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

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-01 Child Development 3 Hass, Rachel Mondays 07:00-09:00PM Closed
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC500-02 Child Development 3 Cancelled
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC500-03 Child Development 3 Hass, Rachel Thursdays 04:45-06:45PM Closed
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC505-01 Language Acquisition and Learning in a Linguistically Diverse Society 2 Becker, Timothy Peter Thursdays 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.
EDUC510-01 Curriculum in Early Childhood Education (Grades N – 3) 3 Parrish, Michael W. Tuesdays 07:00-09:00PM
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 Mondays 04:45-06:45PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography, and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
EDUC514-01 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.
EDUC520-01 Educating Infants and Toddlers: Programs and Activities 3 Gac Levin, Melina Tuesdays 07:00-09:00PM
Graduate students will explore aspects of the infant/ toddler curriculum through the framework of the developmental interaction approach, which uses relationship-based care to promote healthy social and emotional well-being. A major focus of the course is infant/toddler play and the adult’s role in reflecting on, supporting, and fostering play. Participants will learn to design curriculum that integrates language and literacy development; art and music; the use of expressive materials; and experiences that promote scientific and mathematical thinking. The course will prepare graduate students to critically examine the parameters of noteworthy programs for typically developing infants and toddlers as well as those with developmental variations and exposure to toxic stress. Graduate students will critique various local, national, and international exemplary and evidence-based approaches and programs. In order to concretize real-life issues, the course will include exploration of programs that serve diverse populations such as Early Intervention and Early Head Start. An overview of the early intervention law (Part C of IDEA) is included.
EDUC525-01 Assistive Technology as a Tool for Providing Educational Access 1 Surabian, Mark Mondays 07:00-09:05PM 09/09/2019, 09/16/2019, 09/23/2019, 10/07/2019, 10/21/2019, 10/28/2019
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.
EDUC530-01 Foundations of Modern Education 3 Jones, Pamela Michelle 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 Chu, Stan Tuesdays 04:45-06:45PM
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 Spruill, Helen Thursdays 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.
EDUC560-01 Native Language Literacy for Spanish-Speaking Children 2 Solorza, Cristian R. Wednesdays 07:00-09:00PM
Through this course, students explore the acquisition of literacy skills in the child’s first language—in this case, Spanish. The course will focus on four areas: oral language development through storytelling, songs, poems, games, etc.; literacy development; the use of literature and of teacher- and student-made materials; and grammar and spelling. Students will analyze ways of using children’s literature and children’s writing in a reading program and will explore ways to teach reading and writing in the content areas. Participants will also assess commercially available materials for teaching reading and writing in Spanish, as well as original and translated Spanish children’s literature. Teacher- and student-made materials will be examined and developed, particularly in the context of children’s varied learning styles. Graduate students will also review the rules of Spanish grammar and orthography. This course is taught in Spanish.
Prerequisite for EDUC 560: TESL 530 and EDUC 561 or permission of instructor.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Foster, Xiania G. Wednesdays 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 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 Rolander, Susan Thompson 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.
EDUC568-01 Teaching Literacy in the Upper Elementary Grades 3 Henley, Elizabeth Tuesdays 04:45-06:45PM
