Early Childhood Special and General Education Online Program
These courses are only for students in online graduate programs.
Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
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EDUC540R-1 | Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) | 2 | online | Helen Spruill | Mondays 7:00-9:00 PM | ||
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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EDUC563R-1 | The Teaching of Reading, Writing, and Language Arts in the Primary Grades | 3 | online | Susan Rolander | Mondays 7:00-9:00 PM | ||
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.
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Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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EDUC564R-1 | Language, Literature, and Emergent Literacy in the Primary Grades | 3 | online | Susan Rolander | Thursdays 7:00-9:00 PM | ||
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.
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Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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EDUC590R-1 | Arts Workshop for Teachers (Grades N – 6) | 2 | online | Ann-Marie Mott | Mondays and Wednesdays 5:15-8:45 PM | 5/17/2021, 5/19/2021, 5/24/2021, 5/26/2021, 6/2/2021, 6/7/2021, 6/9/2021, 6/14/2021 | |
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.
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This course is only for students in cohort 1, beginning fall 2019, of the Early Childhood Special and General Education online program.
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EDUC629R-1 | Education of Children with Autism Spectrum Disorders | 1 | online | Rae Leeper | Tuesdays 7:00-9:00 PM | 5/18/2021, 5/25/2021, 6/1/2021, 6/8/2021, 6/15/2021, 6/22/2021 | |
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.
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Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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EDUC803R-1 | Developmental Variations | 2 | online | Allison Tom-Yunger | Wednesdays 6:00-8:00 PM | ||
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.
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Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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EDUC992R-1 | Summer Supervised Fieldwork/Advisement for Early Childhood Special Education | 3 | online | Mondays and Wednesdays 3:00-5:00 PM | 6/28/2021, 6/30/2021, 7/7/2021, 7/12/2021, 7/14/2021, 7/19/2021, 7/21/2021, 7/26/2021, 7/28/2021, 8/2/2021 |
Childhood Special and General Education Online Program
These courses are only for students in online graduate programs.
Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
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EDUC513R-1 | Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) | 3 | online | Jessica Wontropski | Tuesdays 7:00-9:00 PM | ||
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 the social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
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Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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EDUC525R-1 | Assistive Technology as a Tool for Providing Educational Access | 1 | online | Mark Surabian | Thursdays 7:00-9:00 PM | 7/1/2021, 7/8/2021, 7/15/2021, 7/22/2021, 7/29/20219 | |
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.
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EDUC535R-1 | Science for Teachers (Grades N – 6) | 2 | online | Mona Arriola McNamara | W 7:00-9:00 PM | ||
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.
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EDUC540R-1 | Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) | 2 | online | Helen Spruill | Mondays 7:00-9:00 PM | ||
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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EDUC563R-1 | The Teaching of Reading, Writing, and Language Arts in the Primary Grades | 3 | online | Susan Rolander | Mondays 7:00-9:00 PM | ||
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.
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Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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EDUC803R-1 | Developmental Variations | 2 | online | Allison Tom-Yunger | Wednesdays 6:00-8:00 PM | ||
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.
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Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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EDUC994R-1 | Extended Field Experiences | 1 | online | Wednesdays 3:00-5:00 PM | 6/30/2021, 7/7/2021, 7/14/2021, 7/21/2021, 7/28/2021 | ||
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. (Online version)
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Progressive Leadership Program Online: Cohort 43 & 44
These courses are only for students in the online Progressive Leadership program.
Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
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LEAD530R-1 | Education Policy, Advocacy, and Law | 3 | online | Ron Woo | Mondays 6:30-8:30 PM | ||
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
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LEAD912R-1 | Leadership Supervised Fieldwork/Advisement | 2 | online | See advisor | |||
LEAD913R-1 | Practicum in Urban School Leadership | 1 | online | See advisor |
Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
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Progressive Leadership Program Online: Cohort 45
These courses are only for students in the online Progressive Leadership program.
Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
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LEAD530R-1 | Education Policy, Advocacy, and Law | 3 | online | Ron Woo | Mondays 6:30-8:30 PM | ||
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
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LEAD873R-1 | Special Education Leadership: Meeting the Needs of all Students | 1 | online | Ebony Green | Tuesdays and Thursdays 6:30-8:30 PM | 6/1/2021, 6/3/2021, 6/8/2021, 6/10/2021, 6/15/2021, 6/17/2021, 6/22/2021, 6/24/2021 | |
LEAD912R-1 | Leadership Supervised Fieldwork/Advisement | 2 | online | See advisor |
Early Childhood Leadership Advanced Certificate Online Program
These courses are only for students in the Early Childhood Leadership Advanced Certificate online program.
Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
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ELPF500E-1 | Early Childhood Leadership Portfolio | 0 | online | Wendy Pollock | See mentor | ||
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LEAD530E-1 | Education Policy, Advocacy, and Law | 3 | online | Scott Gaynor | Mondays 7:00-8:30 PM | ||
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
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LEAD537R-1 | Organizational Development: Implications for Educational Leadership | 3 | online | Emily White | Tuesdays 6:00-7:30 PM | ||
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.
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School District Leadership Online Program
These courses are only for students in online School District Leadership program.
Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
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LEAD861R-1 | Leading a School District I | 1 | online | Alice Gottlieb, Brian Monahan | Tuesday 5:00-6:00 PM | 6/1/2021 | |
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.
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LEAD862R-1 | Leading a School District II | 1 | online | Alice Gottlieb, Brian Monahan | Tuesday 5:00-6:00 PM | 6/15/2021 | |
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.
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LEAD863R-1 | Leading a School District III | 1 | online | Alice Gottlieb, Brian Monahan | Tuesday 5:00-6:00 PM | 6/29/2021 | |
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.
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LEAD864R-1 | Leading a School District IV | 1 | online | Alice Gottlieb, Brian Monahan | Tuesday 5:00-6:00 PM | 7/13/2021 | |
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.
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LEAD870R-1 | Special Education Leadership: The District Perspective | 1 | online | Alice Gottlieb, Brian Monahan | Tuesday 5:00-6:00 PM | 7/27/2021 | |
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.
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LEAD908R-1 | School District Leadership Supervised Fieldwork/Advisement | 3 | online | Nancy Mann | See advisor | ||
Fieldwork in an appropriate setting with supervision and advisement.
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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 |
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STMD100R-1 | State Mandated Training on School Violence Prevention | 0 | online | Ana Tiburcio | Thursday 5:15-7:15 PM | 6/17/2021 | |
STMD100R-2 | State Mandated Training on School Violence Prevention | 0 | online | Erin Baer | Thursday 5:15-7:15 PM | 7/15/2021 | |
STMD100R-3 | State Mandated Training on School Violence Prevention | 0 | online | Lauren Hyman Kaplan | Wednesday 5:15-7:15 PM | 7/28/2021 | |
STMD105R-1 | State Mandated Training in Child Abuse Identification and Reporting | 0 | online | Christine Low | Tuesday 5:15-7:15 PM | 6/15/2021 | |
STMD105R-2 | State Mandated Training in Child Abuse Identification and Reporting | 0 | online | Deborah Vilas | Monday 5:15-7:15 PM | 7/12/2021 | |
STMD110R-1 | State Mandated Training: Dignity for All Students | 0 | online | Ron Woo | Thursday 5:00-8:00 PM | 6/10/2021 | |
Note: First session: 3-hour asynchronous online component must be completed by 11:55 pm on June 7, 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.
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STMD110R-2 | State Mandated Training: Dignity for All Students | 0 | online | Lauren Hyman Kaplan | Wednesday 5:00-8:00 PM | 7/7/2021 | |
Note: First session: 3-hour asynchronous online component must be completed by 11:55 pm on July 6, 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.
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STMD110R-3 | State Mandated Training: Dignity for All Students | 0 | online | Lauren Hyman Kaplan | Monday 5:00-8:00 PM | 7/19/2021 | |
Note: First session: 3-hour asynchronous online component must be completed by 11:55 pm on July 15, 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.
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Matriculation Maintenance
This Matriculation Maintenance offering is only for students in online graduate programs.
Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
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MMNT500R-1 | Matriculation Maintenance | 0 | Not applicable | ||||
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.
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