Graduate Course Schedule - Bank Street Graduate School of Education

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January Term

These courses are offered during our January Intercession, 1/3/22 - 1/13/22, prior to the start of Spring 2022 classes. Students who wish to register need to do so prior to the start of the course.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC606-1	Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum	1	203	Karyn Silsby de Pla	3/8 - 4/26 T 7:00-9:05P	Dates: 3/8, 3/29, 4/5, 4/12, 4/19, 4/26
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
Please note: The meeting information for this course has changed. Please be aware that the course will now meet 3/8 - 4/26 at the days and times listed.
EDUC865-1	Children’s Literature for Grades 3 – 6	1	online	Mollie Welsh Kruger	MW 4:45-9:00PM	Dates: 1/3, 1/5, 1/10, 1/12
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.
Please note: This class will meet synchronously online during the days and times indicated.

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

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
EDUC500-1	Child Development	3	708/710	Anna Malyukova	TH 7:00-9:00 PM
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.
EDUC500-2	Child Development	3	707	Stefanie Horton	M 4:45-6:45 PM
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.
EDUC505-1	Language Acquisition and Learning in a Linguistically Diverse Society	2	702	Tyler Jennings	W 7:00-9:00 PM
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.
Note: This section of Language Acquisition will be a hybrid model, with an experienced remote instructor, an on campus course assistant, and synchronous class sessions at Bank Street.
EDUC505-2	Language Acquisition and Learning in a Linguistically Diverse Society	2	701	Pamela Jones	TH 4:45-6:45 PM
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.
EDUC510-1	Curriculum in Early Childhood Education (Grades N – 3)	3	705	Abigail Kerlin	T 4:45-6:45 PM
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.
EDUC513-1	Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)	3	612/613	Jared Slater	T 4:45-6:45 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 social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
EDUC514-1	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	701	Sydnie Henkin	TH 7:00-9:00 PM
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.
EDUC525-1	Assistive Technology as a Tool for Providing Educational Access	1	409	Mark Surabian	M 4:45-6:50 PM	Dates: 1/24, 1/31, 2/7, 2/14, 2/28, 3/7
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.
EDUC530-1	Foundations of Modern Education	3	612/613	Pamela Jones	TH 7:00-9:00 PM
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.
EDUC535-1	Science for Teachers (Grades N – 6)	2	408/410	Stan Chu	T 4:45-6:45 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.
EDUC540-1	Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)	2	408/410	Helen Spruill	M 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.
EDUC542-1	Assessment and Instruction in Teaching Mathematics to Children with Learning Variations	2	403	Kim McLeveighn-Helper	M 7:00-9:00 PM
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.
EDUC560-1	Native Language Literacy for Spanish-Speaking Children	2	704	Cristian Solorza	T 4:45-6:45 PM
Through this course, students explore the acquisition of literacy skills in the child’s first language—in this case, Spanish. The course will focus on four areas: oral language development through storytelling, songs, poems, games, etc.; literacy development; the use of literature and of teacher- and student-made materials; and grammar and spelling. Students will analyze ways of using children’s literature and children’s writing in a reading program and will explore ways to teach reading and writing in the content areas. Participants will also assess commercially available materials for teaching reading and writing in Spanish, as well as original and translated Spanish children’s literature. Teacher- and student-made materials will be examined and developed, particularly in the context of children’s varied learning styles. Graduate students will also review the rules of Spanish grammar and orthography. This course is taught in Spanish.
Prerequisite for EDUC 560: TESL 530 and EDUC 561 or permission of instructor.
EDUC563-1	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	612/613	Xiania Foster	M 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.
EDUC564-1	Language, Literature, and Emergent Literacy in the Primary Grades	3	612/613	Mollie Welsh Kruger	M 4:45-6:45 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.
EDUC565-1	Children’s Literature in the Upper Elementary Grades	3	703	Lynne Einbender	T 4:45-6:45 PM
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.
EDUC590-1	Arts Workshop for Teachers (Grades N – 6)	2	308	Ann-Marie Mott	T 4:45-6:45 PM
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.
EDUC604-1	Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings	2		Susan Rolander	W 7:00-9:00 PM		Cancelled
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.
EDUC606-1	Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum	1	203	Karyn Silsby de Pla	3/8 - 4/26 T 7:00-9:05P	Dates: 3/8, 3/29, 4/5, 4/12, 4/19, 4/26
