January Term

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC865-01 Children’s Literature for Grades 3 – 6 1 Kruger, Mary Tuesdays 04:45-07:15PM, Wednesdays 04:45-07:15PM, Thursdays 04:45-07:15PM 01/05/2021, 01/07/2021, 01/12/2021, 01/13/2021
This course serves as an introduction to some of the impor-tant ideas involved in selecting and using literature appropriate to children in grades 3–6. The function and meaning of “story” and/or “narrative” in oral tradition and written literature are organizing concepts in this course. Students will participate in discussion and workshop activities and use their own responses, criteria from the field of literary criticism, and principles of child development to discuss ways of deepening children’s connections with literature. Prerequisite: EDUC 564 or permission of instructor.
EDUC866-01 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 Cancelled
This course will focus on the role of language and experience in learning geography and how geography and map skills support social studies. Through active learning experiences, students will come to a deeper understanding of the underlying geographic concepts and vocabulary that are central to the course. Specific reference will be made to how the active and concrete teaching techniques used in the course, many of which were first developed by Lucy Sprague Mitchell, can foster learning among a wide range of learners. Dialogues that incorporate the vocabulary of geography will occur as students actively engage in terrain building and map making; specific reference will also be made to the value of such experiences in promoting both conceptual and vocabulary development among students who are English Language Learners. Prerequisite: EDUC 510 or EDUC 514.
Prerequisite for EDUC866: EDUC 510 or EDUC 514
LEAD873-P1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021
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.

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.
LEAD873-R1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021
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.

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.

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 Pollock, Wendy Sharon Tuesdays 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 Soto-Carrion, Amia 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 Jones, Pamela Michelle 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 Slater, Jared Tuesdays 04:45-06:45PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography, and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
EDUC514-01 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Kirton, Tara Thursdays 07:00-09:00PM Closed
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.

This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7-9pm throughout the semester. Your instructor will share the specific synchronous dates at your first session. The online and campus sections will be combined in this course.
EDUC525-01 Assistive Technology as a Tool for Providing Educational Access 1 Surabian, Mark Mondays 04:45-06:50PM 01/25/2021, 02/01/2021, 02/08/2021, 02/22/2021, 03/01/2021, 03/08/2021
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 Doan, Alexander 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 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.
EDUC542-01 Assessment and Instruction in Teaching Mathematics to Children with Learning Variations 2 McLeveighn-Helper, Kim Mondays 07:00-09:00PM
This course has been designed to convey the process of clini-cal teaching. Through focus on an individual child, students will be concerned with the practical and theoretical aspects of learning style, language as a learning tool, perceptual abilities and disabilities, dyscalculia, and specific arithmetic disability. Students will learn to analyze children’s strengths and weaknesses and to describe and clearly communicate specific recommendations for the child’s parents and classroom teacher.
EDUC563-01 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Scanlon, Kelley Kathleen 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 Rolander, Susan Thompson Thursdays 04:45-06:45PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8.  We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status.  The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning.  Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC564-01 Language, Literature, and Emergent Literacy in the Primary Grades 3 Kruger, Mary 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
This course explores the study of contemporary children’s literature through a range of perspectives informed by literary theory and literary criticism, which provide frameworks for selecting and teaching texts in classrooms.  Through the process of reading multiple books, participants consider the elements of character, plot, setting, point of view and tone in individual texts and across texts to promote the understanding of genre, text structure, theme and cultural perspectives.  Participants discuss ways to organize the study of literature and develop children’s capacities to articulate their personal responses to deepen their comprehension.
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.
EDUC590-02 Arts Workshop for Teachers (Grades N – 6) 2 Richa, Maria Thursdays 07:00-09:00PM
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.
EDUC604-01 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 Ferrin, Ellen Lorayne Wednesdays 07:00-09:00PM
In this course, participants will explore the teacher’s and the larger school’s roles in constructing caring, collaborative, and reciprocal relationships with children and families.  Participants will critically examine their own experiences, identities, and assumptions as they develop skills and dispositions to work with a broad range of families and communities. The course will support participants in developing their skills in communication, advocacy, and collaboration as they learn to partner with families to support children’s positive identity development along with their social, emotional, language, and learning abilities and needs.
EDUC612-01 Infancy Institute: Infants, Toddlers, Families: Supporting Their Growth 1 Brickley, Marjorie E. Fridays 09:00AM-04:00PM, Saturdays 09:00AM-04:00PM 03/19/2021, 03/20/2021
This three-day Institute held during the month of June consists of workshops, guest presentations, and site visits. Topics vary each summer.
EDUC629-01 Education of Children with Autism Spectrum Disorders 1 Leeper, Rachel; STAFF Wednesdays 07:00-09:05PM 01/20/2021, 01/27/2021, 02/03/2021, 02/10/2021, 02/17/2021, 02/24/2021
This course will explore autism spectrum disorder (ASD) from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child’s unique pattern of relative strengths and vulnerabilities, and will learn ways to partner in this work with a diverse range of families.  Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
EDUC801-01 The World of the Infant: The First Year of Life 3 Gac Levin, Melina Tuesdays 04:45-06:45PM
This course is about infants and families within the first year of life. The primary goal of the course is for graduate students to understand infant development across individual differences and contexts. There is a strong emphasis on using theory to facilitate an understanding of development and to articulate a point of view about these extraordinary first months. Participants will bring together research, theory and their own observations of infants to understand the cognitive, perceptual, sensorimotor/movement and social-emotional changes that occur when babies are in interaction with the world. Participants will study the science of brain development and its impact on all developmental domains. The course will attend to the specific contributions of familial and socio-political cultural and linguistic contexts as well as to the contributions of infants themselves. It will also explore the balance between the “expected” global shifts in development and each human being’s profound individual differences. This is not a “how to” course. Rather, the course provides knowledge of the developmental systems of infants who have a range of abilities. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Graduate students work on articulating their knowledge of development, on learning about new findings in the field, and on communicating with families. Prerequisite: EDUC 500.
Prerequisite for EDUC801: EDUC 500 or EDUC 800
EDUC803-01 Developmental Variations 2 Dixon, Jacob A. Tuesdays 07:00-09:00PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC803-02 Developmental Variations 2 Kaelin, Kristen Anne Thursdays 04:45-06:45PM Closed
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-01 Developmental Variations II: Emotional and Behavioral Development 2 O'Shea, Sean Thursdays 07:00-09:00PM
This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disorders and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on  understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisite: EDUC 803.
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC808-01 The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording 3 Charles, Jessica 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. Thursdays 07:00-09:05PM 01/21/2021, 01/28/2021, 02/04/2021, 02/11/2021, 02/18/2021, 02/25/2021
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations.  Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
Prerequisite for EDUC 823: EDUC 803.
EDUC860-01 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations 3 Higgins, Jessica Rose Tuesdays 07:00-09:00PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.

