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
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
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
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
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 impor-tant ideas involved in selecting and using literature appropriate to children in grades 3–6. 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 or permission of instructor.
LEAD873-01 Special Education Leadership: Meeting the 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, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
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 learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
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 learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
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 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; and trips and community resources. Teacher-family partnerships will also be discussed.
Prerequisites for EDUC 515: EDUC 513 or EDUC 514; or permission of the instructor.
EDUC517-01 Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years) 3 Copeland, Cynthia R. Tuesdays 07:00-09:00PM
EDUC525-01 Assistive Technology as a Tool for Providing Educational Access 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 be enhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
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
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
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
This course has been designed to convey the process of clini-cal teaching. Through focus on an individual child, students will be concerned with the practical and theoretical aspects of learning style, language as a learning tool, perceptual abilities and disabilities, dyscalculia, and specific arithmetic disability. Students will learn to analyze children’s strengths and weaknesses and to describe and clearly communicate specific recommendations for the child’s parents and classroom teacher.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 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 in the Primary Grades 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 in the Primary Grades 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 the Upper Elementary Grades 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
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 develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
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 develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
EDUC591-01 Music and Movement Workshop for Teachers (Grades PreK-6) 2 Jaffe, Nina Mondays 07:00-09:00PM
This course explores the importance of children’s expression through music and movement. Everyone has the capacity to produce music and engage in creative movement. Participants at all levels of experience and skill will learn about and share songs, rhythms, and games from a range of cultural and linguistic traditions. In order to develop strategies for integrating music and movement across the curriculum, participants will engage with topics such as instrument-making from recyclable materials, drumming, sound improvisation, and movement as vehicles for expression and learning. As they engage with creating and reflecting on music and movement experiences, participants will explore the role music and movement play in children’s development in classroom environments.
EDUC604-01 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 Falchi, Lorraine Wednesdays 07:00-09:00PM
In this course, participants will explore the teacher’s and the larger school’s roles in constructing caring, collaborative, and reciprocal relationships with children and families.  Participants will critically examine their own experiences, identities, and assumptions as they develop skills and dispositions to work with a broad range of families and communities. The course will support participants in developing their skills in communication, advocacy, and collaboration as they learn to partner with families to support children’s positive identity development along with their social, emotional, language, and learning abilities and needs.
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 a 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 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 and families within the first year of life. The primary goal of the course is for graduate students to understand infant development across individual differences and contexts. There is a strong emphasis on using theory to facilitate an understanding of development and to articulate a point of view about these extraordinary first months. Participants will bring together research, theory and their own observations of infants to understand the cognitive, perceptual, sensorimotor/movement and social-emotional changes that occur when babies are in interaction with the world. Participants will study the science of brain development and its impact on all developmental domains. The course will attend to the specific contributions of familial and socio-political cultural and linguistic contexts as well as to the contributions of infants themselves. It will also explore the balance between the “expected” global shifts in development and each human being’s profound individual differences. This is not a “how to” course. Rather, the course provides knowledge of the developmental systems of infants who have a range of abilities. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Graduate students work on articulating their knowledge of development, on learning about new findings in the field, and on communicating with families. Prerequisite: EDUC 500.
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 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 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. Prerequisite: EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC808-01 The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording 3 Charles, Jessica Mondays 04:45-06:45PM
This course focuses on observation as a practice for more deeply understanding children through their interactions with people, experiences, and materials across a range of environments. Through a case study of one child, participants deepen their knowledge, skills, and dispositions for observing children. They learn to translate observations into descriptive, written data and analyze observational data to inform practice. Participants develop skills of reflection and analysis as they investigate how bias and perspective impact observation and one’s understanding of children. Participants integrate knowledge about variations in children’s social-emotional, cognitive, linguistic, motor, and language development. They consider multiple domains of children’s individual and socio-cultural identities including race, gender, culture, and language and the implications for constructing inclusive and culturally sustaining classroom environments and curricula. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC808-02 The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording 3 Wiggins, Cathleen Wednesdays 07:00-09:00PM