This course introduces block building and dramatic play as experiences that are central to learning in the early child-hood curriculum. We will explore the ways block building supports children’s physical, social, emotional, and cognitive development. Participants will think about how children explore the physical properties of blocks, explore blocks to represent and learn about the world around them, and create symbolic stories related to their structures. Participants will build with blocks and consider questions related to setting up a block area, developmental expectations, and the role of blocks in curriculum planning, as well as gender and inclusion considerations.
Please note: The meeting information for this course has changed. Please be aware that the course will now meet 3/8 - 4/26 at the days and times listed.
EDUC629-1	Education of Children with Autism Spectrum Disorders	1	708/710	Rae Leeper	W 7:00-9:05 PM	Dates: 1/19, 1/26, 2/2, 2/9, 2/16, 2/23
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.
EDUC801-1	The World of the Infant: The First Year of Life	3	701	Melina Gac Levin	T 4:45-6:45 PM
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
EDUC803-1	Developmental Variations	2	612/613	ElizabethAnn Duffy	T 7:00-9:00 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.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC803-2	Developmental Variations	2	612/613	Kim McLeveighn-Helper	TH 4:45-6:45 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.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-1	Developmental Variations II: Emotional and Behavioral Development	2	704	Sarah Sloane	TH 7:00-9:00 PM
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
EDUC808-1	The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording	3	612/613	Jessica Charles	W 7:00-9:00 PM
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
EDUC823-1	Play Techniques for Early Childhood Settings	1	707	Deborah Vilas	TH 4:45-6:45 PM	Dates: 1/20, 1/27, 2/3, 2/10, 2/17, 2/24
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.
EDUC850-1	Introduction to Teaching STEM in the Early Childhood Classroom	1	offsite	Judith Hutton, Robert Wallace	TH 4:00-6:30 PM	Dates: 1/20, 1/27, 2/3, 2/10, 2/17
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
EDUC851-1	Developing STEM Investigations in the Early Childhood Classroom	1	offsite	Judith Hutton, Robert Wallace	TH 4:00-6:30 PM	Dates: 3/10, 3/17, 3/31, 4/7, 4/14
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.
EDUC860-1	Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations	3	701	Laurie Rabinowitz	T 7:00-9:00 PM
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.
Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC863-1	Collaboration and Differentiation in the Instruction of Children with Learning Variations	3	704	Ruth Longobardi	TH 4:45-6:45 PM
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.
EDUC868-1	Approaches to Teaching Decoding to Diverse Learners	2	703	Laurie Rabinowitz	TH 4:45-6:45 PM
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
EDUC869-1	Supporting Early Language and Literacy for Children with Developmental Variations (Birth-8)	2		Soyoung Park	TH 4:45-6:45 PM		Cancelled
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
EDUC870-1	The Teaching of English as a New Language	3	702	Megan Purvis	T 7:00-9:00 PM
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.
EDUC891-1	Practicum in Developmental Assessment of Infants and Toddlers	3	702	Marjorie Brickley	M 4:45-6:45 PM
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
EDUC893-1	Approaches to Early Childhood Assessment	2	705	Soyoung Park	M 4:45-6:45 PM
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"
EDUC895-1	Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr	2	705	Rae Leeper	M 7:00-9:00 PM
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
EDUC991-1	Integrative Seminar in High Needs Educational Settings: Extended Field Experiences	1	703	Margaret McNamara	M 5:00-7:00 PM	Dates: 1/31, 2/14,2/28, 3/14, 3/28, 4/11
This course provides head and assistant teachers the opportunity to complete New York State requirements for grade-range experiences and certification after they have completed at least one semester of supervised fieldwork. To meet the required number of student contact hours, teacher candidates are placed in an urban, public educational setting in which they gain classroom experience with children from low socioeconomic levels, immigrant families, and English Language Learners, as well as children with disabilities. They also participate in a series of seminars and complete assignments designed to deepen understanding about these relevant issues. Prerequisite: completion of at least one semester of supervised fieldwork.
This section is only for students in the Urban Ed cohort. Prerequisite for EDUC 991: Completion of at least one semester of supervised fieldwork.
LEAD561-1	Supervising and Supporting Literacy Instruction in Diverse Settings	1	705	Margaret McNamara	W 7:00-9:00 PM	Dates: 1/26, 2/9, 2/23, 3/9, 3/30, 4/13
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.
TESL515-1	ENL Case Management: Creating Access through Programming and Curriculum	3	709	Cristian Solorza	TH 4:45-6:45 PM
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.
TESL563-1	The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12)	3	706	Sara Vogel	T 4:45-6:45 PM
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.

