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 Pinkney-Ragsdale, Troy Mondays 05:15-09:00PM, Wednesdays 05:15-09:00PM
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 Espana, Carla Mondays 05:15-08:45PM, Wednesdays 05:15-08:45PM 06/29/2020, 07/01/2020, 07/06/2020, 07/08/2020, 07/13/2020, 07/15/2020, 07/20/2020, 07/22/2020
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.
EDUC530-01 Foundations of Modern Education 3 Otoya Knapp, Karina Mondays 05:15-09:00PM, Wednesdays 05:15-09:00PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
EDUC535-01 Science for Teachers (Grades N – 6) 2 Wallace, Robert Mondays 05:15-06:45PM, Wednesdays 05:15-06:45PM 06/29/2020, 07/01/2020, 07/06/2020, 07/08/2020, 07/13/2020, 07/15/2020, 07/20/2020, 07/22/2020
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.

Note: This course will meet synchronously M/W 5:15 - 6:45 PM. The remaining instructional time for this course will be asynchronous.
EDUC540-01 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 O'Shea, Heather J. Tuesdays 07:15-08:45PM, Thursdays 07:15-08:45PM 06/30/2020, 07/02/2020, 07/07/2020, 07/09/2020, 07/14/2020, 07/16/2020, 07/21/2020, 07/23/2020 Closed
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.
EDUC564-01 Language, Literature, and Emergent Literacy in the Primary Grades 3 Barth, Janelle Michelle Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM
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.
EDUC590-01 Arts Workshop for Teachers (Grades N – 6) 2 Richa, Maria Mondays 09:45-11:45AM, Tuesdays 09:45-11:45AM, Wednesdays 09:45-11:45AM, Thursdays 09:45-11:45AM 6/29/2020 - 7/21/2020
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.
EDUC803-01 Developmental Variations 2 O'Shea, Sean Tuesdays 05:15-08:45PM, Thursdays 05:15-08:45PM 06/30/2020, 07/02/2020, 07/07/2020, 07/09/2020, 07/14/2020, 07/16/2020, 07/21/2020, 07/23/2020
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 Park, Soyoung Tuesdays 05:30-07:00PM, Thursdays 05:30-07:00PM 06/30/2020, 07/02/2020, 07/07/2020, 07/09/2020, 07/14/2020, 07/16/2020, 07/21/2020, 07/23/2020 Closed
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
EDUC862-01 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 Piering, Kristen Mondays 07:15-08:45PM, Wednesdays 07:15-08:45PM 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.

Note: This course will meet synchronously M/W 7:15 - 8:45 PM. The remaining instructional time for this course will be asynchronous.
EDUC874-01 Clinical Practicum/Advisement for Reading & Literacy 3 Einbender, Lynne Mondays 08:30AM-12:30PM, Tuesdays 08:30AM-12:30PM, Wednesdays 08:30AM-12:30PM, Thursdays 08:30AM-12:30PM
This course is designed for graduate students in the Reading & Literacy programs who are assistant or head teachers and, therefore, are in one classroom placement for the entire school year. To fulfill New York State requirements, the clinical practicum offers participants the opportunity to gain experience teaching a range of children, many of whom struggle to read and write, and who are of varied ages and backgrounds. Participants work as student teachers in a clinical setting with children. An advisor will visit the practicum site to observe and discuss the student’s clinical practice. Graduate students participate in a conference group that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.

Supervised fieldwork will take place Mondays-Thursdays. Additional class sessions will also be scheduled but currently TBD.
EDUC991-01 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences 1 STAFF Wednesdays 03:00-05:00PM
This course provides head and assistant teachers the opportunity to complete New York State requirements for grade-range experiences and certification after they have completed at least one semester of supervised fieldwork. To meet the required number of student contact hours, teacher candidates are placed in an urban, public educational setting in which they gain classroom experience with children from low socioeconomic levels, immigrant families, and English Language Learners, as well as children with disabilities. They also participate in a series of seminars and complete assignments designed to deepen understanding about these relevant issues. Prerequisite: completion of at least one semester of supervised fieldwork.

