorporated workshops and performances at the Lincoln Center Institute for the Arts in Education and the Metropolitan Museum of Art. For Museum Leadership students only.
Note: for Museum Leadership students only.

School District Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD864-01 Leading a School District IV 1 Gottlieb, Alice Fridays 04:45-08:45PM, Saturdays 08:30-05:00PM 02/01/2019, 02/02/2019
This course focuses on examining a district's budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the "real world" budgets currently in place in districts.
LEAD864-02 Leading a School District IV 1 Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM 02/01/2019, 02/02/2019
This course focuses on examining a district's budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the "real world" budgets currently in place in districts.
LEAD870-01 Special Education Leadership: The District Perspective 1 Gottlieb, Alice Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM 03/01/2019, 03/02/2019
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of "achievement gaps" as well as links between social class and achievement in schools.
LEAD870-02 Special Education Leadership: The District Perspective 1 Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30-05:00PM 03/01/2019, 03/02/2019
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of "achievement gaps" as well as links between social class and achievement in schools.
LEAD908-01 School District Leadership Supervised Fieldwork/ Advisement 3 STAFF Saturdays 02:00-03:00AM
Fieldwork in an appropriate setting with supervision and advisement.

Leadership in Mathematics Education

These courses are for students in the Math for Teacher Leaders and Leadership in Math only.

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

Matriculation Maintenance

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