Fieldwork/Student Teaching/Advisement Courses

Section	Title	Credits	Rooms	Days/Times
EDUC931-1	Supervised Fieldwork/Advisement	6	see advisor	W 4:45-6:45 PM
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.
This course is the second half of EDUC930.
EDUC934-1	Supervised Fieldwork/Advisement	3	see advisor	W 4:45-6:45 PM
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 course is the second half of EDUC932.
This course is the second half of EDUC932.
EDUC937-1	Supervised Fieldwork/Advisement	6	see advisor	W 4:45-6:45 PM
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 for one semester only.
EDUC944-1	Teaching Literacy Supervised Fieldwork/Advisement	6	see advisor	W 4:45-6:45 PM
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 course is the second half of EDUC943. Pre- or co-requisite: EDUC 860, EDUC943
This course is the second half of EDUC943.

Integrative Master's Project - Independent Study Option

Section	Title	Credits	Rooms	Days/Times
IS500-1	Independent Study	0	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 25, 2022. 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.BSC for IS500, please fill out the Independent Study Mentor Form, indicating which faculty member has consented to mentor you.

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. 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
IMP2-1	Collaborative Student Faculty Inquiry	0	309	Marjorie Brickley	W 4:45-6:45 PM	Dates: 1/26, 2/16, 3/30, 4/20
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.
Title: Pulling Back the Curtain: Reflective Supervision as a Supervisor Bank Street’s philosophy and fieldwork process relies heavily on reflective supervision. It can be an essential practice as a supervisor as well as helpful in working with families. While most of our graduate students have experienced reflective supervision, this collaboration seeks to shed light on the other side of the process. What does it mean to be a reflective supervisor and how do you actually do it? Students will collaborate on reflective papers that summarize their experiences as both supervisor and supervisee. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-2	Collaborative Student Faculty Inquiry	0	online	Genevieve Lowry	M 7:00-9:00 PM	Dates: 1/31, 2/28, 3/28, 4/25
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.
Title: 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.
IMP2-3	Collaborative Student Faculty Inquiry	0	online	Mollie Welsh Kruger	W 7:00-9:00 PM	Dates: 1/26, 2/23, 3/16, 4/6
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.
Title: Children's Literature in the Elementary Classroom For this Integrative Master’s Project, each participant will select a grouping of children’s literature and craft a curriculum experience that integrates that grouping. Projects will focus on a specific age group, such as second grade or 7/8s. Participants will write a rationale for why they have chosen this area of the curriculum to focus on and will describe how the project supports the creation of a learning environment that sustains children's cultural, linguistic, and racial identities as well as the developmental characteristics of the focal children. Participants will provide an annotated bibliography of children's books in the area of interest, as well as a few appropriate professional texts. Each project will describe the specific curricular context. The completed IMP will demonstrate the ability of the participant to competently express through written language the creation of a curriculum experience grounded in children’s literature that integrates their knowledge of child development, literature, content, anti-bias approaches to curriculum, and assessment. Areas of focus may include separation, going to the hospital, a math concept, language, community study, exploration of race and identity, etc. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. Students may attend in-person or remotely.
IMP2-4	Collaborative Student Faculty Inquiry	0	online	Deborah Vilas	T 7:00-9:00 PM	Dates: 1/25, 2/22, 3/29, 4/19
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.
Title: 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 navigating trauma 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. Note: This section will run fully online. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-5	Collaborative Student Faculty Inquiry	0	online	Margaret Blachly, Andrea Fonseca	TH 4:45-6:45 PM	Dates: 1/20, 2/17, 3/24, 4/21
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.
Title: 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). Note: This section will run fully online. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-6	Collaborative Student Faculty Inquiry	0	online	Gil Schmerler	M 7:00-9:00 PM	Dates: 1/24, 2/28, 3/28, 4/25
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.
Title: Teacher Leadership Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access). This section will run fully online. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP3-1	Mentored Directed Essay	0	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 25, 2022, 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 25 will still be required to turn in their completed essay questions to their mentor by the last day of the term.

Kerlin STEM Institute

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC850-1	Introduction to Teaching STEM in the Early Childhood Classroom	1	offsite	Judith Hutton, Robert Wallace	TH 4:00-6:30 PM	Dates: 1/20, 1/27, 2/3, 2/10, 2/17
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
EDUC851-1	Developing STEM Investigations in the Early Childhood Classroom	1	offsite	Judith Hutton, Robert Wallace	TH 4:00-6:30 PM	Dates: 3/10, 3/17, 3/31, 4/7, 4/14
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.