This course will meet synchronously Wednesdays 3:00 - 5:00 PM. The remaining instructional time for this course will be asynchronous.

Registration is not allowed after June 25, 2020.

Prerequisite for EDUC 991: Completion of at least one semester of supervised fieldwork.
EDUC992-01 Summer Supervised Fieldwork/Advisement for Early Childhood Special Education 3 STAFF Mondays 03:00-05:00PM, Wednesdays 03:00-05:00PM
This course is designed for students in the Early Childhood Special Education certification programs who are head teachers or assistant teachers. Its purpose is to give students a supervised teaching experience within the range of ages, settings, and student characteristics required by New York State that cannot be met through their full-time teaching positions. During July, students are placed in an appropriate site for four weeks, five days per week. Advisors visit them in their sites and meet with students individually. There are weekly conference groups with students and advisors that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.

Note: This course will meet synchronously M/W 3:00-5:00 PM. The remaining instructional time for this course will be asynchronous.

Registration is not allowed after June 25, 2020.
EDUC994-01 Extended Field Experiences 1 STAFF Wednesdays 03:00-05:00PM
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences

Note: This course will meet synchronously Wednesdays 3:00 - 5:00 PM. The remaining instructional time for this course will be asynchronous.

Registration is not allowed after June 25, 2020.

Child Life

Courses within this program are for Child Life students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC621-D1 Introduction to Child Life Documentation 3 Costa, Jennifer S. Mondays 05:15-09:00PM, Wednesdays 05:15-09:00PM 06/29/2020, 07/29/2020
This course is designed to prepare students for clinical assessment and various types of writing and documentation pertaining to child life services. The course will provide students with the opportunity to develop skills in identifying and gathering salient information about patients and their families, assessing patient and family emotional vulnerability and coping skills, chart writing (including electronic medical records), narrative progress and procedural note formats, student journals, case studies, grant proposals, and research studies. Students will learn to apply developmental stress and coping theories to their assessments and interventions, including family-centered care and cultural considerations in all observations, recordings, and writings. Course benefits and outcomes will provide students with an introductory preparation experience for clinical analysis, assessment, and documentation before entering a supervised internship placement. Prerequisite: EDUC 500.

Online class sessions 6/29 and 7/29 are synchronous. The remaining classes are asynchronous. For Child Life students only.

To get ready for the synchronous session:

•Sign up to http://Zoom.us (free account) and explore the tool and its tutorials: Getting started with Zoom.

• Test your computer audio and video as well as your internet connection. We encourage you to test your system by hosting a test session with a friend.

•You will receive an invitation to join the session via email. The email will have the link to click at the time of the session.

•If you have trouble connecting, contact the Help Desk at helpdesk@bankstreet.edu or 212-875-4642.

Prerequisite for EDUC 621: EDUC 500

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
TESL870-T1 The Teaching of English Grammars & Discourse in ENL Settings 3 Jennings, Tyler Crafts Tuesdays 05:15-09:00PM, Thursdays 05:15-09:00PM
Participants will critically examine historical and current approaches used to teach English grammar in the United States and in other English-speaking countries. Research on the effectiveness of teaching grammar will inform participants as they design learning experiences to support emergent bilinguals’ English proficiency levels (entering, emerging, transitional, expanding, and commanding). Participants will use language assessments and error analyses in order to gauge students’ grammatical needs when speaking and writing and will use this assessment to inform the development of grammar lessons. The course will support participants in using technology for assessment and instruction and will focus the teaching of grammar as a tool for helping students engage more meaningfully in spoken and written discourse across a range of grade levels and content areas.  Participants will study grammars as living, dynamic systems, and through lesson design, they will empower students to consciously use grammars as communication tools in response to particular audiences and situations. Participants will collaborate with classroom teachers and school leaders to integrate grammar lessons into existing literacy units used in schools. Prerequisite: TESL 561.

