Summer Long 2021

May 17, 2021—August 02, 2021

NOTICE: Two credit classes will meet the first 8 class meetings of the term. Three credit classes will meet through the full term, unless otherwise specified by your instructor.

Bank Street Graduate School of Education credit hour calculations for degree and certificate programs follow NYSED guidelines, which are based on the U.S. Department of Education’s definition of credit hour. Please view the Credit Hour Assignment Policy for more information.

Please note: all courses on the Summer Long schedule are only for students in online graduate programs.

Religious Observance:The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday session, because of religious observance, please notify the course instructor by the first class session so that an alternative means can be identified for fulfilling missed class material and course assignments.

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
EDUC540R-1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 online Helen Spruill Mondays 7:00-9:00 PM
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.
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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.
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC564R-1 Language, Literature, and Emergent Literacy in the Primary Grades 3 online Susan Rolander Thursdays 7:00-9:00 PM
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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 course is only for students in cohort 1, beginning fall 2019, of the Early Childhood Special and General Education online program.
EDUC629R-1 Education of Children with Autism Spectrum Disorders 1 online Rachel 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
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC803R-1 Developmental Variations 2 online Allison Tom-Yunger Wednesdays 6:00-8:00 PM
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC992R-1 Summer Supervised Fieldwork/Advisement for Early Childhood Special Education 3 online Staff TBD 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
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
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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
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.
EDUC540R-1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 online Helen Spruill Mondays 7:00-9:00 PM
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.
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
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.
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC803R-1 Developmental Variations 2 online Allison Tom-Yunger Wednesdays 6:00-8:00 PM
Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC994R-1 Integrative Seminar in High Needs Educational Settings: Extended Field Exp in Childhood Gen and Spec 1 online Staff TBD Wednesdays 3:00-5:00 PM 6/30/2021, 7/7/2021, 7/14/2021, 7/21/2021, 7/28/2021

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
LEAD530R-1 Education Policy, Advocacy, and Law 3 online Ron Woo Mondays 6:30-8:30 PM
LEAD912R-1 Leadership Supervised Fieldwork/Advisement 2 online Staff TBD See advisor
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.
LEAD913R-1 Practicum in Urban School Leadership 1 online Staff TBD See advisor
Progressive Leadership interns continue to engage in focused leadership experiences in their own schools and/or other sites, with an emphasis on research-based strategies for turning around low-performing urban schools. Interns will refine their ongoing leadership work based on the ISLLC Standards and the New York City School Leadership Competencies and will participate in monthly conference group sessions with their advisors. At the end of this course, each candidate presents a comprehensive portfolio of his or her internship experiences. This portfolio meets the program’s Integrative Master’s Project requirement.

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
LEAD530R-1 Education Policy, Advocacy, and Law 3 online Ron Woo Mondays 6:30-8:30 PM
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 Staff TBD See advisor
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Early Childhood Leadership Advanced Certificate Online Program

These courses are only for students in the Early Childhood Leadership Advanced Certificate online program.

Section Title Credits Rooms Instructor Days/Times Dates Status
ELPF500E-1 Early Childhood Leadership Portfolio 0 online Wendy Pollock See mentor
LEAD530E-1 Education Policy, Advocacy, and Law 3 online Scott Gaynor Mondays 7:00-8:30 PM
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.

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
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.
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.
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.
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.
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.
LEAD908R-1 School District Leadership Supervised Fieldwork/Advisement 3 online Nancy Mann See advisor
Fieldwork in an appropriate setting with supervision and advisement.

State Mandated Trainings

Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students. IMPORTANT NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section.

Section Title Credits Rooms Instructor Days/Times Dates Status
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.
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.
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.

Matriculation Maintenance

This Matriculation Maintenance offering is only for students in online graduate programs.

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500R-1 Matriculation Maintenance 0 Staff TBD 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.