Child Life

Courses within this program are for online students only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC503-1	Development: Adolescence through Emerging Adulthood	3	online	Troy Pinkney	TH 7:00-9:00 PM	Dates: 1/20, 2/24, 3/31, 4/28
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.
Note: This course will be fully online. Synchronous sessions to be held on 1/20, 2/24, 3/31, and 4/28; 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.
EDUC825-1	The Role of Child Life Beyond the Hospital: A Local, National, and Global View	3	online	Genevieve Lowry	M 7:00-9:00 PM	Dates: 1/24, 5/2
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.
Note: This course will be fully online. Synchronous sessions to be held on 1/24 and 5/2, 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.
EDUC828-1	Loss in Children’s Lives: Implications for Schools, Hospitals, and Home	3	online	Deborah Vilas	T 7:00-9:00 PM	Dates: 1/18, 2/8, 3/15, 4/26
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.
Note: This course will be fully online. Synchronous sessions to be held on 1/18, 2/8, 3/15, 4/26 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
EDUC829-1	Therapeutic Play Techniques for Child Life Specialists	3	online	Deborah Vilas	M 7:00-9:00 PM	Dates: 1/24, 2/14, 2/21, 2/28, 3/7, 5/2
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.
Note: This course will be fully online. Synchronous sessions to be held on 1/24, 2/14, 2/21, 2/28, 3/7, and 5/2, 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
EDUC950-1	Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings	6	online	Troy Pinkney	W 7:00-9:00 PM
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.
Note: This will be fully online. All sessions are synchronous.
IMP2-1	Collaborative Student Faculty Inquiry	0	309	Marjorie Brickley	W 4:45-6:45 PM	Dates: 1/26, 2/16, 3/30, 4/20
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.
Title: Pulling Back the Curtain: Reflective Supervision as a Supervisor Bank Street’s philosophy and fieldwork process relies heavily on reflective supervision. It can be an essential practice as a supervisor as well as helpful in working with families. While most of our graduate students have experienced reflective supervision, this collaboration seeks to shed light on the other side of the process. What does it mean to be a reflective supervisor and how do you actually do it? Students will collaborate on reflective papers that summarize their experiences as both supervisor and supervisee. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2-2	Collaborative Student Faculty Inquiry	0	online	Genevieve Lowry	M 7:00-9:00 PM	Dates: 1/31, 2/28, 3/28, 4/25
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.
Title: 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.
IMP2-4	Collaborative Student Faculty Inquiry	0	online	Deborah Vilas	T 7:00-9:00 PM	Dates: 1/25, 2/22, 3/29, 4/19
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.
Title: 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 navigating trauma 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. Note: This section will run fully online. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2R-1	Collaborative Student Faculty Inquiry	0	online	Troy Pinkney	T 7:00-9:00 PM	Dates: 1/25, 2/22, 3/29, 4/19
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.
Title: 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 section will run fully online. Note: This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
LEAD825-1	Child Life Program Development and Administration	3	online	Vanessa Andrews, Lindsay Huxter	T 7:00-9:00 PM	Dates: 1/18, 3/15, 4/26
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.
Note: This course will be fully online. Synchronous sessions to be held on 1/18, 3/15, 4/26 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.

Childhood General and Special Education Online Program

These courses are only for students enrolled in a fully online degree program.

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC530R-1	Foundations of Modern Education	3	online		TH 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Note: This section is for students enrolled in fully online early childhood and childhood programs 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.
EDUC590R-1	Arts Workshop for Teachers (Grades N – 6)	2	online	Maria Richa	T 7:00-9:00 PM
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.
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesdays 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC803R-1	Developmental Variations	2	online	Kristen Kaelin	T 7:00-9:00 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.
Note: This section is for students enrolled in fully 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.
EDUC862R-1	Assessment, Diagnosis, and Evaluation of Children with Developmental Variations	3	online	Elizabeth Silva	TH 7:00-9:00 PM
This course is designed to explore a variety of approaches used for the diagnosis, planning, and evaluation of students with disabilities. Participants will develop a critical understanding of the historical, legal and ethical considerations, appropriate use, mis-use, value, and limitations of standardized assessments including their intersection with issues of race, class, language and gender. Participants will administer and interpret various psycho-educational tests and develop instructional plans to meet the unique needs of children with oral language, reading, writing, and math challenges. Participants will broaden their abilities to incorporate information from diagnostic reports into their teaching.
Note: This section is for students enrolled in fully online childhood programs 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.
EDUC931R-1	Supervised Fieldwork/Advisement	6	online		W 7:00-9:00 PM
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 is the second half of EDUC930R.
This course is the second half of EDUC930R. This course is for students in the online early childhood and childhood programs only.
EDUC937R-1	Supervised Fieldwork/Advisement	6	online		W 4:45-6:45 PM
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 for one semester only.
This course is for students in the online early childhood and childhood programs only.