This course addresses the ways in which language, cognition, and the social-emotional development of children shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, it prepares teachers to meet the needs of children from diverse cultural and linguistic backgrounds, across a range of learners. During the course, students will work with individual children, plan for small and large groups, and create classroom environments that support a balanced approach to literacy. Particular emphasis will be paid to the ways in which linking assessment and instruction enables teachers to meet the developing needs of individuals and groups, incorporating guidelines from the NYS Standards. Students will learn to create units of study in reading and writing that include all aspects of speaking, listening, reading, and writing. Through the experiences in this course, participants will gain a deeper understanding of the interrelationship between reading and writing processes and the roles of the teacher, the family, and the child in those processes.
EDUC576-01 Writing in the Elementary Grades 2 Kruger, Mary Mondays 04:45-06:45PM
In this course, participants examine the theories and practices of teaching writing, both as writers and as teachers. The goal of this dual focus is to develop meta-cognitive awareness of one’s own writing process to inform one’s teaching practice. Participants do this through discussing course texts, children’s literature, videos and children’s writing. The course explores: teaching children to select topics, draft, revise, edit and publish their own writing; designing writing curriculum that is inclusive and culturally responsive; using children’s literature to teach writing through concrete observation and inquiry; using writing conferences and assessments to guide curricular decisions; teaching writing mechanics using a constructivist approach; exploring a range of teaching methods and literature to accommodate diverse learners.
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.
EDUC613-01 Understanding and Working with Families of Infants and Toddlers 2 Dorrian, Yasmin Katrina Mondays 04:45-06:45PM
This course helps students understand the psychological underpinnings of parenting across a range of families and contexts. Through class discussion, readings, videos, role play in class and guest speakers, students will develop an understanding of what is involved in working with significant adults in the lives of infants and toddlers. Graduate students will explore the connections among early relationships, brain development, health and later mental health.  A multilevel framework utilizes the concepts of containment and holding as a way to understand what parents must provide for their children and what adults must also provide for themselves in order to work effectively with families. Stages of parenting are looked at within the wider lens that incorporates variety among parents, as well as within the same parent at different times. Through practice with their own case material and readings on basic counseling techniques graduate students continue to develop a self- reflective ability that helps them think critically about their responses to families and learn when and how to provide guidance, towards the promotion of mental wellness and prevention of disruptions in development. The course will explore the roles of the teacher and the social worker.
EDUC616-01 Introduction to Research and Evaluation Practice in Museum Education 2 Charles, Jessica Wednesdays 07:00-09:00PM
This course focuses on the uses of research and evaluation to inform educational practice in museums and classrooms. The course prepares educators to understand and use research and evaluation to strengthen interpretive programming and the visitor experience in museums and museum-based teaching in classrooms. Students are introduced to appropriate research and evaluation tools through readings, discussions, workshops, and critical inquiry into the research and evaluation process. Working in small groups, students conduct small research or evaluation studies in museum or school environments. For matriculated Museum Education students or by permission of director.
EDUC 616 is for matriculated Museum Education students, or by permission of the program director.
EDUC651-01 Special Study: Strategies for Language and Concept Development 1 STAFF Saturday 8:00AM - 4:00PM 10/26/2019
This series promotes an in-depth discussion about language principles and methodology, with a focus on issues of language development and assessment.