This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.

Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC860-R1 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations 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 variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.

This section is for students in the Online Childhood Programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session.

Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC863-01 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 Mitchell, Nadine Natasha 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 variations. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803.
Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
EDUC868-01 Approaches to Teaching Decoding to Diverse Learners 2 Rabinowitz, Laurie Miriam Thursdays 04:45-06:45PM
This course explores varied approaches to teaching decoding and word study to children who have learning variations with reading and spelling. Participants examine the theory and research that inform our current understandings of the reading process and explore how these understandings have changed over time. Participants study language processes and apply this linguistic knowledge when assessing children’s reading strengths and challenges. The course examines how the use of language systems varies for readers across different languages to better understand how language-based disabilities differ from the developmental patterns of learning a new language. Participants learn about varied assessment tools, methods, and intervention programs used in supporting children’s decoding. They apply this learning as they develop differentiated decoding instruction for a diverse population of learners, including those who are learning English and those who have developmental variations.  Prerequisite: EDUC 860.
Prerequisite for EDUC868: EDUC 860
EDUC869-01 Supporting Early Language and Literacy for Children with Developmental Variations (Birth-8) 2 Javier, Arelis Thursdays 04:45-06:45PM
This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts.  Participants are introduced to communication disorders and other learning variations of the early years that affect language and literacy learning.  Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with learning variations are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505
EDUC870-01 The Teaching of English as a New Language 3 Espana, Carla Tuesdays 04:45-06:45PM, Thursdays 04:45-06:45PM 01/26/2021, 02/02/2021, 02/11/2021, 02/16/2021, 02/23/2021, 03/02/2021, 03/09/2021, 03/18/2021, 03/23/2021, 03/30/2021, 04/06/2021, 04/13/2021, 04/22/2021
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
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 Closed
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894.

Prerequisite for EDUC 893: EDUC 803 or EDUC 894

The previous title for EDUC 893 was "Developmental Systems II: Approaches to Early Childhood Assessment"
EDUC895-01 Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 Colon, Carmen L. Mondays 07:00-09:00PM
This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family.  Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
Prerequisite for EDUC895: EDUC 894
EDUC895-02 Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 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 01/27/2021, 02/10/2021, 02/24/2021, 03/10/2021, 03/24/2021, 04/07/2021
This course prepares participants to work with student leaders, new teachers, and colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, coteaching, and preparatory and debriefing conversations, participants observe, record, and analyze the content and processes involved in coaching interactions. These experiences will allow participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.
TESL515-01 ENL Case Management: Creating Access through Programming and Curriculum 3 Solorza, Cristian R. Thursdays 04:45-06:45PM
This course is designed to help ENL teacher candidates refine their pedagogy while managing their student caseload within the mandated ENL service models (stand-alone and integrated ENL) using standards-based curricula and assessments to differentiate instruction. In collaboration with school professionals, participants will analyze informal and formal school-wide data (including New York State English as a Second Language Achievement Test data, content, and literacy assessments) to identify the language and literacy needs of their ENL students. Participants will evaluate the strengths and weaknesses of the programming of ENL services in their schools and advocate for integrated, collaborative approaches that support ENL students across their school day. Special attention will be given to understanding the specific needs of newcomers, recently arrived unaccompanied children/refugee children & youth, long-term ELLs (LTELLs), and students with limited or interrupted /inconsistent formal education (SLIFE). Participants will explore ways to effectively connect with students to leverage cultural and linguistic resources, and other funds of knowledge to create socio-emotional supports, empower students and families, and develop culturally responsive practices within their instructional programming. In addition, participants will develop strategies to self-advocate, collaborate, and negotiate their roles with other school professionals to better advocate for the needs of their students. Prerequisite: TESL 660.

