Graduate Course Schedule - Bank Street Graduate School of Education

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January Courses

Please note: These courses meet prior to January 21. Please see individual course listings for specific dates.

Section	Title	Credits	Instructor	Days/Times	Dates
EDUC606-01	Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum	1	Bauer, Elise Marie	Mondays-Fridays, 04:45-07:15PM	01/06/2020, 01/07/2020, 01/08/2020, 01/09/2020, 01/10/2020
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
EDUC606-02	Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum	1	Silsby de Pla, Karyn	Mondays-Fridays, 04:45-07:15PM	01/13/2020, 01/14/2020, 01/15/2020, 01/16/2020, 01/17/2020
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
EDUC865-01	Children’s Literature for Grades 3 – 6	1	Kruger, Mary	Mondays, Tuesdays, Thursdays, 04:45-07:15PM	01/06/2020, 01/07/2020, 01/09/2020, 01/14/2020, 01/15/2020
EDUC866-01	A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades	1	Kerlin, Abigail Adams; McCrum, Ellen Mae	Mondays 04:45-09:00PM, Wednesdays 04:45-09:00PM, Thursdays 04:45-09:00PM	01/08/2020, 01/13/2020, 01/16/2020
Prerequisite for EDUC866: EDUC 510 or EDUC 514

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

Section	Title	Credits	Instructor	Days/Times	Dates	Status
EDUC500-01	Child Development	3	Hass, Rachel	Mondays 07:00-09:00PM
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.
EDUC505-01	Language Acquisition and Learning in a Linguistically Diverse Society	2	Jones, Pamela Michelle	Wednesdays 07:00-09:00PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
EDUC505-02	Language Acquisition and Learning in a Linguistically Diverse Society	2	Soto-Carrion, Amia	Thursdays 04:45-06:45PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
EDUC510-01	Curriculum in Early Childhood Education (Grades N – 3)	3	Kerlin, Abigail Adams	Tuesdays 04:45-06:45PM
This course engages participants in understanding curriculum as the development of experiences and environments across the school day that support all domains of children’s development including social, emotional, and cognitive. Participants study how children come to learn about themselves, others, and the world through rich interactions with people, environments, and materials. The course focuses on social studies as the core of the early childhood classroom, using children’s lived experiences within families, neighborhoods, and communities as the central content for exploration. Social studies is a vehicle for a deeper understanding of self and others towards the goal of creating more just and democratic communities. Participants apply their learning as they develop interdisciplinary curriculum grounded in their observations of children’s identities and curiosities as well as their development. Participants consider how to advocate for a progressive approach to curriculum across a range of contexts and with a diverse range of learners.
EDUC513-01	Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)	3	Wontropski, Jessica Grace	Thursdays, 7:00-9:00PM	02/09/2020
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.
Note: Participants in this course are required to attend a class field trip as part of the 9.5 out of class instructional hours on Sunday, February 9, 10:00AM– 12:00PM with an optional extension trip from 1:00-3:00PM.
EDUC514-01	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	Rodriguez, Valdelena Nobre	Thursdays 04:45-06:45PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
EDUC515-01	Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms	3	Solorza, Cristian R.	Thursdays 07:00-09:00PM
Prerequisites for EDUC 515: EDUC 513 or EDUC 514; or permission of the instructor.
EDUC525-01	Assistive Technology as a Tool for Providing Educational Access	1	Surabian, Mark	Mondays 04:45-06:50PM	01/27/2020, 02/03/2020, 02/10/2020, 02/24/2020, 03/02/2020, 03/09/2020
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	Cordero, Queila	Mondays 04:45-06:45PM
EDUC540-02	Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)	2	Spruill, Helen	Tuesdays 07:00-09:00PM
EDUC542-01	Assessment and Instruction in Teaching Mathematics to Children with Disabilities	2	McLeveighn-Helper, Kim	Mondays 07:00-09:00PM
This course has been designed to convey the process of clinical teaching. Through focus on an individual child, students will be concerned with the practical and theoretical aspects of learning style, language as a learning tool, perceptual abilities and disabilities, dyscalculia, and specific arithmetic disability. Students will learn to analyze children’s strengths and weaknesses and to describe and clearly communicate specific recommendations for the child’s parents and classroom teacher.
EDUC561-01	Linguistics: Implications for Teachers	1	Aponte, Gladys Y.	Mondays 07:00-09:00PM	01/27/2020, 02/03/2020, 02/10/2020, 02/24/2020, 03/02/2020, 03/09/2020
EDUC563-01	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	Foster, Xiania G.	Mondays 07:00-09:00PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC563-02	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	Kruger, Mary	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.
EDUC565-01	Children’s Literature in the Upper Elementary Grades	3	Einbender, Lynne	Tuesdays 04:45-06:45PM
EDUC590-01	Arts Workshop for Teachers (Grades N – 6)	2	Mott, Ann-Marie	Tuesdays 04:45-06:45PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
EDUC591-01	Music and Movement Workshop for Teachers (Grades PreK-6)	2	Jaffe, Nina	Mondays 07:00-09:00PM		Cancelled
This course explores the importance of children’s expression through music and movement. Everyone has the capacity to produce music and engage in creative movement. Participants at all levels of experience and skill will learn about and share songs, rhythms, and games from a range of cultural and linguistic traditions. In order to develop strategies for integrating music and movement across the curriculum, participants will engage with topics such as instrument-making from recyclable materials, drumming, sound improvisation, and movement as vehicles for expression and learning. As they engage with creating and reflecting on music and movement experiences, participants will explore the role music and movement play in children’s development in classroom environments.
EDUC604-01	Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings	2	Zuck, Madeleine	Wednesdays 07:00-09:00PM
EDUC612-01	Infancy Institute: Infants, Toddlers, Families: Supporting Their Growth	1	Brickley, Marjorie E.	Tuesdays 09:00AM-04:30PM, Wednesdays 09:00AM-04:30PM, Thursdays 09:00AM-04:30PM	03/24/2020, 03/25/2020, 03/26/2020
EDUC629-01	Supporting Autistic Students in Inclusive and Special Education Settings	1	Becker, Ellie	Wednesdays 07:00-09:05PM	02/05/2020, 02/12/2020, 02/19/2020, 02/26/2020, 03/04/2020, 03/11/2020