This course has an asynchronous online component that will run from 10/27/19-11/30/19.

Note: Students can earn elective credit as part of the Language Series. See details of the conference at: www.bankstreet.edu/ls
EDUC802-01 The World of Toddlers and Twos: The Second and Third Years of Life 3 Brickley, Marjorie E. Tuesdays 04:45-06:45PM
This course offers a developmental-interactional view of toddlers and two-year-olds and their families. Participants will look at the ways children in this age period become more autonomous selves while simultaneously developing capacities for more elaborated and diverse relationships with others and their environments. The course will examine the interplay of the toddler’s physical maturation, interpersonal experiences, physical environments and cultures in development. Participants will also focus on the everyday implications of the growing toddler’s need for self-assertion and autonomy and the issues that adults face in parenting or working with this age group. Graduate students will study the science of brain development and its impact on all domains.  Although this is not a “how-to” course, graduate students will learn how to apply their knowledge of development in the second and third year to their practices with toddlers and two-year-olds. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Prerequisite: EDUC 500.
Prerequisite for EDUC 802: EDUC 500 or EDUC 800
EDUC803-01 Developmental Variations 2 Dixon, Jacob A. Tuesdays 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
EDUC803-02 Developmental Variations 2 O'Shea, Sean Thursdays 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
EDUC807-01 Teaching Children with Developmental Variations in Language and Communication 2 Rosenberg, Mimi Tuesdays 07:00-09:00PM
Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disorders in monolingual and bilingual children. There is an exploration of the reciprocal relationship between children’s diverse communication abilities and styles and academic, social and emotional development. The importance of teacher collaboration with other service providers is highlighted. Graduate students will reflect on their own communication styles as a means of more effectively meeting the communication needs of their students. The concept of social construction of disability will help to frame issues of equity that can guide teachers in their roles as advocates for all children. Prerequisite: EDUC 505 or EDUC 561.
Prerequisite(s) for EDUC807: EDUC 505; or EDUC 561 and EDUC 870
EDUC808-01 The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording 3 Wiggins, Cathleen 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
EDUC823-01 Play Techniques for Early Childhood Settings 1 Vilas, Deborah B. Tuesdays 04:45-06:50PM 09/10/2019, 09/17/2019, 09/24/2019, 10/15/2019, 10/22/2019, 10/29/2019
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations.  Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
Prerequisite for EDUC 823: EDUC 803.
EDUC860-01 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations 3 Rabinowitz, Laurie Miriam Tuesdays 04:45-06:45PM
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 Closed
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.
EDUC867-01 The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6) 1 Kruger, Mary Thursdays 04:45-06:50PM 09/12/2019, 09/26/2019, 10/10/2019, 10/24/2019, 11/07/2019, 11/14/2019
This course will enable teachers to extend their theoretical and practical understanding of the ways to support children’s reading comprehension in kindergarten through grade 6. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of fluent readers. Students will develop competencies in current literacy practices such as Interactive Read Aloud, Think Aloud, Guided Reading, and Questioning the Author. In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to be independent readers. Teachers will be able to use the strategies demonstrated in this course with all learners, including English Language Learners and children with special needs. Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor.
Prerequisite for EDUC867: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor
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
EDUC894-01 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts 2 Tom-Yunger, Allison Mei Mondays 07:00-09:00PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family.  Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context.  Special emphasis is placed on recognizing the strengths of the child and family.  Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803.
Prerequisites for EDUC 894: EDUC 500 or EDUC 800; EDUC 803.
EDUC894-02 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts 2 Park, Soyoung Mondays 07:00-09:00PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family.  Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context.  Special emphasis is placed on recognizing the strengths of the child and family.  Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803.
Prerequisites for EDUC 894: EDUC 500 or EDUC 800; EDUC 803.
TESL530-01 Theoretical Foundations: Social, Cultural, and Linguistic Diversity in School 3 Purvis, Megan Mondays 07:00-09:00PM
This course explores how major federal and state laws, language policies, and theories of language development (first and second language acquisition, bilingualism, and translingualism) shape English as a new language (ENL) and bilingual program designs. Candidates will analyze how these programs serve diverse students in PreK-12 urban schools, with a special focus on the education of students who are immigrants, including students with limited or interrupted formal education (SLIFE). Candidates will explore immigration to the United States from a sociocultural perspective, investigate the factors that shape immigrant students’ experiences in schools, and how these impact their identity development. Graduate students will reflect on their own beliefs and perceptions about immigrants and emergent bilingual students while identifying the experiences that have contributed to these beliefs and perceptions. They will survey the demographic landscape of a school and evaluate how the school language allocation policy, curricula, and ENL & bilingual programs respond to the legal rights and the linguistic, socio-emotional and academic needs of emergent bilingual students. Based on their comprehensive analysis and principles of social justice, candidates will develop an advocacy plan to address identified needs of emergent bilingual students and their families.

Fieldwork/Student Teaching/Advisement Courses

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC930-01 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. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.
This course is taken over two consecutive semesters.
EDUC931-01 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. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is the second half of EDUC930.
This course is for one semester only.
EDUC932-01 Supervised Fieldwork/Advisement 3 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC934.
This course is taken over two consecutive semesters.
EDUC943-01 Teaching Literacy Supervised Fieldwork/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. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC944. Pre- or co-requisite: EDUC 860.