Early Childhood General and Special Education Online Program

These courses are only for students enrolled in a fully online degree program.

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC514R-1	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	online	Jere Davis	TH 7:00-9:00 PM
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.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7:00-9:00 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530R-1	Foundations of Modern Education	3	online		TH 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Note: This section is for students enrolled in fully online early childhood and childhood programs 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.
EDUC590R-1	Arts Workshop for Teachers (Grades N – 6)	2	online	Maria Richa	T 7:00-9:00 PM
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.
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesdays 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC629R-1	Education of Children with Autism Spectrum Disorders	1	online	Rae Leeper	T 7:00-9:00 PM
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.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 PM 1/18-2/22 throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC803R-2	Developmental Variations	2	online	Robin Thomas	M 7:00-9:00 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.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC893R-1	Approaches to Early Childhood Assessment	2	online	Helen Frazier	T 7:00-9:00 PM
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.
Note: This section is for students enrolled in fully online early 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.
EDUC895R-1	Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr	2	online	Soyoung Park	TH 7:00-9:00 PM
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.
Note: This section is for students enrolled in fully online early childhood programs 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.
EDUC937R-1	Supervised Fieldwork/Advisement	6	online		W 4:45-6:45 PM
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 for one semester only.
This course is for students in the online early childhood and childhood programs only.

Early Childhood Urban Education Initiative

These courses are for students in the Urban Education Cohort only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC991-1	Integrative Seminar in High Needs Educational Settings: Extended Field Experiences	1	703	Margaret McNamara	M 5:00-7:00 PM	Dates: 1/31, 2/14,2/28, 3/14, 3/28, 4/11
This course provides head and assistant teachers the opportunity to complete New York State requirements for grade-range experiences and certification after they have completed at least one semester of supervised fieldwork. To meet the required number of student contact hours, teacher candidates are placed in an urban, public educational setting in which they gain classroom experience with children from low socioeconomic levels, immigrant families, and English Language Learners, as well as children with disabilities. They also participate in a series of seminars and complete assignments designed to deepen understanding about these relevant issues. Prerequisite: completion of at least one semester of supervised fieldwork.
This section is only for students in the Urban Ed cohort. Prerequisite for EDUC 991: Completion of at least one semester of supervised fieldwork.
IMP2B-1	Collaborative Student-Faculty Inquiry	0	505A	Nilda Bayron-Resnick	T 5:00-7:00 PM	Dates: 1/18, 2/15, 3/15, 4/19
Title: What Does an Early Childhood Educator Need to Know to Support Young Children Who Need Additional Supports in Their Learning Environments? The Special Education referral process can be a complex process for teachers and families to navigate. Teachers need to use their observational skills to determine when a young child needs additional support for their growth and development. One of the challenges can be guiding families who may not understand the process and/or the benefit that developmental assessment can provide. In this semester-based inquiry, students will investigate the referral and assessment processes in place at their school sites and will create a resource that can support staff and families as they consider whether children can benefit from an assessment as well as other supports that can assist the ongoing development of young children. This inquiry is for students enrolled in the Urban Ed cohort only.
IMP2B-2	Collaborative Student-Faculty Inquiry	0	online	Stan Chu	TH 5:00-7:00 PM	Dates: 1/27, 2/24, 3/31, 4/21
Title: Food! An Integrated Science, Mathematics and Cultural Investigation for Early Childhood Learners Food is a basic necessity in every culture and economic strata. Using a science and math way of thinking and doing, students will design a series of integrated investigations for young children that will move the children towards becoming informed citizens about food as an essential part of life. Work may include investigations taking place in classrooms, in the neighborhood, and at home. While there will be a focus on an evidence-based science and math way of thinking and doing, studies will span topics such as food preparation, local food sources, sustainable food practices, the cultural underpinnings of rituals around food choices and food preparation and the social aspects of the family meal in different contexts. This IMP will meet online on the dates and time listed. This inquiry is for students enrolled in the Urban Ed cohort only.
IMP2B-3	Collaborative Student-Faculty Inquiry	0	505A	Michele Ryan	T 5:00-7:00 PM	Dates: 1/25, 2/22, 3/29, 4/26
Title: Investigating Progressive Curriculum Frameworks & Creating Adaptations for Current Practice This faculty-led group will give students the opportunity to delve deeper into specific progressive and contemporary schools of thought they may have encountered in the graduate program, in the field or through their own research. Students will explore curriculum frameworks of their choice and create experiences that can be integrated within the mandated curriculum in their preschools. This inquiry is for students enrolled in the Urban Ed cohort only.
IMP2B-4	Collaborative Student-Faculty Inquiry	0	307	Abigail Kerlin	TH 4:45-6:45 PM	Dates: 1/20, 2/17, 3/17, 4/14
Title: The Educative Value of Play Play is the work of children, yet it is so often misunderstood and not adequately leveraged in school settings. This collaborative faculty inquiry seeks to support students in the development of projects focused on the educative value of play. Using scholarly and empirical research to support their claims, students may choose to focus their inquiry on any of the forms that play may take. Topics range from risky play and rough-and-tumble play to the neurological impacts of too little play in Early Childhood settings. Each students' purpose will be considered when selecting a project format. This inquiry is for students enrolled in the Urban Ed cohort only.