This course will explore autism from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed autistic people. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for autistic children. Participants will consider the importance of providing young autistic children with an educational program that is responsive to each child’s unique pattern of strengths and areas of growth, and will learn ways to partner in this work with a diverse range of families. Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
EDUC801-01	The World of the Infant: The First Year of Life	3	Gac Levin, Melina	Tuesdays 04:45-06:45PM
This course is about infants and families within the first year of life. The primary goal of the course is for graduate students to understand infant development across individual differences and contexts. There is a strong emphasis on using theory to facilitate an understanding of development and to articulate a point of view about these extraordinary first months. Participants will bring together research, theory and their own observations of infants to understand the cognitive, perceptual, sensorimotor/movement and social-emotional changes that occur when babies are in interaction with the world. Participants will study the science of brain development and its impact on all developmental domains. The course will attend to the specific contributions of familial and socio-political cultural and linguistic contexts as well as to the contributions of infants themselves. It will also explore the balance between the “expected” global shifts in development and each human being’s profound individual differences. This is not a “how to” course. Rather, the course provides knowledge of the developmental systems of infants who have a range of abilities. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Graduate students work on articulating their knowledge of development, on learning about new findings in the field, and on communicating with families. Prerequisite: EDUC 500.
Prerequisite for EDUC801: EDUC 500 or EDUC 800
EDUC803-01	Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon	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 disabilities 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	Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon	2	Kaelin, Kristen Anne	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 disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-01	Teaching Students with Emotional and Behavioral Disabilities	2	O'Shea, Sean	Thursdays 07:00-09:00PM
This course focuses on understanding, teaching, and meeting the needs of children in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disabilities and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC808-01	The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording	3	Charles, Jessica	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 07:00-09:05PM	01/21/2020, 01/28/2020, 02/04/2020, 02/18/2020, 02/25/2020, 03/03/2020
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 & Instruction in Teaching Literacy to Children with Language & Learning Disabilities	3	Rabinowitz, Laurie Miriam	Tuesdays 07:00-09:00PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based 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 Disabilities	3	STAFF	Wednesdays 07:00-09:00PM		Cancelled
EDUC863-01	Collaboration and Differentiation in the Instruction of Children with Disabilities	3	Marshall, Nesta Dawn	Thursdays 04:45-06:45PM		Closed
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning disabilities. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803.
Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
EDUC868-01	Approaches to Teaching Decoding to Diverse Learners	2	Rabinowitz, Laurie Miriam	Thursdays 04:45-06:45PM
Prerequisite for EDUC868: EDUC 860
EDUC869-01	Supporting Early Language and Literacy for Children with Disabilities (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 disabilities of the early years that affect language and literacy learning. Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with disabilities are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505
EDUC870-01	The Teaching of English as a New Language	3	Espana, Carla	Tuesdays 04:45-06:45PM
After a review of language acquisition theories, this course will address the teaching of reading, writing, and content areas through a new language. Students will examine how children learn to read and write in the home language and what the differences and similarities are when they read and write in a new language. The focus will be on the methodology of teaching a new language, appropriate language materials, effective class organization, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with language learners.
EDUC891-01	Practicum in Developmental Assessment of Infants and Toddlers	3	Brickley, Marjorie E.	Mondays 04:45-06:45PM		Closed
The Practicum in Developmental Assessment of Infants and Toddlers prepares graduate students to assess very young children across a wide developmental range, including those with developmental variations, and to support families through the assessment process. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, graduate students will use the assessment process to provide a close look at development across all developmental domains. Participants will learn to use assessments to create an IFSP for Early Intervention in collaboration with the family. Graduate students will learn how to administer and evaluate the validity and usefulness of several different assessment and screening tools such as the Bayley Scales of Infant Development III and other standardized, criterion-referenced and evidence-based tools. Participants will be trained in a collaborative approach with families, respecting the family’s perspective while focusing on the strengths of and challenges to each child’s development. Participants come to understand the young child within the sociocultural context of his/her family. Families from a diverse range of cultural and ethnic backgrounds participate in the course. The course requires graduate students to make a play-based developmental assessment, including observations of a child and dialogue with the child’s parents in the family’s home. Graduate students are required to meet with their family to discuss the overall assessment process. Prerequisites: EDUC 801 and EDUC 802.
Prerequisite for EDUC891: EDUC 801 and EDUC 802
EDUC893-01	Approaches to Early Childhood Assessment	2	Park, Soyoung	Mondays 04:45-06:45PM
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894.
Prerequisite for EDUC 893: EDUC 803 or EDUC 894
EDUC895-01	Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr	2	Tom-Yunger, Allison Mei	Mondays 07:00-09:00PM
This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family. Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
Prerequisite for EDUC895: EDUC 894
EDUC895-02	Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr	2	Park, Soyoung	Mondays 07:00-09:00PM
This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family. Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
Prerequisite for EDUC895: EDUC 894
LEAD561-01	Supervising and Supporting Literacy Instruction in Diverse Settings	1	McNamara, Margaret A.	Wednesdays 07:00-09:00PM	01/22/2020, 02/05/2020, 02/19/2020, 03/04/2020, 03/18/2020, 04/01/2020