Leadership For Educational Change

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-P1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
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.
Note: For Progressive Leadership Program and Leadership for Educational Change students only. Permission of Program Director is needed for all other students.
LEAD510-01 Leading Critical Issues in Curriculum and Instruction 3 Hicks, Allison Kathleen Thursdays 05:00-07:00PM
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.
LEAD660-01 Research for Educational Change 3 Blum-DeStefano, Jessica Thursdays 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.
LEAD770-01 Leadership Professional Seminar 3 Algava, Allegra Alisa Thursdays 07:15-09:15PM
This seminar is designed to develop competencies in re-search and communication. Participants will be guided in the preparation of a major paper for class presentation and critique. The paper will focus on a policy issue in education and the role of the school or district administrator in relation to that issue. The seminar combines formal class sessions and individual conferences.
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

Courses within this program are for Child Life students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-D4 Child Development 3 Pinkney-Ragsdale, Troy Thursdays 07:00-09:00PM 09/05/2019, 12/12/2019
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 fully online. Synchronous sessions to be held on 9/5 and 12/12, all other sessions are asynchronous. This section is for Child Life students only.
EDUC821-D1 Child Life in the Healthcare Setting: A Family-Centered Care Approach 3 Lowry, Genevieve M. Tuesdays 07:00-09:00PM 09/10/2019, 12/19/2019
This course provides an overview of the child life profession. It examines research and theory that inform family-centered clinical practice and programming for infants, children, adolescents, and emerging adults in healthcare and community settings. Participants will examine child life competencies, principles, and responsibilities, as developed by the Association of Child Life Professionals. Participants will consider access and equity issues as they relate to assessment, interventions, and practical strategies designed to support children and families facing acute and chronic illness and health conditions. Pre- or corequisite: EDUC 500.
Note: This course will be fully online. Synchronous sessions to be held on 9/10 and 12/19, all other sessions are asynchronous. This section is for Child Life students only.
Pre- or co-requisite for EDUC821: EDUC 500.
EDUC822-D1 Children with Special Healthcare Needs: In the Hospital, at Home, and in School 3 Woodward, Hilary Ann; Vilas, Deborah B. Tuesdays 07:00-09:00PM 09/10/2019, 12/19/2019
This course will explore the personal, educational, social, and familial dimensions of childhood health conditions, including a focus on the educational law and how it applies to children with special healthcare needs. Children with severe and chronic illness often spend more time in school and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional development through the use of vignettes. This course will address the ways in which workers in the healthcare, school, and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisites: EDUC 500 and EDUC 821.
Note: This course will be fully online. Synchronous sessions to be held on 9/10 and 12/19, all other sessions are asynchronous. This section is for Child Life students only.
Prerequisite(s) for EDUC822: EDUC 500 and EDUC 821 or permission of instructor
EDUC826-D1 Medical Aspects of Illness: A Child Life Perspective 3 Hawks, Ria; Lowry, Genevieve M. Mondays 07:00-09:00PM 09/09/2019, 12/16/2019
This course provides students with an understanding of the development of a wide range of medical conditions which most frequently affect children and youth. Fundamental to understanding disability and illness is the necessity of having knowledge about the physical, neurological, and chemical roots of medical conditions which are alternately congenital, acquired, or genetic in their origin. Students will be introduced to research findings and standard practices of medical interventions and preparations for conditions highlighted in the course. Pre- or corequisite: EDUC 500.
Note: This course will be fully online. Synchronous sessions to be held on 9/9 and 12/16, all other sessions are asynchronous. This section is for Child Life students only.
Pre- or co-requisite for EDUC826: EDUC 500.
EDUC830-D1 Research for Child Life Specialists 3 Cantrell, Kathryn Wednesdays 07:00-09:00PM 09/04/2019, 12/18/2019
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 9/4 and 12/18, all other sessions are asynchronous. This section is for Child Life students only.
Prerequisite for EDUC 830: EDUC 500
EDUC950-D1 Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 Pinkney-Ragsdale, Troy 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.
Note: This will be fully online. All sessions are synchronous.
IMP2-D7 Collaborative Student Faculty Inquiry 0 Pinkney-Ragsdale, Troy Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/04/2019
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 D7: 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 Lowry, Genevieve M. Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/11/2019 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 D8: 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, 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.