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-D1 State Mandated Training on School Violence Prevention 0 Tiburcio, Ana Lisa Thursdays 05:15-07:15PM 7/9/2020

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. lease 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.
STMD100-D2 State Mandated Training on School Violence Prevention 0 Hyman Kaplan, Lauren Tuesdays 05:15-07:15PM 7/28/2020

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 or 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-D1 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Tuesdays 05:15-07:15PM 7/14/2020

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-D1 State Mandated Training: Dignity for All Students 0 Hyman Kaplan, Lauren Wednesdays 05:15-08:15PM 7/13/2020

First session: 3-hour asynchronous online component must be completed by 11:55 PM on July 7, 2020. Second session meets online synchronously 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, synchronous session. You must be on time for the second session in order to receive credit. 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.

Workshops start promptly. Students who are late will NOT be marked as in attendance.
STMD110-D2 State Mandated Training: Dignity for All Students 0 Hyman Kaplan, Lauren Thursdays 05:15-08:15PM 7/30/2020

First session: 3-hour asynchronous online component must be completed by 11:55 PM on July 26, 2020. Second session meets online synchronously 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, synchronous session. You must be on time for the second session in order to receive credit. 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.

Workshops start promptly. Students who are late will NOT be marked as in attendance.

Early Childhood Urban Education Initiative: Bronx Cohort 3

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC540-B1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Withers, Amy Elizabeth Mondays 05:00-07:30PM, Wednesdays 05:00-07:30PM 06/29/2020, 07/01/2020, 07/06/2020, 07/08/2020, 07/13/2020, 07/15/2020, 07/20/2020, 07/22/2020, 07/27/2020, 07/29/2020 Closed
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC540-B2 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Withers, Amy Elizabeth Mondays 05:00-07:30PM, Wednesdays 05:00-07:30PM 06/29/2020, 07/01/2020, 07/06/2020, 07/08/2020, 07/13/2020, 07/15/2020, 07/20/2020, 07/22/2020, 07/27/2020, 07/29/2020
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.

Progressive Leadership: Cohort 41

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD913-P1 Practicum in Urban School Leadership 1 STAFF See Advisor for Dates and Times
Progressive Leadership interns continue to engage in focused leadership experiences in their own schools and/or other sites, with an emphasis on research-based strategies for turning around low-performing urban schools. Interns will refine their ongoing leadership work based on the ISLLC Standards and the New York City School Leadership Competencies and will participate in monthly conference group sessions with their advisors. At the end of this course, each candidate presents a comprehensive portfolio of his or her internship experiences. This portfolio meets the program’s Integrative Master’s Project requirement.

Future School Leaders Academy

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD534-F1 Foundations of Educational Leadership: Adult Development 1 Blum-DeStefano, Jessica Mondays 01:00-04:00PM, Tuesdays 01:00-04:00PM, Wednesdays 01:00-04:00PM, Thursdays 01:00-04:00PM 07/13/2020, 07/14/2020, 07/15/2020, 07/16/2020
This course surveys the nature of adult learners, examining patterns of development and the influences upon their own development. As students study materials and share their experiences, they acquire theoretical tools that will aid in their organizational interactions with adults and increase their understanding of their own development.
LEAD630-F1 Law for School Leaders 3 Sims, Beth Lynn Mondays 09:00AM-05:00PM, Tuesdays 09:00AM-05:00PM, Wednesdays 09:00AM-05:00PM, Thursdays 09:00AM-05:00PM 07/20/2020, 07/21/2020, 07/22/2020, 07/23/2020
The aim of this course is to familiarize both practicing and prospective administrators, supervisors, and school leadership personnel with the basic legal principles governing the structure and operation of school settings and the legal problems encountered in the day-to-day operation of schools. The broad general principles of school governance as determined by statute and case law are emphasized.
LEAD870-F1 Special Education Leadership: The District Perspective 1 Slobogin, Patti Mondays 09:00AM-12:00PM, Tuesdays 09:00AM-12:00PM, Wednesdays 09:00AM-12:00PM, Thursdays 09:00AM-12:00PM 07/13/2020, 07/14/2020, 07/15/2020, 07/16/2020
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.