Fieldwork/Student Teaching/Advisement Courses

Section	Title	Credits	Instructor	Days/Times
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.
EDUC930-B1	Supervised Fieldwork/Advisement	6	STAFF	Wednesdays 05:00-07:00PM
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.
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.
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 will meet every other week, beginning the first week of the semester.
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.
EDUC950-D1	Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings	6	Pinkney-Ragsdale, Troy	Wednesdays 07:00-09:00PM

Leadership For Educational Change

Section	Title	Credits	Instructor	Days/Times
LEAD530-01	Education Policy, Advocacy, and Law	3	Woo, Ron	Tuesdays 07:00-09:00PM
LEAD615-01	Processes of Supervision and Professional Development	3	Schmerler, Gil	Thursdays 07:00-09:00PM
LEAD900-01	Leadership for Educational Change Supervised Fieldwork/Advisement	6	STAFF	Wednesdays 07:00-09:00PM

Child Life

Courses within this program are for Child Life students only.

Section	Title	Credits	Instructor	Days/Times	Dates
EDUC503-D1	Development: Adolescence through Emerging Adulthood	3	Pinkney-Ragsdale, Troy	Thursdays 07:00-09:00PM	01/23/2020, 02/20/2020, 03/26/2020, 04/30/2020
Note: This course will be fully online. Synchronous sessions to be held on 1/23, 2/21, 3/27 and 4/30, all other sessions are asynchronous. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC825-D1	The Role of Child Life Beyond the Hospital: A Local, National, and Global View	3	Lowry, Genevieve M.	Mondays 07:00-09:00PM	01/27/2020, 05/04/2020
Note: This course will be fully online. Synchronous sessions to be held on 1/27/20 and 5/4/20, all other sessions are asynchronous.This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC828-D1	Loss in Children’s Lives: Implications for Schools, Hospitals, and Home	3	Granville, Sharon; Alpers, Joan	Tuesdays 07:00-09:00PM	01/21/2020, 02/18/2020, 04/28/2020
Note: This course will be fully online. Synchronous sessions to be held on 1/21/20, 2/18/20 and 4/28/20, all other sessions are asynchronous. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students. Prerequisite for EDUC828: EDUC 500
EDUC829-D1	Therapeutic Play Techniques for Child Life Specialists	3	Vilas, Deborah B.	Mondays 07:00-09:00PM	01/27/2020, 03/02/2020, 03/09/2020, 05/04/2020
Note: This course will be fully online. Synchronous sessions to be held on 1/27/20, 3/2/20, 3/9/20, and 5/4/20, all other sessions are asynchronous. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students. Prerequisite for EDUC 829: EDUC 500
EDUC950-D1	Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings	6	Pinkney-Ragsdale, Troy	Wednesdays 07:00-09:00PM
LEAD825-D1	Child Life Program Development and Administration	3	Andrews, Vanessa; Huxter, Lindsay	Tuesdays 07:00-09:00PM	01/21/2020, 04/28/2020
Note: This course will be fully online. Synchronous sessions to be held on 1/21/20 and 4/28/20, all other sessions are asynchronous. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.

Teaching English to Speakers of Other Languages (TESOL)

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
TESL561-T1	Linguistics in Education	3		Aponte, Gladys Y.	Mondays 07:00-09:00PM
TESL563-T1	The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12)	3		Espana, Carla	Mondays 04:45-06:45PM

Integrative Master's Project - Independent Study Option

Section	Title	Credits	Instructor	Days/Times
IS500-01	IMP: 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. This course is the first semester of an Independent Study.
Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering. Registration is not allowed after January 31, 2020. 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.