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC502-T1 Human Development 3 Lowry, Genevieve M. Mondays 04:45-06:45PM
This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related to identity --self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability -- will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion.
This section is only for students in the Teaching English to Speakers of Other Languages (TESOL) program.

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 O'Shea, Sean Mondays 04:45-06:45PM 09/09/2019, 10/07/2019, 11/04/2019, 12/02/2019
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 01: Topics in Behavior for Classroom and School Communities

Behavior frequently appears high on the shortlist of teacher concerns regarding their practice. There are multiple reasons for the presence of challenging behavior in classrooms, and participants in this Inquiry will have the opportunity to consider progressive strategies to support behavioral development not only in students, but in teachers as well. 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 Kruger, Mary; Rolander, Susan Thompson Mondays 07:00-09:00PM 09/16/2019, 10/07/2019, 11/04/2019, 12/02/2019
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 02: Children's Literature in the Elementary Classroom

For this Integrative Master’s Project, 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.
IMP2-03 Collaborative Student Faculty Inquiry 0 Schmerler, Gil Mondays 07:00-09:00PM 09/23/2019, 10/21/2019, 11/18/2019, 12/16/2019
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 for IMP 2 section 03: Teacher Leadership

Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access).

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-04 Collaborative Student Faculty Inquiry 0 Easter, Allison Wednesdays 04:45-06:45PM 09/11/2019, 10/16/2019, 11/13/2019, 12/11/2019 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 04: 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.
IMP2-05 Collaborative Student Faculty Inquiry 0 Easter, Allison Wednesdays 04:45-06:45PM 09/18/2019, 10/23/2019, 11/20/2019, 12/18/2019 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 05: 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.
IMP2-06 Collaborative Student Faculty Inquiry 0 Blachly, Margaret Elisabeth; Peck, Eva Jane Wednesdays 07:00-09:00PM 09/25/2019, 10/16/2019, 11/13/2019, 12/11/2019
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 06: 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). Each student will have one to three personal sessions with the facilitators in addition to the scheduled group meeting times.

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 Schwartz, Catherine Thursdays 04:45-06:45PM 09/05/2019, 10/03/2019, 11/07/2019, 12/05/2019
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: Using Emotionally Responsive Practice Techniques in the Classroom.

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.
IMP2-11 Collaborative Student Faculty Inquiry 0 STAFF Wednesdays 04:45-06:45PM 09/25/2019, 10/23/2019, 11/20/2019, 12/04/2019
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 11: Exploring the Role and Dynamics of Race in Education

Bank Street-educated students understand that teaching is an opportunity to build a better society. This collaborative inquiry will give graduate students the opportunity to examine how teachers and students of color are impacted by and influence various educational structures, practices, philosophy, policy and settings. Participants will be guided in crafting a set of questions that will help them facilitate research around a problem of practice that affects teachers and/or students of color in education. The outcomes of this inquiry will allow participants to serve as an agent of change in their local and school communities. Nadine Mitchell is the mentor for this IMP.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-D7 Collaborative Student Faculty Inquiry 0 Pinkney-Ragsdale, Troy Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/04/2019
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 D7: 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 Lowry, Genevieve M. Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/11/2019 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 D8: 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, 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-D9 Collaborative Student Faculty Inquiry 0 Vilas, Deborah B. Wednesdays 07:00-09:00PM 09/11/2019, 10/16/2019, 11/13/2019, 12/04/2019 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 D9: Deeper Meaning Child-Centered Play Skills

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

Students will conduct and record two child-centered play sessions, analyze and critique them during 4 live synchronous sessions with peers, and create representations of their learning (art projects are encouraged) that they will present to the greater Bank Street Community in January. This group is limited to four people, in order to maximize peer learning.

