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

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC530-R1 Foundations of Modern Education 3 Charles, Jessica Thursdays 05:30-07:00PM 5/28/2020, 6/25/2020, 7/30/2020
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Note: Synchronous sessions on 5/28, 6/25, and 7/30.
EDUC540-R1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Spruill, Helen Mondays 06:30-08:00PM 05/18/2020, 06/01/2020, 06/22/2020, 07/13/2020, 07/27/2020
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.

Note: Synchronous sessions on 5/18, 6/1, 6/22, 7/13, and 7/27.
EDUC564-R1 Language, Literature, and Emergent Literacy in the Primary Grades 3 Rolander, Susan Thompson Thursdays 06:30-08:00PM 05/21/2020, 06/04/2020, 07/09/2020, 07/30/2020
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.

Note: Synchronous sessions on 5/21, 6/4, 7/9, and 7/30.
EDUC803-R1 Developmental Variations 2 Rabinowitz, Laurie Miriam Mondays 06:00-08:00PM 06/01/2020, 06/22/2020, 07/20/2020, 07/27/2020
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.

Note: Synchronous sessions on 6/1, 6/22, and 7/27.

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor

Early Childhood Special and General Education Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC530-R1 Foundations of Modern Education 3 Charles, Jessica Thursdays 05:30-07:00PM 5/28/2020, 6/25/2020, 7/30/2020
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Note: Synchronous sessions on 5/28, 6/25, and 7/30.
EDUC540-R1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Spruill, Helen Mondays 06:30-08:00PM 05/18/2020, 06/01/2020, 06/22/2020, 07/13/2020, 07/27/2020
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.

Note: Synchronous sessions on 5/18, 6/1, 6/22, 7/13, and 7/27.
EDUC564-R1 Language, Literature, and Emergent Literacy in the Primary Grades 3 Rolander, Susan Thompson Thursdays 06:30-08:00PM 05/21/2020, 06/04/2020, 07/09/2020, 07/30/2020
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.

Note: Synchronous sessions on 5/21, 6/4, 7/9, and 7/30.
EDUC803-R1 Developmental Variations 2 Rabinowitz, Laurie Miriam Mondays 06:00-08:00PM 06/01/2020, 06/22/2020, 07/20/2020, 07/27/2020
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.

Note: Synchronous sessions on 6/1, 6/22, and 7/27.

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor

Childhood Special and General Education Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC530-R1 Foundations of Modern Education 3 Charles, Jessica Thursdays 05:30-07:00PM 5/28/2020, 6/25/2020, 7/30/2020
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Note: Synchronous sessions on 5/28, 6/25, and 7/30.
EDUC540-R1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Spruill, Helen Mondays 06:30-08:00PM 05/18/2020, 06/01/2020, 06/22/2020, 07/13/2020, 07/27/2020
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.

Note: Synchronous sessions on 5/18, 6/1, 6/22, 7/13, and 7/27.
EDUC564-R1 Language, Literature, and Emergent Literacy in the Primary Grades 3 Rolander, Susan Thompson Thursdays 06:30-08:00PM 05/21/2020, 06/04/2020, 07/09/2020, 07/30/2020
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.

Note: Synchronous sessions on 5/21, 6/4, 7/9, and 7/30.
EDUC803-R1 Developmental Variations 2 Rabinowitz, Laurie Miriam Mondays 06:00-08:00PM 06/01/2020, 06/22/2020, 07/20/2020, 07/27/2020
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.

Note: Synchronous sessions on 6/1, 6/22, and 7/27.

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor

Progressive Leadership Program Online: Cohort 42

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-R1 Leading Critical Issues in Curriculum and Instruction 3 Neil, Bisola Thursdays 06:30-08:30PM 05/21/2020, 06/18/2020, 07/23/2020, 07/30/2020
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
LEAD530-R2 Education Policy, Advocacy, and Law 3 Woo, Ron Mondays 06:30-08:30PM 05/18/2020, 06/08/2020, 06/29/2020, 07/27/2020
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
LEAD912-R1 Leadership Supervised Fieldwork/Advisement 2 Grayman Pond, Cynthia A. See Mentor See Mentor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Early Childhood Leadership Advanced Certificate Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
ELPF500-R1 EARLY CHILDHOOD LEADERSHIP PORTFOLIO 0 Pepper, Alison H. See Mentor See Mentor
LEAD530-R1 Education Policy, Advocacy, and Law 3 Gaynor, Scott Mondays 06:00-07:30PM 05/18/2020, 06/08/2020, 06/29/2020, 07/27/2020
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
LEAD537-R1 Organizational Development: Implications for Educational Leadership 3 White, Emily Tuesdays 06:00-07:30PM 05/19/2020, 05/26/2020, 06/02/2020, 06/09/2020, 06/23/2020, 07/07/2020, 07/21/2020
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.