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	Instructor	Days/Times	Dates	Status
IMP1-01	IMP: Site-based Inquiry	0	Kruger, Mary	Thursdays 07:00-09:00PM	01/30/2020, 02/13/2020, 03/12/2020, 04/09/2020
Title for IMP 1 section 01: Site-Based Inquiry This IMP on an inquiry is for students who are currently employed and wish to focus their IMP an inquiry about their teaching practice related to their own work setting. Across four sessions with a small group, each researcher is supported in developing a research question, a study plan, and documenting and analyzing the data collected. Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-01	IMP: Collaborative Student Faculty Inquiry	0	Blachly, Margaret Elisabeth; Peck, Eva Jane	Thursdays 04:45-06:45PM	01/23/2020, 02/27/2020, 03/26/2020, 04/30/2020
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: Collaborative Student-Faculty Inquiry: Using Emotionally Responsive Practice Techniques in the Classroom This faculty-led Group Inquiry IMP introduces the core concepts and techniques of Emotionally Responsive Practice. The group meetings will familiarize students to practice identifying unresolved developmental issues, use of Story Gathering process, use of transitional objects in classrooms, and emotionally responsive literacy process in preschool and elementary school classrooms. Students will design ways to apply these concepts in their own settings, and receive guidance and feedback from the instructor(s). Final project will include creating a resource binder of readings, techniques and lesson plans, as well as detailed documentation of the ERP technique(s) applied in the setting, and a reflection on the children's response to the technique(s). Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-02	IMP: Collaborative Student Faculty Inquiry	0	Brickley, Marjorie E.; Hancock, Robin	Tuesdays 04:45-06:45PM	01/28/2020, 02/25/2020, 03/31/2020, 04/28/2020
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: Collaborative Student-Faculty Inquiry: Thinking about our racial literacy in relation to our work in early childhood settings. This collaborative student-faculty inquiry will focus on where each of us is in our racial literacy development. Through a series of reflective exercises, we will explore how this influences our work with young children and families (prenatal - 8 years of age). Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-04	IMP: Collaborative Student Faculty Inquiry	0	STAFF	Wednesdays 04:45-06:45PM	02/12/2020, 03/11/2020, 04/08/2020, 04/29/2020
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: Collaborative Student-Faculty Inquiry: 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.
IMP2-05	IMP: Collaborative Student Faculty Inquiry	0	Jaffe, Nina	Thursdays 07:00-09:00PM	02/06/2020, 02/27/2020, 03/19/2020, 04/09/2020	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.
Collaborative Student-Faculty Inquiry: Storytelling, folklore and children's games: Pathways to global awareness (preK-6th) Students will have the opportunity to learn guiding concepts in global competency (Tichnor-Wagner, et al) through the lens of folklore, storytelling and children's games in order to imagine, create and enact curricular units within the framework of inquiry-based, action research projects. Group sessions will include discussion of shared readings, traditional games and storytelling techniques as pathways to global awareness, racial literacy and community-building (supplemented by individual conferencing for drafting and refining the final thesis presentation). Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-B1	IMP: Collaborative Student Faculty Inquiry	0	STAFF	Mondays 05:00-07:00PM	01/27/2020, 02/10/2020, 02/24/2020, 04/06/2020, 04/20/2020
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 B1: Collaborative Student-Faculty Inquiry: Bronx Cohort 2 Portfolio The Portfolio takes the form of a series of reflective essays developed through an emergent process of collecting documents and objects called artifacts which are significant markers of pivotal experiences in your professional and personal development. Students work with a faculty mentor as well as a small peer group throughout the fall and spring semesters. Students present their Portfolios the evening before graduation in May. This portfolio is only for Bronx Cohort 2 students. It will be taught on Bank Street Campus. Registration is not allowed after the class has met.
IMP2-D3	IMP: Collaborative Student Faculty Inquiry	0	Lowry, Genevieve M.	Tuesdays 04:45-06:45PM	01/21/2020, 02/18/2020, 03/17/2020, 04/21/2020
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 D3: Collaborative Student-Faculty Inquiry: Examining Development Through a Social Justice Lens This student-faculty collaboration will examine the ways in which development impacts and is impacted by the larger social, cultural and political contexts in which children and families live. By developing a research question that explores the intersection of child development and issues of social justice, students will begin or add to a personal knowledge base of information about families, children, child development, and cultural and developmental variation in order to understand how a developmental perspective impacts thinking about practice. (Students will be expected to present at the IMP shares.) Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP3-01	IMP: 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 January, students will be assigned their particular mentor. Registration is not allowed after January 31, 2020, 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 January 31 will still be required to turn in their completed essay questions to their mentor by the last day of 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	Instructor	Days/Times	Dates	Status