Fieldwork/Student Teaching/Advisement Courses

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC930-01 Supervised Fieldwork/Advisement 6 STAFF Wednesdays 04:45-06:45PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.
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.
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.

Child Life

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC503-D1 Development: Adolescence through Emerging Adulthood 3 Pinkney-Ragsdale, Troy Thursdays 07:00-09:00PM 01/21/2021, 02/25/2021, 03/25/2021, 04/29/2021
This course continues from EDUC 500: Child Development, focusing on development from adolescence through emerging adulthood. The interactions between physical, social, emotional, and cognitive development will be an organizing focus in the course. Participants will critically analyze different developmental theories about their own experiences, and the experiences of adolescents and young adults and their families, in a range of settings. Through reading classic and current literature, participants will attend to some of the larger questions about development, such as the role and impact of brain development, as well as the tension between the search for developmental universals and the reality of individual differences. The course will pay close attention to adolescents’ emerging identities as mediated by factors including family, peer group, socioeconomic class, gender identity, power, religion, race, language, culture and health, as participants learn to support adolescents and young adults in health care and community environments to develop agency and a positive sense of self. Prerequisite: EDUC 500.

This course will be fully online. Synchronous sessions to be held on 1/21, 2/25, 3/25, 4/29 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 01/25/2021, 05/03/2021
This course will examine the role of child life in hospital settings and beyond at the local, national, and global levels. Participants will discuss the impact of challenging life events such as divorce, incarceration, school shootings, and natural disasters on the lives of children and families.  In small group discussions, both asynchronous and synchronous, participants will apply knowledge of child development and the application of child life skills in developing play opportunities, developmental explanations, coping strategies and expressive arts as tools for supporting the psychosocial needs of children and families. Participants will enroll in this course in the fall or spring semester directly before or after taking supervised fieldwork.

This course will be fully online. Synchronous sessions to be held on 1/25 and 5/3, 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 Vilas, Deborah B. Tuesdays 07:00-09:00PM 01/19/2021, 03/16/2021, 04/27/2021
A developmental perspective is utilized to examine the child’s perception and understanding of levels of loss outside the walls of a healthcare setting. Topics to be addressed include separation and divorce, adoption, foster care, hospital-ization and/or death of a parent, and domestic and media-induced violence. The essential roles of the child life specialist, healthcare provider, and family members will be discussed, underscoring the transdisciplinary collaboration which must exist between these caregivers. Prerequisite: EDUC 500.

This course will be fully online. Synchronous sessions to be held on 1/19, 3/16, and 4/27, 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 01/25/2021, 03/08/2021, 03/21/2021, 05/03/2021
Students will explore the meanings and purposes of play and how play develops as a child develops. Various theories of play therapy will be introduced and the roles of child life specialist and play therapist will be delineated. Students will learn how child life specialists can create the optimal environment to encourage learning, development, and healing through play in hospitals and other healthcare settings. The course also covers directive and nondirective therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and with groups. Prerequisite: EDUC 500.

This course will be fully online. Synchronous sessions to be held on 1/25, 3/1, 3/8, and 5/3, 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 STAFF Wednesdays 07:00-09:00PM
Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships.

This will be fully online. All sessions are synchronous.
LEAD825-D1 Child Life Program Development and Administration 3 Andrews, Vanessa; Huxter, Lindsay Tuesdays 07:00-09:00PM 01/19/2021, 04/27/2021
This course will introduce students to the skills needed to develop, direct, and manage child life programs in healthcare settings. Emphasis will be placed on developing a philosophy of leadership that fosters team collaboration and staff participation. Program planning will be addressed within the context of child development and child life principles. Topics covered will include staff development and supervision, continuous quality improvement, proposal writing, program development, and departmental management skills. Prerequisite: EDUC 500.