This course focuses on observation as a practice for more deeply understanding children through their interactions with people, experiences, and materials across a range of environments. Through a case study of one child, participants deepen their knowledge, skills, and dispositions for observing children. They learn to translate observations into descriptive, written data and analyze observational data to inform practice. Participants develop skills of reflection and analysis as they investigate how bias and perspective impact observation and one’s understanding of children. Participants integrate knowledge about variations in children’s social-emotional, cognitive, linguistic, motor, and language development. They consider multiple domains of children’s individual and socio-cultural identities including race, gender, culture, and language and the implications for constructing inclusive and culturally sustaining classroom environments and curricula. Prerequisite: EDUC 500 or permission of 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 Seminar in Museum Educa-tion 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, socioeconomic status, and educational level. Students study the characteristics and needs of 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. For matriculated Museum Education students or by permission of director.
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 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 an 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. Prerequisite: NSCI 500. For Kerlin STEM Institute fellows only.
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. For Kerlin STEM Institute fellows only.
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. Prerequisite: EDUC 563 or EDUC 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. Prerequisite: EDUC 803.
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; pre- or corequisite: 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
The Practicum in Developmental Assessment of Infants and Toddlers prepares graduate students to assess very young children across a wide developmental range, including those with developmental variations, and to support families through the assessment process. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, graduate students will use the assessment process to provide a close look at development across all developmental domains. Participants will learn to use assessments to create an IFSP for Early Intervention in collaboration with the family. Graduate students will learn how to administer and evaluate the validity and usefulness of several different assessment and screening tools such as the Bayley Scales of Infant Development III and other standardized, criterion-referenced and evidence-based tools. Participants will be trained in a collaborative approach with families, respecting the family’s perspective while focusing on the strengths of and challenges to each child’s development. Participants come to understand the young child within the sociocultural context of his/her family. Families from a diverse range of cultural and ethnic backgrounds participate in the course. The course requires graduate students to make a play-based developmental assessment, including observations of a child and dialogue with the child’s parents in the family’s home. Graduate students are required to meet with their family to discuss the overall assessment process. 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. Prerequisite: 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 w Families and Colleagues in Assess, Plan, and Instr 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 w Families and Colleagues in Assess, Plan, and Instr 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 prepares participants to work with student leaders, new teachers, and colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, coteaching, and preparatory and debriefing conversations, participants observe, record, and analyze the content and processes involved in coaching interactions. These experiences will allow 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 Education & 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
EDUC950-D1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 STAFF Wednesdays 07:00-09:00PM
Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships.
This fieldwork is fully online.
EDUC953-01 Infant & Family Develop & Early Interv & Early Childhd Spec Ed Superv Fieldwk Stud Teach/advise 3 STAFF Wednesdays 04:45-06:45PM
EDUC954-01 Infant & Family Development & Early Intervention Supervised Fieldwork Stud Teach/advisement 6 STAFF Wednesdays 04:45-06:45PM
EDUC955-01 Early Childhood Education Supervised Fieldwork Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
EDUC955-B2 Early Childhood Education Supervised Fieldwork Student Teaching/ Advisement 6 STAFF Wednesdays 5:00-7:00PM Cancelled
EDUC956-01 Childhood General Education Supervised Fieldwork Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
EDUC958-01 Early Childhood & Childhood 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 Education Supervised Fieldwork/student Teaching 6 STAFF Wednesdays 04:45-06:45PM
EDUC961-01 Dual Language/bilingual Childhood Education Supervised Fieldwork/ Student Teaching 6 Solorza, Cristian R. Wednesdays 04:45-06:45PM
EDUC963-01 Early Childhood Special & General Education Supervised Fieldwork/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. 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/ 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 & Gen Educatio Supervised Fieldwork/stud Teachi 6 STAFF Wednesdays 04:45-06:45PM
EDUC967-01 Dual Language/bilingual Childhoo Special & Gen Educ Supervised Fieldwork /student Teaching 6 STAFF Wednesdays 04:45-06:45PM
EDUC970-01 Early Childhood Special Education Supervised Fieldwork Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
EDUC971-01 Childhood Special Education Supervised Fieldwork Student Teaching/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
EDUC973-01 Dual Language/bilingual Early Childhd Spec Education Supervise Fieldwork/student Teaching/advis 6 STAFF Wednesdays 04:45-06:45PM
EDUC974-01 Dual Language/bilingual Childhoo Special Education Supervised Fieldwork/student Teaching/advis 6 STAFF Wednesdays 04:45-06:45PM
EDUC980-01 Childhood Museum Education Supervised Fieldwork/student Teaching/museum Internship 6 STAFF Wednesdays 04:45-06:45PM
EDUC982-01 Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement 6 STAFF Wednesdays 04:45-06:45PM
GSTD960-01 Studies in Education Supervised Fieldwork / Student Teaching/ Advisement 6 Wednesdays 04:45-06:45PM
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 on–site 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 members. Each participant prepares an 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
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
LEAD530-01 Education Policy, Advocacy, and Law 3 Woo, Ron Mondays 07:00-09:00PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
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 on–site 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
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 healthcare setting. Topics to be addressed include separation and divorce, adoption, foster care, hospital-ization and/or death of a parent, and domestic and media-induced violence. The essential roles of the child life specialist, healthcare provider, and family members will be discussed, underscoring the transdisciplinary collaboration which 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
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 nondirective therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and with groups. Prerequisite: EDUC 500.