STMD100-01	State Mandated Training on School Violence Prevention	0	Tiburcio, Ana Lisa	Mondays 05:00-07:00PM	1/27/2020
STMD100-02	State Mandated Training on School Violence Prevention	0	Kaplan, Lauren Rachel	Tuesdays 04:45-06:45PM	2/25/2020	Cancelled
STMD100-04	State Mandated Training on School Violence Prevention	0	Kaplan, Lauren Rachel	Tuesdays 04:45-06:45PM	4/07/2020
STMD100-D3	State Mandated Training on School Violence Prevention	0	Tiburcio, Ana Lisa	Wednesdays 07:00-09:00PM	4/29/2020	Closed
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop page in Canvas. 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. Workshops start promptly. Students who are late will NOT be marked as in attendance.
STMD105-01	State Mandated Training in Child Abuse Identification and Reporting	0	Low, Christine	Tuesdays 04:45-06:45PM	1/28/2020
STMD105-03	State Mandated Training in Child Abuse Identification and Reporting	0	Low, Christine	Tuesdays 04:45-06:45PM	3/10/2020
STMD105-05	State Mandated Training in Child Abuse Identification and Reporting	0	Vilas, Deborah B.	Thursdays 04:45-06:45PM	4/23/2020	Cancelled
STMD105-D2	State Mandated Training in Child Abuse Identification and Reporting	0	Vilas, Deborah B.	Mondays 04:45-06:45PM	2/24/2020
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop page in Canvas. 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. Workshops start promptly. Students who are late will NOT be marked as in attendance.
STMD105-D4	State Mandated Training in Child Abuse Identification and Reporting	0	Vilas, Deborah B.	Mondays 07:00-09:00PM	4/6/2020
Note: This workshop will be fully online and synchronous. After registering, students are encouraged to visit the workshop page in Canvas. 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. Workshops start promptly. Students who are late will NOT be marked as in attendance.
STMD110-01	State Mandated Training: Dignity for All Students	0	Woo, Ron	Mondays 05:30-08:30PM	2/10/20
First session: 3-hour asynchronous online component must be completed by 11:55 PM on February 5, 2020. Second session meets in person on the day and time listed. NOTE: Workshops start promptly. You must complete the first session online in Canvas 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	Weiss, Naomi E.	Thursdays 05:00-08:00PM	3/12/20
First session: 3-hour asynchronous online component must be completed by 11:55 PM on March 8, 2020. Second session meets in person on the day and time listed. NOTE: Workshops start promptly. You must complete the first session online in Canvas 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	Tiburcio, Ana Lisa	Wednesdays 05:00-08:00PM	3/31/20
First session: 3-hour asynchronous online component must be completed by 11:55 PM on March 25, 2020. Second session meets in person on the day and time listed. NOTE: Workshops start promptly. You must complete the first session online in Canvas 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.
STMD110-04	State Mandated Training: Dignity for All Students	0	Kaplan, Lauren Rachel	Mondays 05:00-08:00PM	4/27/20	Closed
First session: 3-hour asynchronous online component must be completed by 11:55 PM on April 21, 2020. Second session meets in person on the day and time listed. NOTE: Workshops start promptly. You must complete the first session online in Canvas 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	Instructor	Days/Times	Dates	Status
EDUC991-B1	Integrative Seminar in High Needs Educational Settings: Extended Field Experiences	1	STAFF	Mondays 05:00-07:00PM	03/02/2020, 03/09/2020, 03/16/2020, 03/23/2020, 03/30/2020	Closed
This section is only for Bronx Cohort 2 students. It will be taught on Bank Street Campus. Prerequisite for EDUC 991: Completion of at least one semester of supervised fieldwork.
IMP2-B1	IMP: Collaborative Student Faculty Inquiry	0	STAFF	Mondays 05:00-07:00PM	01/27/2020, 02/10/2020, 02/24/2020, 04/06/2020, 04/20/2020
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 B1: Collaborative Student-Faculty Inquiry: Bronx Cohort 2 Portfolio The Portfolio takes the form of a series of reflective essays developed through an emergent process of collecting documents and objects called artifacts which are significant markers of pivotal experiences in your professional and personal development. Students work with a faculty mentor as well as a small peer group throughout the fall and spring semesters. Students present their Portfolios the evening before graduation in May. This portfolio is only for Bronx Cohort 2 students. It will be taught on Bank Street Campus. Registration is not allowed after the class has met.