This course will be fully online. Synchronous sessions to be held on 1/19 and 4/27, 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
TESL563-T1 The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12) 3 Espana, Carla Mondays 04:45-06:45PM
This course addresses the ways in which language, cognition, and the socio-emotional development of students shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, the course prepares teachers to meet the needs of students from diverse cultural and linguistic backgrounds. Participants will explore how emergent bilingual students utilize their entire linguistic repertoire, as well as their cultural and family backgrounds when learning to speak, listen, read, and write in a new language. Participants will recognize how home languages and language varieties impact the selection of readings, writing assignments, feedback, error analysis, and the interpretation of literacy assessments. Participants will explore approaches for teaching phonics, multimodal composition, rhetorical genre studies (RGS), and translingual research to develop flexible and culturally responsive literacy practices. Particular attention will be paid to the ways in which ENL teachers can collaborate with classroom teachers to develop literacy goals for students with varied language proficiencies (entering, emerging, transitional, expanding, and commanding) and developing literacy skills. Participants will also explore how to create portable and fixed learning environments that support a balanced approach to literacy, as well as explore ways to use age-appropriate technology to support students’ multimodal literacy development. In addition to gaining a deeper understanding of the reading and writing processes, participants will better define their roles as literacy teachers and advocates of literacy practices that support emergent bilingual students. Prerequisite: TESL 530.
TESL661-T1 TESOL Research & Methodologies (Grades 7-12) 3 Moriarity, Nicole Thursdays 07:00-09:00PM
This course builds on the content covered in the Research and Methodologies (PreK-6) course by exploring the TESOL language learning methods and research that apply in middle and high school settings.  Special attention will be paid to the social, emotional, and academic needs of adolescents with interrupted formal education (SIFE) and long-term English language learners (LTELLs).  Participants will develop an understanding of how adolescent identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), middle and high school culture and curriculum, and local and state assessments all impact planning and instruction for adolescent ENLs.  Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students across the content areas. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual adolescents fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 660.

Integrative Master's Project - Independent Study Option

Section Title Credits Rooms Instructor Days/Times Dates Status
IS500-01 Independent Study 0 STAFF See Mentor See Mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.

IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project.

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

Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact your Student Services Advisor before registering.

Registration is not allowed after January 27, 2021.

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 Rooms Instructor Days/Times Dates Status
IMP2-01 Collaborative Student Faculty Inquiry 0 Neil, Bisola; Kruger, Mary Mondays 07:00-09:00PM 01/25/2021, 02/22/2021, 03/15/2021, 04/19/2021
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.

Radical Possibilities of Education: Explore Race-Based Issues in Education

Bank Street-educated students understand that teaching is not apolitical and classrooms “remain the most radical space of possibility” (hooks, 1994). This collaborative inquiry will give graduate students the opportunity to explore the historical origins of contemporary issues surrounding race in education (ie. abolitionist teaching, anti racist teaching, race-based affinity groups,...); this exploration will support students in building an area of inquiry regarding how and why these practices may or may not enter into pedagogical practices. Participants will utilize recent scholarship to identify core issues through the lens of race and will be supported in the development of a change project.

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-02 Collaborative Student Faculty Inquiry 0 Blachly, Margaret Elisabeth; Peck, Eva Jane Tuesdays 04:45-06:45PM 01/19/2021, 02/09/2021, 03/16/2021, 04/20/2021
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.

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.
IMP2-03 Collaborative Student Faculty Inquiry 0 Lowry, Genevieve M. Tuesdays 07:00-09:00PM 01/26/2021, 02/16/2021, 03/16/2021, 04/13/2021
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.

Examining Development Through a Social Justice Lens

During the pandemic many child life specialists and child life programs were asked to create and develop virtual experiences for children in hospital and community settings. These experiences ranged from live virtual play and preparation experiences to closed circuit television shows and productions to pre-recorded expressive art activities. This student faculty collaboration will examine the different ways to engage with children in virtual spaces that address the social emotional needs of children in the hospital or community setting. Students will engage in discussions with each other and with child life specialists who are new or experienced in developing virtual programming. Students will be asked to research and reflect about the benefits and challenges of virtual opportunities across age bands and the implications of language, ses, and culture regarding virtual platforms and experiences when making their own choices as they develop and design a virtual experience.

(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.

IMP2-05 Collaborative Student Faculty Inquiry 0 Kruger, Mary; Rolander, Susan Thompson Wednesdays 07:00-09:00PM 01/27/2021, 02/17/2021, 03/24/2021, 04/14/2021
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.

Crafting Curriculum Using Children’s Literature

Bank Street believes that teachers are curriculum creators. This IMP opportunity allows teachers to develop a curriculum utilizing children’s literature. Across four sessions, students are supported in their weaving of theory to practice. This option is open to ideas across content areas.
IMP2-06 Collaborative Student Faculty Inquiry 0 Vilas, Deborah B. Wednesdays 07:00-09:00PM 01/20/2021, 02/17/2021, 03/17/2021, 04/21/2021
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.

Parallel Process: Navigating personal trauma as we support children & families during the COVID-19 Pandemic

In unparalleled times, we are all finding our way through uncharted territory. We are required to cope with uncertainty, trauma, and loss, even as we are called upon to support children & families in hospitals and schools. This inquiry is an opportunity for students to explore and reflect upon their own personal journey during the pandemic while reflecting upon their work with children and families. Students will integrate theory and research on trauma, ACEs, resilience, compassion fatigue, loss, or any topic that can support their personal reflections, as they write a culminating paper. Group members will meet four times online and are encouraged to integrate multiple mediums to represent their findings and reflections.