Leadership in Mathematics Education

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-01 Leading Critical Issues in Curriculum and Instruction 3 Rothschild, Karen; Purdy, Najla Mondays 03:30-05:30PM, Tuesdays 03:30-05:30PM, Wednesdays 03:30-05:30PM, Thursdays 03:30-05:30PM
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.
This course is for 1st-summer Math Leadership students only.
LEAD534-01 Foundations of Educational Leadership: Adult Development 1 Withers, Amy Elizabeth Mondays 01:45-03:15PM, Wednesdays 01:45-03:15PM 07/01/2020, 07/06/2020, 07/08/2020, 07/13/2020, 07/15/2020, 07/20/2020, 07/22/2020, 07/27/2020, 07/29/2020
This course surveys the nature of adult learners, examining patterns of development and the influences upon their own development. As students study materials and share their experiences, they acquire theoretical tools that will aid in their organizational interactions with adults and increase their understanding of their own development.
This course is for 2nd-summer Math Leadership students only.
LEAD535-01 Foundations of Educational Leadership: Organizational Development 1 Wilson, Bernadette Mondays 01:45-03:15PM, Wednesdays 01:45-03:15PM 07/01/2020, 07/06/2020, 07/08/2020, 07/13/2020, 07/15/2020, 07/20/2020, 07/22/2020, 07/27/2020, 07/29/2020
This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews.
This course is for 3rd-summer Math Leadership students only.
LEAD615-01 Processes of Supervision and Professional Development 3 Neil, Bisola Mondays 03:30-05:30PM, Tuesdays 03:30-05:30PM, Wednesdays 03:30-05:30PM, Thursdays 03:30-05:30PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
This course is for 2nd-summer Math Leadership students only.
LEAD661-01 Research for Mathematics Leaders I 1 Spruill, Helen Mondays 01:45-03:15PM, Wednesdays 01:45-03:15PM 07/01/2020, 07/06/2020, 07/08/2020, 07/13/2020, 07/15/2020, 07/20/2020, 07/22/2020, 07/27/2020, 07/29/2020
This course is designed to increase graduate students’ understanding of qualitative research. The course supports graduate students in developing and implementing qualitative action research projects. In addition, it will enable graduate students to gain a deeper understanding of the importance of qualitative research and how it can be used to effect change. This course is for 1st-summer Math Leadership students only.
This course is for 1st-summer Math Leadership students only.
LEAD662-01 Research for Mathematics Leaders II 1 Spruill, Helen Tuesdays 01:45-03:15PM, Thursdays 01:45-03:15PM 06/30/2020, 07/02/2020, 07/07/2020, 07/09/2020, 07/14/2020, 07/16/2020, 07/21/2020, 07/23/2020, 07/28/2020
In this course, graduate students will build upon LEAD 661, furthering their understanding of qualitative research while developing a plan to share their research projects with a broader audience. Prerequisite: LEAD 661. This course is for 2nd-summer Math Leadership students only.
This course is for 2nd-summer Math Leadership students only.
LEAD827-01 Understanding Quantitative Data: Implications for Educational Leaders 3 Flegar, Elizabeth Mondays 03:30-05:30PM, Tuesdays 03:30-05:30PM, Wednesdays 03:30-05:30PM, Thursdays 03:30-05:30PM
The goal of this course is to educate the school leader in the understanding the use of quantitative data for improving instruction in schools. The course will deal with the mathematics of statistics and data collection so that school leaders are better equipped to understand the information provided to them, ask better questions, make better choices about what data they should collect, and what the data tells about the skills and understandings of the student. In addition we will look into bias in data collection and interpretation, who the players are in the data collection and interpretation, and how to communicate the data so that the school community will understand its implications. The course will use a case study approach. The mathematical ideas will be developed through the use of concrete materials, databases, and tools such as Excel, Google Forms, and a calculator.
This course is for 3rd-summer Math Leadership students only.
LEAD843-01 Mathematics Leadership Summer Advisement 0 STAFF Tuesdays 06:00-08:15PM Closed
This course is an extension of LEAD 940. During the summer residency, the cohort meets for weekly advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
MACP500-01 Integrative Master’s Project: Culminating Project 0 STAFF See Advisor See Advisor
This course is for 3rd-summer Math Leadership students only.
This course is for 3rd-summer Math Leadership students only.
MATH525-01 Math for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners 3 Withers, Amy Elizabeth Mondays 08:30-10:30AM, Tuesdays 08:30-10:30AM, Wednesdays 08:30-10:30AM, Thursdays 08:30-10:30AM