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 to support child life practitioners in being effective generators and consumers of research.  In a changing health-care environment, research provides a  foundation for child life services,  validation of the therapeutic benefits of play and preparation, and justifies the continued development and support of child life programming provided by Certified Child Life Specialists. Participants will learn how to do action research using an inquiry-based approach. Participants will learn how to ask and analyze critical questions of practice grounded in a theoretical framework. Participants will gather and analyze data as a tool for making changes to child life practice and programming by learning to examine bias, perspective, and assumptions when conducting research and using findings. Prerequisite: EDUC 500.

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 approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships.
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.

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 myBSC for IS500, please fill out the Independent Study Mentor Form, located on the website schedule (https://graduate.bankstreet.edu/academics/graduate-course-schedule/) indicating which faculty member has consented to mentor you.

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
STMD100-02 State Mandated Training on School Violence Prevention 0 Kaplan, Lauren Rachel Tuesday, 5:00-7:00PM 2/26/2019
STMD100-03 State Mandated Training on School Violence Prevention 0 Kaplan, Lauren Rachel Thursday, 5:00-7:00PM 4/4/2019
STMD105-01 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Thursday, 5:00-7:00PM 1/24/2019
STMD105-03 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Tuesday, 5:00-7:00PM 3/12/2019
STMD105-05 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Thursday, 5:00-7:00PM 4/18/2019
STMD105-D2 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Monday, 5:00-7:00PM 2/25/2019
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
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: Dignity for All Students 0 Monday, 5:00-8:00PM 2/11/2019
Note: online component must be completed by 11:55 pm on 2/5
STMD110-02 State Mandated Training: Dignity for All Students 0 Kaplan, Lauren Rachel Monday, 5:00-8:00PM 3/4/2019
Note: online component must be completed by 11:55 pm on 2/26
STMD110-03 State Mandated Training: Dignity for All Students 0 Weiss, Naomi E. Tuesday, 5:00-8:00PM 4/9/2019
Note: online component must be completed by 11:55 pm on 4/3
STMD110-04 State Mandated Training: Dignity for All Students 0 Woo, Ron Thursday, 5:00-8:00PM 5/2/2019
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 on–site 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 Leading Critical Issues 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 and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
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 the 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 Leadership 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
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.

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
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
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 members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior.

Future School Leaders Academy

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

Section Title Credits Rooms Instructor Days/Times Dates Status
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 their advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program.

Museum Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
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. Course work 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 muse-ums, 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 supports the needs and learning styles 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.
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
Fieldwork in an appropriate setting with supervision and advisement.

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 registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.