Early Childhood General Education Advanced Standing

These courses are for students in the Early Childhood General Education Advanced Standing program only.

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC505A-1	Language Acquisition and Learning in a Linguistically Diverse Society	2	408/410	Genevieve Lowry	TH 4:45-6:45 PM
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. For the Early Childhood Advanced Standing Program Only
This course is only for students in the Early Childhood Advanced Standing Program.
EDUC530A-1	Foundations of Modern Education	3	408/410	Abigail Kerlin	TH 7:00-9:00 PM
This course is only for students in the Early Childhood Advanced Standing Program.
EDUC934A-1	Supervised Fieldwork/Advisement	3	see advisor		W 5:00-7:00 PM
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 course is the second half of EDUC932A.
This course is the second half of EDUC932A. This course is only for students in the Early Childhood Advanced Standing cohort.
TESL660A-1	TESOL Research & Methodologies (Grades PreK-6)	3	709	Samantha Segal	T 5:00-7:00 PM
This course explores TESOL methodologies to inform the teaching of English as a new language in grades PreK-6. The course will provide participants with a foundation for thinking about English as a new language (ENL) instruction as being grounded in a deep understanding of both learner and context. Participants will develop an understanding of how student identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), classroom culture and curriculum, and local and state assessments all impact planning and instruction for 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. 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 students, including those with developmental variations, 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 870. Note: This course is only for students in the Early Childhood Advanced Standing Program.
This course is only for students in the Early Childhood Advanced Standing Program.

Teaching English to Speakers of Other Languages (TESOL)

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
IMP2T-1	Collaborative Student-Faculty Inquiry	0	706	Cristian Solorza	W 7:00-9:00 PM	Dates: 1/19, 2/16, 3/16, 4/13
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. This course is for students in the TESOL program only.
Title: 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.
TESL515-1	ENL Case Management: Creating Access through Programming and Curriculum	3	709	Cristian Solorza	TH 4:45-6:45 PM
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.
TESL563-1	The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12)	3	706	Sara Vogel	T 4:45-6:45 PM
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.
TESL661-1	TESOL Research & Methodologies (Grades 7-12)	3	707	Nicole Moriarty	TH 5:00-7:00 PM
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.
Note: This course will be a hybrid blend of on campus and online learning. You must be available for in-person sessions Thursdays 7-9 PM. Your instructor will share the specific on campus dates at your first session.

Progressive Leadership Online Program

For students in the Progressive Leadership Program.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD503R-1	Adult Development: Implications for Educational Leadership	3	online	Jessica Blum-DeStefano	TH 7:15-9:15 PM
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. For online Progressive Leadership students only.
This section is only for students in Progressive Leadership Program Cohort 47 and Early Childhood Leadership Advanced Certificate cohort 6.
LEAD510R-1	Leading Critical Issues in Curriculum and Instruction	3	online	Bisola Neil	T 5:00-7:00 PM
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. For online Progressive Leadership students only.
Progressive Leadership Program Cohort 46 students only
LEAD537R-1	Organizational Development: Implications for Educational Leadership	3	online	Abbe Futterman	T 5:00-7:00 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.
Progressive Leadership Program Cohort 47 students only
LEAD603R-1	School Change: The Transformational Leader	3	online	Nicole Limperopulos	T 5:00-7:00 PM
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.
Progressive Leadership Program Cohort 45 students only
LEAD615R-1	Processes of Supervision and Professional Development	3	online	Bisola Neil	TH 5:00-7:00 PM
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.
Progressive Leadership Program Cohort 45 students only
LEAD660R-R1	Research for Educational Change	3	online	Jessica Blum-DeStefano	TH 5:00-7:00 PM
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.
Progressive Leadership Program Cohort 46 students only
LEAD912R-R1	Leadership Supervised Fieldwork/Advisement	2	online		W 5:00-7:00 PM
Progressive Leadership Program Cohort 45 students only
LEAD9181R-1	Leadership Supervised Fieldwork/Advisement	3	online		W 5:00-7:00 PM
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. 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. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182R.
Progressive Leadership Program Cohort 47 students only. This is part one of three semesters of supervised fieldwork.
LEAD9182R-1	Leadership Supervised Fieldwork/Advisement	3	online		W 5:00-7:00 PM
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. 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. This is part two of three semesters of supervised fieldwork. The third part is LEAD9183R.
This is the second part of SFW course LEAD9181R. Progressive Leadership Program Cohort 46 students only