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-07 Collaborative Student Faculty Inquiry 0 Brickley, Marjorie E. Thursdays 04:45-06:45PM 01/28/2021, 02/25/2021, 03/25/2021, 04/22/2021
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.

A developmental approach to music in the early childhood environment (infants - 5 year olds)

Music in early childhood programs is a meaningful teaching tool. We can go even deeper when we design an approach that follows a developmental arc. This IMP will help you create an approach individualized to your setting - child care, preschool, early intervention or SEIT work. And the best part...no musical talent needed.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-D4 Collaborative Student Faculty Inquiry 0 Pinkney-Ragsdale, Troy Tuesdays 07:00-09:00PM 01/26/2021, 02/02/2021, 03/23/2021, 04/20/2021
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.

Family-Centered Care and the Impact of Race in Pediatric Healthcare

Students will explore with a curious mind how children and families of color experience race in the healthcare environment and how it impacts their healthcare experience from the lens of child life. Using the documents and statements from the ACLP and the Patient and Family-Centered Care policy, through this IMP, students will explore current practices in hospitals and develop strategies to break down barriers and preconceived notions about serving the psychosocial needs of families from marginalized communities. Students will create an element of a plan to break down and remove barriers to care for all patients and families.

Contact the facilitator /instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

NOTE: This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
IMP2-T1 Collaborative Student Faculty Inquiry 0 STAFF Wednesdays 07:00-09:00PM 02/03/2021, 03/10/2021, 03/31/2021, 04/14/2021
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.

TESOL Integrative Masters Inquiry

This collaborative inquiry will give graduate students the opportunity to examine a topic of interest within the TESOL field. Participants will follow outlines of several independent study options to help them facilitate research around a problem of practice that affects emergent bilingual students.

This inquiry is for students enrolled in the TESOL program only.
IMP3-01 Mentored Directed Essay 0 STAFF See Mentor 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 27, 2021, 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 27 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 Rooms Instructor Days/Times Dates Status
STMD100-D1 State Mandated Training on School Violence Prevention 0 Tiburcio, Ana Lisa Wednesdays 05:15-07:15PM 02/24/2021 Closed
STMD100-D2 State Mandated Training on School Violence Prevention 0 Baer, Erin Mondays 05:15-07:15PM 03/15/2021 Closed
STMD100-D3 State Mandated Training on School Violence Prevention 0 Hyman Kaplan, Lauren Tuesdays 05:00-07:00PM 04/20/2021 Closed
STMD100-D4 State Mandated Training on School Violence Prevention 0 Tiburcio, Ana Lisa Wednesdays 05:15-07:15PM 05/12/2021
STMD105-D1 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Mondays 05:15-07:15PM 02/22/2021 Closed
STMD105-D2 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Mondays 05:15-07:15PM 03/08/2021
STMD105-D3 State Mandated Training in Child Abuse Identification and Reporting 0 Vilas, Deborah B. Wednesdays 05:15-07:15PM 04/14/2021 Closed
STMD105-D4 State Mandated Training in Child Abuse Identification and Reporting 0 Low, Christine Tuesdays 05:15-07:15PM 05/04/2021 Closed
STMD110-D1 State Mandated Training: Dignity for All Students 0 Woo, Ron Thursdays 05:00-08:00PM 02/25/2021

First session: 3-hour asynchronous online component must be completed by 11:55 pm on February 22, 2021.

Second session meets online, synchronously on the day and time listed.

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 a copy with you to the second, synchronous session. You must be on time for the second session in order to be marked as in attendance. 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-D2 State Mandated Training: Dignity for All Students 0 Hyman Kaplan, Lauren Tuesdays 05:00-08:00PM 03/09/2021

First session: 3-hour asynchronous online component must be completed by 11:55 pm on March 4, 2021.

Second session meets online, synchronously on the day and time listed.

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 a copy with you to the second, synchronous session. You must be on time for the second session in order to be marked as in attendance. 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-D3 State Mandated Training: Dignity for All Students 0 Tiburcio, Ana Lisa Mondays 05:00-08:00PM 04/19/2021 Closed

First session: 3-hour asynchronous online component must be completed by 11:55 pm on April 14, 2021.

Second session meets online, synchronously on the day and time listed.

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 a copy with you to the second, synchronous session. You must be on time for the second session in order to be marked as in attendance. 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-D4 State Mandated Training: Dignity for All Students 0 Neil, Bisola Wednesdays 05:00-08:00PM 05/12/2021

First session: 3-hour asynchronous online component must be completed by 11:55 pm on May 9, 2021.

Second session meets online, synchronously on the day and time listed.

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 a copy with you to the second, synchronous session. You must be on time for the second session in order to be marked as in attendance. 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.