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 STAFF 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 September, students will be assigned their particular mentor. Registration is not allowed after September 16, 2019, 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 September 16 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 September 16, 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

Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students. IMPORTANT NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section.

Section Title Credits Rooms Instructor Days/Times Dates Status
STMD100-01 State Mandated Training on School Violence Prevention 0 Hyman Kaplan, Lauren Tuesdays 05:00-07:00PM 9/24/2019
STMD100-03 State Mandated Training on School Violence Prevention 0 Tiburcio, Ana Lisa Thursdays 05:00-07:00PM 12/5/19
STMD100-D2 State Mandated Training on School Violence Prevention 0 Tiburcio, Ana Lisa Mondays 07:00-09:00PM 11/11/19
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.
STMD105-01 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Mondays 05:00-07:00PM 9/23/19
STMD105-03 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Tuesdays 07:00-09:00PM 12/3/19
STMD105-D2 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Fridays 05:00-07:00PM 11/22/19
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 Hyman Kaplan, Lauren Mondays 05:00-08:00PM 10/7/19

First session: 3-hour asynchronous online component must be completed by 11:55 pm on October 2, 2019

Second session meets in person on the day and time listed

NOTE: Workshops start promptly. You must complete the first session online by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.
STMD110-02 State Mandated Training: Dignity for All Students 0 Hyman Kaplan, Lauren Tuesdays 05:00-08:00PM 11/12/19

First session: 3-hour asynchronous online component must be completed by 11:55 pm on November 7, 2019

Second session meets in person on the day and time listed

NOTE: Workshops start promptly. You must complete the first session online by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.
STMD110-03 State Mandated Training: Dignity for All Students 0 Hyman Kaplan, Lauren Thursdays 05:00-08:00PM 12/12/19

First session: 3-hour asynchronous online component must be completed by 11:55 pm on December 9, 2019

Second session meets in person on the day and time listed

NOTE: Workshops start promptly. You must complete the first session online by 11:55 pm of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.

Early Childhood Urban Education Initiative: Bronx Cohort 2

These courses are for students in the Bronx Cohort 2 only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC510-B1 Curriculum in Early Childhood Education (Grades N – 3) 3 Ryan, Michele M. Mondays 05:00-07:00PM
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.
This course will be taught on Bank Street Campus and is only for students in the Early Childhood Urban Education Initiative: Bronx Cohort 2.
EDUC803-B1 Developmental Variations 2 McLeveighn-Helper, Kim Wednesdays 05:00-07:00PM
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.
This course will be conducted at Bronxworks 1130 Grand Concourse. This section is only open to students in the Early Childhood Urban Education Initiative: Bronx Cohort 2.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor

Early Childhood Urban Education Initiative: Manhattan/ Bronx Cohort 3

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-B1 Child Development 3 Silsby de Pla, Karyn Mondays 05:00-07:00PM
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.
This section is only open to students in the Early Childhood Urban Education Initiative: Manhattan/ Bronx Cohort 3.
EDUC930-01 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. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.
This course is taken over two consecutive semesters.

Progressive Leadership Program Cohort 40

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD603-P1 School Change: The Transformational Leader 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
LEAD615-P1 Processes of Supervision and Professional Development 3 Mann, Nancy Tuesdays 07:15-09:15PM
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.
LEAD912-P1 Leadership Supervised Fieldwork/Advisement 2 STAFF Wednesdays 05:00-08:00PM
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 Leadership Program Cohort 41

These courses are for students in the Progressive Leadership Program only

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-P1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
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.
Note: For Progressive Leadership Program and Leadership for Educational Change students only. Permission of Program Director is needed for all other students.
LEAD537-P1 Organizational Development: Implications for Educational Leadership 3 McFarlane, Peter L. Thursdays 05:00-07:00PM
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
LEAD912-P2 Leadership Supervised Fieldwork/Advisement 2 STAFF 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.