Early Childhood Leadership Advanced Certificate Online Program

For students in the Early Childhood Leadership Advanced Certificate Program.

Section	Title	Credits	Rooms	Instructor	Days/Times
ELPF500E-1	Early Childhood Leadership Portfolio	0			See mentor

This section is only for students in Early Childhood Leadership Advanced Certificate cohorts 4 & 5.
ELPF501E-1	Early Childhood Leadership Integrated Portfolio Project Continuation	0			See mentor

This section is only for students in Early Childhood Leadership Advanced Certificate cohorts 3 & 4.
LEAD503R-1	Adult Development: Implications for Educational Leadership	3	online	Jessica Blum-DeStefano	TH 7:15-9:15 PM
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. For online Progressive Leadership students only.
This section is only for students in Progressive Leadership Program Cohort 47 and Early Childhood Leadership Advanced Certificate cohort 6.
LEAD615E-1	Processes of Supervision and Professional Development	3	online	Wendy Pollock	T 5:00-7:00 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
This section is only for students in Early Childhood Leadership Advanced Certificate cohorts 5 & 6.
LEAD9201E-1	Early Childhood Leadership Supervised Fieldwork/Advisement	3	online		W 5:00-7:00 PM
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. This is the first of three required terms of supervised fieldwork. For students in the Early Childhood Leadership program only.
This is the second part of SFW course LEAD9201E. This section is only for students in Early Childhood Leadership Advanced Certificate cohort 5.
LEAD9202E-1	Early Childhood Leadership Supervised Fieldwork/Advisement	3	online	Wendy Pollock	W 5:00-7:00 PM
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.
This section is only for students in Early Childhood Leadership Advanced Certificate cohorts 5 & 6.

Future School Leaders Academy

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

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD510-1	Leading Critical Issues in Curriculum and Instruction	3	offsite	Fred Ende, Michael Greenfield	TH 4:00-6:00 PM
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.
These courses are for students in the FSLA program only.
LEAD604-1	Development of Educational Policy	1	offsite	Raymond Sanchez	TH 6:30-8:30 PM	Dates: 2/17, 3/10, 3/17, 4/21, 4/28
This course is designed to provide students with an under-standing of policy making at the local, state, and federal levels. Current issues and trends in education as they pertain to policy making are addressed. Students examine the forces that influence policy formulation and implementation at these three levels.
These courses are for students in the FSLA program only.
LEAD862-1	Leading a School District II	1	offsite	Andrew Patrick	TH 6:30-8:30 PM	Dates: 1/27, 2/3, 2/10, 3/31, 4/7
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.
These courses are for students in the FSLA program only.
LEAD9062-1	Future School Leaders Academy Supervised Fieldwork/Advisement	1.5	offsite		W 5:00-7:00 PM	Dates: 2/2, 3/9, 4/20
This is the second part of SFW course LEAD9061. These courses are for students in the FSLA program only.

Leadership in Mathematics Education

These courses are for students in the Math Leadership program only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD940-BN	Mathematics Leadership Supervised Fieldwork/Advisement	3	online	Ellen McCrum	See advisor
Fieldwork in an appropriate setting with supervision and advisement.
LEAD940-EM	Mathematics Leadership Supervised Fieldwork/Advisement	3	online	Ellen McCrum	See advisor
Fieldwork in an appropriate setting with supervision and advisement.
LEAD940-ML	Mathematics Leadership Supervised Fieldwork/Advisement	3	online	Mary Leer	See advisor
Fieldwork in an appropriate setting with supervision and advisement.