Kerlin STEM Institute

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC850-01 Introduction to Teaching STEM in the Early Childhood Classroom 1 Wallace, Robert; Hutton, Judith L. Thursdays 04:00-06:30PM 01/21/2021, 01/28/2021, 02/04/2021, 02/11/2021, 02/25/2021
This Kerlin STEM Institute course is the first of three practicum courses in teaching STEM content and processes. This course will introduce Bank Street’s Science Way of Thinking and NYSCI’s Design Make Play models of teaching. These approaches encourage learners to construct meaning through active investigations. Participants will develop an understanding of STEM thinking and the multiple ways learners from diverse linguistic and cultural backgrounds, and with developmental variations, engage in STEM learning. Participants will use observations and instructional conversations with colleagues to study the ways they and their students come to experience and learn STEM concepts. Finally, participants will investigate their own curriculum, identifying examples where they are already developing students’ STEM thinking and opportunities to build on these experiences. Prerequisite: NSCI 500. For Kerlin STEM Institute fellows only.

For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368

Note: For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368
EDUC851-01 Developing STEM Investigations in the Early Childhood Classroom 1 Wallace, Robert; Hutton, Judith L. Thursdays 04:00-06:30PM 03/25/2021, 04/08/2021, 04/15/2021, 04/22/2021, 04/29/2021
In this second course in the Kerlin STEM Institute, participants will: develop ideas and materials for STEM investigations with students that involve construction and engineering; expand their skills for selecting open-ended materials that support STEM inquiry; engage in museum explorations that can be directly applied to their classroom curriculum; and refine skills in using classroom observations and students’ work samples to assess students’ learning. Finally, participants will design linked STEM investigations that support a broad range of learners and encourage students to construct meaning through active investigations in the classroom and on field trips. Prerequisite: EDUC 850. For Kerlin STEM Institute fellows only.

For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368

Note: For Kerlin STEM Institute Fellows only. This course will be taught at New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368.

Early Childhood Urban Education Initiative: Bronx Cohort

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC564-B2 Language, Literature, and Emergent Literacy in the Primary Grades 3 Barth, Janelle Michelle Wednesdays 05:00-07:00PM
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.

This course is only for students in the Early Childhood Urban Education Initiative.
EDUC803-B2 Developmental Variations 2 Becker, Ellie Mondays 05:00-07:00PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.

This course is only for students in the Early Childhood Urban Education Initiative.

Prerequisite for EDUC803: EDUC 500 or EDUC 501 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.

Early Childhood General Education Advanced Standing

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC564-A1 Language, Literature, and Emergent Literacy in the Primary Grades 3 STAFF TBD
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.

This course is only for students in the Early Childhood Advanced Standing Program.

Progressive Leadership Program Cohort 42

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD603-R1 School Change: The Transformational Leader 3 Limperopulos, Nicole Mondays 05:00-07:00PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
LEAD615-R1 Processes of Supervision and Professional Development 3 Futterman, Abbe Tuesdays 07:15-09:15PM 01/26/2021-05/03/2021
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.
LEAD873-R1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021
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.

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.
LEAD912-R1 Leadership Supervised Fieldwork/Advisement 2 Neil, Bisola Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Progressive Leadership Program Cohort 43

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-P1 Leading Critical Issues in Curriculum and Instruction 3 Neil, Bisola Tuesdays 05:00-07:00PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
LEAD660-P1 Research for Educational Change 3 Blum-DeStefano, Jessica Thursdays 05:00-07:00PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD873-P1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021
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.

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.
LEAD912-P1 Leadership Supervised Fieldwork/Advisement 2 STAFF Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Progressive Leadership Program Cohort 44

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510-R1 Leading Critical Issues in Curriculum and Instruction 3 Neil, Bisola Tuesdays 05:00-07:00PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing.   At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
LEAD660-R1 Research for Educational Change 3 Blum-DeStefano, Jessica Thursdays 05:00-07:00PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD873-R1 Special Education Leadership: Meeting the Needs of all Students 1 Green, Ebony Tuesdays 06:00-08:30PM, Thursdays 06:00-08:30PM 01/05/2021, 01/07/2021, 01/12/2021, 01/14/2021
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.

This course will be fully online. Synchronous meetings will be held on Thursday, January 7, 6:00 PM ET and Thursday, January 14, 6:00 PM ET; all other sessions are asynchronous. Please see the syllabus for further details.
LEAD912-R2 Leadership Supervised Fieldwork/Advisement 2 STAFF Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Progressive Leadership Program Cohort 45

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-R1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
LEAD537-R1 Organizational Development: Implications for Educational Leadership 3 Futterman, Abbe Thursdays 05:00-07:00PM
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
LEAD912-R3 Leadership Supervised Fieldwork/Advisement 2 STAFF Wednesdays 05:00-07:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

LEAP Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-L1 Adult Development: Implications for Educational Leadership 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.

These courses are for students in the LEAP program only.
LEAD603-L1 School Change: The Transformational Leader 3 Limperopulos, Nicole Thursdays 05:00-07:00PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.

These courses are for students in the LEAP program only.
LEAD615-L1 Processes of Supervision and Professional Development 3 Limperopulos, Nicole Thursdays 07:15-09:15PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.