Early Childhood Leadership

These courses are for students in the Early Childhood Leadership cohort only, or by permission of the program director.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-02 Leading Critical Issues in Curriculum and Instruction 3 Pepper, Alison H. Tuesdays 04:45-06:45PM Cancelled
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.
LEAD624-01 Fiscal Management, Grant Development and Marketing for Leaders 3 Kolker, Danielle Tuesdays 07:15-09:15PM Cancelled
This course focuses on the financial management of early childhood programs in childcare settings and public schools as well as the grant development process and marketing strategies that are designed to enhance equitable access to quality early childhood experiences for young children and their families. The intersection of resources both within the community and from various funding streams will be examined to address issues of equity, advocacy and policy in early childhood settings. The first section of the course will address budget development, budget formulation and budget execution and evaluation of operating budgets. The second section of the course will focus on program design and proposal writing for grant development including categorical or competitive models. Participants will also learn about fundraising and marketing strategies designed to reach families with young children in underserved communities.
LEAD920-01 Early Childhood Leadership Supervised Fieldwork/Advisement 3 Pollock, Wendy Sharon Wednesdays 05:00-07:00PM Cancelled
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.
LEAD930-01 Early Childhood Leadership Supervised Fieldwork/ Advisement 3 Pollock, Wendy Sharon Wednesdays 05:00-07:00PM Cancelled

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
LEAD510-F1 Leading Critical Issues in Curriculum and Instruction 3 Ende, Fred Thursdays 04:00-06:30PM
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.
LEAD532-F1 Foundations of Educational Leadership: Ethics and Philosophy 1 Sanchez, Raymond Saturdays 08:30-12:30PM, Saturdays 08:30AM-12:00PM 09/28/2019, 10/12/2019, 10/19/2019, 11/16/2019
This course examines a range of educational philosophies as the foundation for understanding the attitudes, behaviors, and vision of leaders. The relationship between philosophical frameworks and effective leadership styles is analyzed for implications for schools as pluralistic, democratic environments.
LEAD861-F1 Leading a School District I 1 Patrick, Andrew Phillip Thursdays 06:30-08:30PM 09/26/2019, 10/10/2019, 10/24/2019, 11/14/2019, 12/05/2019
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
LEAD906-F1 Future School Leaders Academy Supervised Fieldwork/Advisement 1.5 STAFF Saturdays 01:00-04:00PM 09/28/2019, 10/19/2019, 11/16/2019
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
LEAD617-01 Museum Management II: Marketing and Audience Development 1 Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 12/13/2019, 12/14/2019
This course provides an overview of audience development through the lens of marketing. Students learn to recognize common misconceptions about marketing and to understand and apply strategic concepts in marketing for nonprofits. They receive an overview of the marketing planning process and an introduction to the essentials of a marketing plan. These insights are then applied to their own institutions. For Museum Leadership students only.
LEAD622-01 Museum Management V: Shaping a Vision 2 Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 11/08/2019, 11/09/2019
This course examines the challenges contemporary muse-ums face in striving to grow and maintain attendance, meet the expectations of funders, and serve the pressing needs of diverse communities. Students will analyze where their own institutions are situated within the current cultural landscape and acquire some tools and concepts for taking them in new directions. For Museum Leadership students only.
LEAD623-01 Organizational Theory 2 Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM 10/04/2019, 10/05/2019
Today’s organizations require more from their leaders and members than hard work and attention to the bottom line. A key challenge is to communicate well in the context of valued priorities, teams, culturally diverse settings, and multiple constituencies. This course helps students to see the “big picture” through readings in organizational theory and change. It also focuses on the skills needed to articulate, analyze, and work collaboratively to solve problems. For Museum Leadership students only.
LEAD950-01 Museum Leadership Supervised Fieldwork/Advisement 2 Johnson, Julie Inez See Advisor
Fieldwork in an appropriate setting with supervision and advisement.
LEAD953-01 Museum Leadership Seminar III: History and Philosophy of American Museums 1 Hogarth, Brian Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM, Sundays 09:00AM-12:00PM 09/06/2019, 09/07/2019, 09/08/2019
This seminar looks at the history of museums and other cul-tural organizations, including the ideas of early innovators such as John Cotton Dana, contemporary commentators such as Stephen Weil, and many others. For Museum Leadership students only.
The course will meet offsite on September 8.