Early Childhood Urban Education Initiative: Manhattan/ Bronx Cohort 3

These courses are for students in the Manhattan/ Bronx Cohort 3 only.

Section	Title	Credits	Instructor	Days/Times
EDUC808-B1	The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording	3	Silsby de Pla, Karyn	Mondays 05:00-07:00PM
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.
This section is only for Urban Ed Cohort 3 students. Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC930-B1	Supervised Fieldwork/Advisement	6	STAFF	Wednesdays 05:00-07:00PM
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.

Progressive Leadership Program Cohort 41

These courses are for students in the Progressive Leadership Program only.

Section	Title	Credits	Instructor	Days/Times	Dates
LEAD510-P1	Leading Critical Issues in Curriculum and Instruction	3	Neil, Bisola	Thursdays 07:15-09:15PM
LEAD660-P1	Research for Educational Change	3	Blum-DeStefano, Jessica	Thursdays 05:00-07:00PM
LEAD873-P1	Special Education Leadership: Meeting the Needs of all Students	1	Green, Ebony	Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM	01/02/2020, 01/07/2020, 01/09/2020, 01/14/2020, 01/16/2020
This course will be fully online. Synchronous sessions to be held on 1/02/2020, 1/07/2020, 1/09/2020, 1/14/2020, and 1/16/2020.
LEAD912-P1	Leadership Supervised Fieldwork/Advisement	2	STAFF	Wednesdays 05:00-07:00PM

LEAP Program

These courses are for students in the LEAP program only.