These courses are for students in the LEAP program only.
LEAD873-L1 Special Education Leadership: Meeting the Needs of all Students 1 Limperopulos, Nicole Tuesdays 07:15-09:15PM
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 Limperopulos, Nicole Wednesdays 07:00-09:00PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

These courses are for students in the LEAP program only.
LEAD918-L1 Leadership Supervised Fieldwork/Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM

These courses are for students in the LEAP program only.

Yonkers Urban Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-Y1 Adult Development: Implications for Educational Leadership 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.

These courses are for students in the Yonkers Urban Leadership program only.
LEAD603-Y1 School Change: The Transformational Leader 3 Limperopulos, Nicole Thursdays 05:00-07:00PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.

These courses are for students in the Yonkers Urban Leadership program only.
LEAD615-Y1 Processes of Supervision and Professional Development 3 Limperopulos, Nicole Thursdays 07:15-09:15PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.

These courses are for students in the Yonkers Urban Leadership program only.
LEAD918-Y1 Leadership Supervised Fieldwork/Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM

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

Rochester Urban Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-C1 Adult Development: Implications for Educational Leadership 3 Limperopulos, Nicole Tuesdays 05:00-07:00PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.

These courses are for students in the Rochester Urban Leadership program only.
LEAD603-C1 School Change: The Transformational Leader 3 Limperopulos, Nicole Thursdays 05:00-07:00PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.

These courses are for students in the Rochester Urban Leadership program only.
LEAD615-C1 Processes of Supervision and Professional Development 3 Limperopulos, Nicole Thursdays 07:15-09:15PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.

These courses are for students in the Rochester Urban Leadership program only.
LEAD918-C1 Leadership Supervised Fieldwork/Advisement 3 Limperopulos, Nicole Wednesdays 05:00-07:00PM

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

Early Childhood Leadership Advanced Certificate Online Program: Cohort 4

Section Title Credits Rooms Instructor Days/Times Dates Status
ELPF500-R1 EARLY CHILDHOOD LEADERSHIP PORTFOLIO 0 Pepper, Alison H. See Mentor See Mentor
LEAD503-R1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
LEAD615-R2 Processes of Supervision and Professional Development 3 Pollock, Wendy Sharon Thursdays 05:00-07:00PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
LEAD920-R1 Early Childhood Leadership Supervised Fieldwork/Advisement 3 STAFF Wednesdays 05:00-07:00PM
Participants explore a variety of theories and methods of analysis as applied to organizations and their members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior.

Early Childhood Leadership Advanced Certificate Online Program: Cohort 5

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-R1 Adult Development: Implications for Educational Leadership 3 Blum-DeStefano, Jessica Thursdays 07:15-09:15PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
LEAD615-R2 Processes of Supervision and Professional Development 3 Pollock, Wendy Sharon Thursdays 05:00-07:00PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
LEAD920-R1 Early Childhood Leadership Supervised Fieldwork/Advisement 3 STAFF Wednesdays 05:00-07:00PM
Participants explore a variety of theories and methods of analysis as applied to organizations and their members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior.

Future School Leaders Academy

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD603-F1 School Change: The Transformational Leader 3 Brown, Jonathan Alfred Thursdays 04:30-06:30PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
LEAD864-F1 Leading a School District IV 1 Patrick, Andrew Phillip Thursdays 07:15-08:45PM 01/28/2021, 02/25/2021, 03/18/2021, 04/08/2021, 04/22/2021
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.
LEAD906-F1 Future School Leaders Academy Supervised Fieldwork/Advisement 1.5 STAFF Thursdays 07:15-08:45PM 02/04/2021, 03/04/2021, 04/15/2021
This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop internship program plans each semester, linked to each semester’s theme and national leadership preparation standards. Students are supervised on site by their internship supervisor/mentor and their advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program.

Museum Leadership

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD511-01 Exhibition Development for Museum Leaders 2 Hogarth, Brian Thursdays 02:00-04:00PM, Sundays 02:00-04:00PM 05/06/2021, 05/13/2021, 05/16/2021
The course offers insight into exhibitions as learning environments, with an emphasis on how to create meaningful experiences for intergenerational audiences. Course work includes readings in the growing field of museum learning and analysis of different models of development and design, including the team approach. For Museum Leadership students only.
LEAD512-01 School Collaborations for Museum Leaders 2 Semmel, Marsha Thursdays 02:00-04:00PM, Sundays 02:00-04:00PM 03/11/2021, 03/14/2021, 03/18/2021, 03/21/2021
Because schools continue to be core audiences for muse-ums, it is critical for museum leaders to appreciate fully the differences between the two cultures. The course begins with the history of museum/school collaborations. It emphasizes how to create engaging school programming, including curriculum development and teacher workshops, in collaboration with school faculty and leaders. The course includes a visit to an area museum. For Museum Leadership students only.
LEAD513-01 Museum Programming for Diverse Audiences 1 Werb, Shari Thursdays 02:00-04:00PM, Sundays 02:00-04:00PM 01/14/2021, 01/17/2021, 01/21/2021, 01/24/2021
This course offers the contextual and developmental perspectives needed to engage diverse visitors and learners, including (but not limited to) those with special needs and those whose first language is not English. It explores strategies leaders can use to ensure that every aspect of the museum’s environment and programming supports the needs and learning styles of each visitor. For Museum Leadership students only.
LEAD950-01 Museum Leadership Supervised Fieldwork/Advisement 2 STAFF See Advisor
Fieldwork in an appropriate setting with supervision and advisement.
LEAD952-01 Museum Leadership Seminar II: Current Ideas in Interpretation and Education 1 Hogarth, Brian Thursdays 02:00-04:00PM, Sundays 02:00-04:00PM 02/11/2021, 02/14/2021, 02/18/2021, 02/21/2021
This seminar is usually taken in the second semester of the first year of study. This is an experiential course that typically takes place outside of the classroom in NYC cultural institutions. The particular experiences reflect the most innovative offerings and approaches, as well as students’ interests and preferences. Most recently, the course has incorporated workshops and performances at the Lincoln Center Institute for the Arts in Education and the Metropolitan Museum of Art. For Museum Leadership students only.
MLPF500-01 Museum Leadership Portfolio 0 STAFF See Mentor See Mentor
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 See Advisor
Fieldwork in an appropriate setting with supervision and advisement.