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
LEAD861-01 Leading a School District I 1 Gottlieb, Alice; Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM 09/27/2019, 09/28/2019
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
LEAD862-01 Leading a School District II 1 Gottlieb, Alice; Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM 11/01/2019, 11/02/2019
This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement.
LEAD863-01 Leading a School District III 1 Gottlieb, Alice; Monahan, Brian Fridays 04:45-08:45PM, Saturdays 08:30AM-05:30PM 12/06/2019, 12/07/2019
This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
LEAD908-01 School District Leadership Supervised Fieldwork/Advisement 3 STAFF See Advisor
Fieldwork in an appropriate setting with supervision and advisement.

Leadership in Mathematics Education

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD940-01 Mathematics Leadership Supervised Fieldwork/Advisement 3 STAFF See Advisor
Fieldwork in an appropriate setting with supervision and advisement.

LEAP Program

These courses are for students in the LEAP program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-L1 Leading Critical Issues in Curriculum and Instruction 3 STAFF Tuesdays 05:00-07:00PM Closed
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.
LEAD530-L1 Education Policy, Advocacy, and Law 3 STAFF Thursdays 05:00-07:00PM Closed
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.
LEAD660-L1 Research for Educational Change 3 STAFF Tuesdays 07:15-09:15PM Closed
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.
LEAD918-L1 Leadership Supervised Fieldwork/Advisement 3 STAFF Wednesdays 05:00-07:00PM Closed

Yonkers Urban Leadership

These courses are for students in the Yonkers Urban Leadership program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-Y1 Leading Critical Issues in Curriculum and Instruction 3 STAFF Tuesdays 05:00-07:00PM
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.
LEAD530-Y1 Education Policy, Advocacy, and Law 3 STAFF Thursdays 05:00-07:00PM
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.
LEAD660-Y1 Research for Educational Change 3 STAFF Tuesdays 07:15-09:15PM
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.
LEAD918-Y1 Leadership Supervised Fieldwork/Advisement 3 STAFF Wednesdays 05:00-07:00PM

Rochester Urban Leadership

These courses are for students in the Rochester Urban Leadership program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-C1 Leading Critical Issues in Curriculum and Instruction 3 STAFF Tuesdays 05:00-07:00PM
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.
LEAD530-C1 Education Policy, Advocacy, and Law 3 STAFF Thursdays 05:00-07:00PM
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.
LEAD660-C1 Research for Educational Change 3 STAFF Tuesdays 07:15-09:15PM
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.
LEAD918-C1 Leadership Supervised Fieldwork/Advisement 3 STAFF Wednesdays 05:00-07:00PM

Matriculation Maintenance

A degree can only be conferred for currently enrolled students. Students anticipating degree completion pending submission of prior semester grades must be registered in the current term, in order for their degree to be awarded. If students are not registered for classes in the semester of their graduation, they must register for matriculation maintenance by the end of the semester add/drop period. Registration for matriculation maintenance, MMNT500, can be conducted on my.bankstreet during web registration. A $50 fee applies.

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.