Section	Title	Credits	Instructor	Days/Times
LEAD503-L1	Adult Development: Implications for Educational Leadership	3	Limperopulos, Nicole	Tuesdays 05:00-07:00PM
LEAD603-L1	School Change: The Transformational Leader	3	Limperopulos, Nicole	Thursdays 05:00-07:00PM
LEAD615-L1	Processes of Supervision and Professional Development	3	Limperopulos, Nicole	Thursdays 07:15-09:15PM
LEAD918-L1	Leadership Supervised Fieldwork/Advisement	3	Limperopulos, Nicole	Wednesdays 05:00-07:00PM

Yonkers Urban Leadership

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

Section	Title	Credits	Instructor	Days/Times
LEAD503-Y1	Adult Development: Implications for Educational Leadership	3	Limperopulos, Nicole	Tuesdays 05:00-07:00PM
LEAD603-Y1	School Change: The Transformational Leader	3	Limperopulos, Nicole	Thursdays 05:00-07:00PM
LEAD615-Y1	Processes of Supervision and Professional Development	3	Limperopulos, Nicole	Thursdays 07:15-09:15PM
LEAD918-Y1	Leadership Supervised Fieldwork/Advisement	3	Limperopulos, Nicole	Wednesdays 05:00-07:00PM

Rochester Urban Leadership

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

Section	Title	Credits	Instructor	Days/Times
LEAD503-C1	Adult Development: Implications for Educational Leadership	3	Limperopulos, Nicole	Tuesdays 05:00-07:00PM
LEAD603-C1	School Change: The Transformational Leader	3	Limperopulos, Nicole	Thursdays 05:00-07:00PM
LEAD615-C1	Processes of Supervision and Professional Development	3	Limperopulos, Nicole	Thursdays 07:15-09:15PM
LEAD918-C1	Leadership Supervised Fieldwork/Advisement	3	Limperopulos, Nicole	Wednesdays 05:00-07:00PM

Future School Leaders Academy

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

Section	Title	Credits	Instructor	Days/Times
LEAD604-F1	Development of Educational Policy	1	Sanchez, Raymond	Saturdays 08:30AM-12:00PM
LEAD615-F1	Processes of Supervision and Professional Development	3	Sipos, Carrieann; Wynne, Scott John	Thursdays 04:00-06:00PM
LEAD862-F1	Leading a School District II	1	Patrick, Andrew Phillip	Thursdays 06:30-08:30PM
LEAD906-F1	Future School Leaders Academy Supervised Fieldwork/Advisement	1.5	STAFF	Saturdays 01:00-04:00PM

School District Leadership

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

Section	Title	Credits	Instructor	Days/Times	Dates
LEAD864-01	Leading a School District IV	1	Gottlieb, Alice; Monahan, Brian	Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM	01/31/2020, 02/01/2020
LEAD870-01	Special Education Leadership: The District Perspective	1	Gottlieb, Alice; Monahan, Brian	Fridays 04:45-08:45PM, Saturdays 08:30AM-05:00PM	02/28/2020, 02/29/2020
LEAD908-01	School District Leadership Supervised Fieldwork/Advisement	3	STAFF	See Advisor

Museum Leadership

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

Section	Title	Credits	Instructor	Days/Times	Dates
LEAD616-01	Museum Management I: Organizational Development	2	Johnson, Julie Inez; Hogarth, Brian	Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM	02/07/2020, 02/08/2020
LEAD618-01	Museum Management III: Professional Development	1	Hogarth, Brian; Johnson, Julie Inez	Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM	05/08/2020, 05/09/2020
LEAD619-01	Museum Management IV: Fundraising and Proposal Development	2	Semmel, Marsha; Johnson, Julie Inez; Hogarth, Brian	Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM	01/10/2020, 01/11/2020
LEAD663-01	Research in Museum Settings	2	Johnson, Julie Inez; Hogarth, Brian	Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM	03/06/2020, 03/07/2020
LEAD950-01	Museum Leadership Supervised Fieldwork/Advisement	2	STAFF	See Advisor	See advisor
LEAD954-01	Museum Leadership Seminar IV: Selected Topics in Community, Culture, and Policy	1	Hogarth, Brian	Fridays 04:30-09:00PM, Saturdays 09:00AM-05:00PM	04/03/2020, 04/04/2020
MLPF500-01	Museum Leadership Portfolio	0	STAFF	See Advisor	See Advisor
MLPF 500 is for 2nd-year Museum Leadership students only.

Leadership in Mathematics Education

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
LEAD940-01	Mathematics Leadership Supervised Fieldwork/Advisement	3		STAFF	See Advisor