School District Leader Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD864-01 Leading a School District IV 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
LEAD870-01 Special Education Leadership: The District Perspective 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
LEAD908-01 School District Leadership Supervised Fieldwork/Advisement 3 Mann, Nancy See Advisor See Advisor
Fieldwork in an appropriate setting with supervision and advisement.

School District Leader Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD861-R1 Leading a School District I 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
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 Wednesdays 05:00-06:00PM
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 Wednesdays 05:00-06:00PM
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 Wednesdays 05:00-06:00PM
This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
LEAD870-R1 Special Education Leadership: The District Perspective 1 Gottlieb, Alice; Monahan, Brian Wednesdays 05:00-06:00PM
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.

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.
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.

Childhood General and Special Education Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-R1 Child Development 3 Costa, Jennifer S. 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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. Note under heading: Courses within this program are for students enrolled in fully online programs only. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC505-R1 Language Acquisition and Learning in a Linguistically Diverse Society 2 Costa, Luisa Wednesdays 07:00-09:00PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC514-R1 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Kirton, Tara Thursdays 07:00-09:00PM
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.

This section is for students enrolled in fully online early childhood special education program only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session. The online and campus sections will be combined in this course.
EDUC530-R1 Foundations of Modern Education 3 Meyers, Makila Tuesdays 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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC540-R1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Spruill, Helen Thursdays 07:00-09:00PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC629-R1 Education of Children with Autism Spectrum Disorders 1 Leeper, Rachel; STAFF Mondays 07:00-09:00PM 02/01/2021, 02/08/2021, 02/22/2021, 03/01/2021, 03/08/2021, 03/15/2021
This course will explore autism spectrum disorder (ASD) from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child’s unique pattern of relative strengths and vulnerabilities, and will learn ways to partner in this work with a diverse range of families.  Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.

This course is for students in the Online Early Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions Mondays 7-9 pm 2/1- 3/15. Your instructor will share the specific synchronous dates at your first session.
EDUC803-R1 Developmental Variations 2 Tom-Yunger, Allison Mei Thursdays 07:00-09:00PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC860-R1 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations 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 variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.

This section is for students in the Online Childhood Programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session.

Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.

Early Childhood General and Special Education Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500-R1 Child Development 3 Costa, Jennifer S. 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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. Note under heading: Courses within this program are for students enrolled in fully online programs only. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC505-R1 Language Acquisition and Learning in a Linguistically Diverse Society 2 Costa, Luisa Wednesdays 07:00-09:00PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC514-R1 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Kirton, Tara Thursdays 07:00-09:00PM
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.

This section is for students enrolled in fully online early childhood special education program only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session. The online and campus sections will be combined in this course.
EDUC530-R1 Foundations of Modern Education 3 Meyers, Makila Tuesdays 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.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC540-R1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Spruill, Helen Thursdays 07:00-09:00PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.
EDUC629-R1 Education of Children with Autism Spectrum Disorders 1 Leeper, Rachel; STAFF Mondays 07:00-09:00PM 02/01/2021, 02/08/2021, 02/22/2021, 03/01/2021, 03/08/2021, 03/15/2021
This course will explore autism spectrum disorder (ASD) from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child’s unique pattern of relative strengths and vulnerabilities, and will learn ways to partner in this work with a diverse range of families.  Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.

This course is for students in the Online Early Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously and asynchronously. You must be available for synchronous sessions Mondays 7-9 pm 2/1- 3/15. Your instructor will share the specific synchronous dates at your first session.
EDUC803-R1 Developmental Variations 2 Tom-Yunger, Allison Mei Thursdays 07:00-09:00PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society.  Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.

This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students. This course will meet synchronously on some of these dates. Alternative dates will be used for small group or individual meetings.

Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC860-R1 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations 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 variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.

This section is for students in the Online Childhood Programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 pm throughout the semester. Your instructor will share the specific synchronous dates at your first session.

Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.