This course will provide teachers and leaders with a deeper understanding of the mathematics they need to know to help others refine and deepen math instruction in schools. They will learn how people learn math, and how to meet the mathematical needs of a wide range of learners—both adults and children. This course is grounded in a constructivist approach to learning and teaching. As such, we seek to form a community of learners in which each participant is constructing his or her own understanding of mathematics, and what it means to be teachers and leaders of mathematics. This course is for 1st-summer Math Leadership students only.
This course is for 1st-summer Math Leadership students only.
MATH541-01 Integrated Mathematics I 3 Buck, Nancy Carol Mondays 10:45AM-12:45PM, Tuesdays 10:45AM-12:45PM, Wednesdays 10:45AM-12:45PM, Thursdays 10:45AM-12:45PM
Participants in this course (and MATH 542 and MATH 543) engage in integrating mathematics. This experience helps participants deepen their understanding of the relationship among the various mathematical disciplines and supports them in their work with children and teachers. Participants explore elementary number theory, algebra, groups, and transformational geometry using concrete materials and open-ended problems. Open to 1st-summer Math Leadership students only, or with permission of instructor and director.
This course is for 1st-summer Math Leadership students only.
MATH542-01 Integrated Mathematics II 3 Hummel, Robin Ellen Mondays 10:45AM-12:45PM, Tuesdays 10:45AM-12:45PM, Wednesdays 10:45AM-12:45PM, Thursdays 10:45AM-12:45PM
This course continues the integration of mathematics begun in MATH 541. Participants study Taxicab geometry and its relationship to Euclidean geometry. Participants explore probability, the relationship between probability and proportional reasoning, the art of equations, and the relationship between functions and their graphs. Prerequisite: MATH 541. Open to 2nd-summer Math Leadership students only, or with permission of instructor and director.
This course is for 2nd-summer Math Leadership students only.
MATH543-01 Integrated Mathematics III 3 Jenkins, Evan Wright Mondays 10:45AM-12:45PM, Tuesdays 10:45AM-12:45PM, Wednesdays 10:45AM-12:45PM, Thursdays 10:45AM-12:45PM
This course continues the work with graphing begun in MATH 542. Participants use the content from MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics and contrast these ways of approaching mathematics and the applications of each. Prerequisite: MATH 542. Open to 3rd-summer Math Leadership students only or with permission of instructor and director.
This course is for 1st-summer Math Leadership students only.
STMD110-D3 State Mandated Training: Dignity for All Students 0 Neil, Bisola Wednesdays 06:00-09:00PM 7/15/2020
First session: 3-hour asynchronous online component must be completed by 11:55 PM on July 12, 2020. Second session meets online synchronously 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, synchronous session. You must be on time for the second session in order to receive credit. 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. Workshops start promptly. Students who are late will NOT be marked as in attendance.

LEAP Program

These courses are for students in the LEAP program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD537-L1 Organizational Development: Implications for Educational Leadership 3
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.
These courses are for students in the LEAP program only.
LEAD873-L1 Special Education Leadership: Meeting the Needs of all Students 1
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
These courses are for students in the LEAP program only.
LEAD912-L1 Leadership Supervised Fieldwork/Advisement 2
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.
These courses are for students in the LEAP program only.

Yonkers Urban Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD537-Y1 Organizational Development: Implications for Educational Leadership 3
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.
LEAD873-Y1 Special Education Leadership: Meeting the Needs of all Students 1
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
LEAD912-Y1 Leadership Supervised Fieldwork/Advisement 2
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.

Rochester Urban Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD537-C1 Organizational Development: Implications for Educational Leadership 3
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.
LEAD873-C1 Special Education Leadership: Meeting the Needs of all Students 1
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
LEAD912-C1 Leadership Supervised Fieldwork/Advisement 2
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.

Matriculation Maintenance

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