School District Leadership Online Program

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-R1 Adult Development: Implications for Educational Leadership 3 Closed
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
LEAD861-R1 Leading a School District I 1 Gottlieb, Alice; Monahan, Brian Tuesdays 05:15-06:15PM 6/2/2020
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
LEAD861-R2 Leading a School District I 1 Gottlieb, Alice; Monahan, Brian Tuesdays 04:00-05:00PM 6/2/2020
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
LEAD862-R1 Leading a School District II 1 Gottlieb, Alice; Monahan, Brian Tuesdays 05:15-06:15PM 6/16/2020
This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement.
LEAD862-R2 Leading a School District II 1 Gottlieb, Alice; Monahan, Brian Tuesdays 04:00-05:00PM 6/16/2020 Closed
This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement.
LEAD863-R1 Leading a School District III 1 Gottlieb, Alice; Monahan, Brian Tuesdays 05:15-06:15PM 6/30/2020
This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
LEAD863-R2 Leading a School District III 1 Gottlieb, Alice; Monahan, Brian Tuesdays 04:00-05:00PM 6/30/2020 Closed
This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
LEAD864-R1 Leading a School District IV 1 Gottlieb, Alice; Monahan, Brian Tuesdays 05:15-06:15PM 7/14/2020
This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
LEAD864-R2 Leading a School District IV 1 Gottlieb, Alice; Monahan, Brian Tuesdays 04:00-05:00PM 7/14/2020 Closed
This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
LEAD870-R1 Special Education Leadership: The District Perspective 1 Gottlieb, Alice; Monahan, Brian Tuesdays 05:15-06:15PM 7/28/2020
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.
LEAD870-R2 Special Education Leadership: The District Perspective 1 Gottlieb, Alice; Monahan, Brian Tuesdays 04:00-05:00PM 7/28/2020 Closed
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
LEAD908-R1 School District Leadership Supervised Fieldwork/Advisement 3 Mann, Nancy See Advisor See Advisor
Fieldwork in an appropriate setting with supervision and advisement.

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 Wednesdays 05:15-07:15PM 6/17/2020

Note: This workshop will be fully online and synchronous. After registering, students are encouaged 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 difficulaties will not prevent you from successful completion of your training.

Workshops start promptly. Studens who are late will NOT be marked as in attendance.
STMD100-D2 State Mandated Training on School Violence Prevention 0 Tiburcio, Ana Lisa Thursdays 05:15-07:15PM 7/09/2020
STMD100-R3 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 for video conferencing. Please be sure to check your access a week before the course starts to ensure technical difficulties will not prevent you form 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 Vilas, Deborah B. Thursdays 05:15-07:15PM 6/18/2020

Note: This workshop will be fully online and synchronous. After registering, students are encouaged 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 difficulaties will not prevent you from successful completion of your training.

Workshops start promptly. Studens who are late will NOT be marked as in attendance.
STMD105-D2 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Tuesdays 05:15-07:15PM 7/14/2020
STMD110-D1 State Mandated Training: Dignity for All Students 0 Neil, Bisola Tuesdays 05:15-08:15PM 6/16/2020

Note: This workshop will be fully online and synchronous. After registering, students are encouaged 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 difficulaties will not prevent you from successful completion of your training.

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

Part 1 of the online component must be completed by 11:55 pm on 6/11/2020.
STMD110-D2 State Mandated Training: Dignity for All Students 0 Neil, Bisola Mondays 05:15-08:15PM 6/1/2020

Note: This workshop will be fully online and synchronous. After registering, students are encouaged 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 difficulaties will not prevent you from successful completion of your training.

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

Part 1 of the online component must be completed by 11:55 pm on 5/27/2020.
STMD110-R3 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 11:55pm 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 fora different section.

Workshops start promptly. Students who are late will NOT be marked as in attendance.
STMD110-R4 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 11:55pm 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 fora different section.

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

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-R1 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.