Leadership in Museum Education

These courses are for students in the Museum Leadership program only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD617-1	Museum Management II: Marketing and Audience Development	1	online	Brian Hogarth	Su/F 2:00-4:00PM	Dates: 3/6, 3/13, 3/18
This course provides an overview of audience development through the lens of marketing. Students learn to recognize common misconceptions about marketing and to understand and apply strategic concepts in marketing for nonprofits. They receive an overview of the marketing planning process and an introduction to the essentials of a marketing plan. These insights are then applied to their own institutions. For Museum Leadership students only.
Note the following meeting dates and times: 3/6/22 from 2:00 to 4:00 PM, 3/13/22 from 2:00 to 4:00 PM, 3/18/22 from 10:00 AM to 1:00 PM and 2:00 to 4:00 PM.
LEAD663-1	Research in Museum Settings	2	online		ThSu 2:00-4:00 PM	Dates: 1/20, 1/23, 1/27, 1/30
This course introduces students to the concepts and tools needed to articulate and measure visitor-centered program goals and objectives. Students become acquainted with a variety of research methodologies that can be used for this purpose. Course work includes experience conducting visitor research in the field. For Museum Leadership students only.
LEAD950-1	Museum Leadership Supervised Fieldwork/Advisement	2	online	Shari Werb	See advisor
Fieldwork in an appropriate setting with supervision and advisement.
Fieldwork is arranged independently at different times based on students' work schedules.
LEAD954-1	Museum Leadership Seminar IV: Selected Topics in Community, Culture, and Policy	1	online	Brian Hogarth	ThSu 2:00-4:00 PM	Dates: 4/7, 4/10, 4/14, 4/17
This seminar uses case studies and other materials to analyze trends in the field, in particular issues related to community, civic engagement, and diversity. It looks at the national and local policy contexts in which these trends emerge. For Museum Leadership students only.
MLPF500-1	Museum Leadership Portfolio	0	see mentor		See mentor

MLPF 500 is for 2nd-year Museum Leadership students only.

Museum Studies: Learning and Engagement in Museums and Cultural Organizations

These courses are for students in the Learning and Engagement in Museums and Cultural Organizations program only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD508-1	Programming with Diverse Publics	2	online	Shari Werb	T 6:00-7:30 PM	Dates: 2/1, 2/8, 2/22, 3/1, 3/8, 3/15, 3/22, 3/29, 4/26
A salient feature of educational work across museums, libraries and cultural organizations is the planning and delivery of a range of programs. A critical challenge in current programming is to foster greater diversity and access, to provide programming that is inclusive and welcoming for all, while continuing to serve existing audiences. The course will emphasize the importance of working with diverse publics (not for them) and what barriers exist that may be limiting participation. Participants explore different categories of programs that may be less familiar to participants and will be asked to walk through the many steps of planning a program or resource at a specific site for an intended audience. Participants will also factor in operational constraints such as time, people, scheduling and the available spaces in which programs happen.
In addition to course meeting dates, students are expected to participate in weekend in person meet up Feb 12-13 (offsite) and April 2-3
LEAD509-1	Digital Learning	1	online	Brian Hogarth	TH/SU 5:30-7:00 PM	Dates: 1/20, 1/23, 1/27, 1/30
This course reviews the growing presence of digital learning in education, within organizations, and through informal social media networks and other online communities of interest. Is technology changing how our brains process information? Are we learning differently now? How can the new digital technologies support and expand the work that we do in education within museums, libraries and cultural organizations? How can educators in cultural organizations make thoughtful and strategic use of these new tools, without being overwhelmed by the continual churn, expense and allure of new apps, platforms, products and services? Participants will explore the notion of connected or shared learning in more depth and devise strategies and programs where new technologies can be effectively harnessed to support and expand learning and engagement.
The main assignment in this course will continue offline through Feb. 20
LEAD516-1	Designing Educational Exhibits and Spaces	2	online	Brian Hogarth	SU 5:30-7:00PM	Dates: 2/6, 2/20, 2/27, 3/6, 3/13, 3/20, 3/27, 5/1
Exhibitions are more than just ‘stuff’ on display. They are about dynamic interactions and responses among people in physical spaces moving about in real time. Participants will look at exhibitions as a major program vehicle in museums as well as libraries and other cultural institutions, with the many implications of identifying audiences, supporting the mission, and appealing to the market. Throughout the course, we will think about how to maximize the learning and engagement potential of exhibits. Participants will review design elements of effective spaces, interpretive planning in exhibits, and how to rapidly prototype ideas with the public for greater input and feedback.
In addition to course meeting dates, students are expected to participate in weekend in person meet up Feb 12-13 (offsite) and April 2-3.
LEAD517-1	Partnerships and Collaborations	1	online	Marsha Semmel	ThSuT 6:00-7:30PM	Dates: 4/7, 4/10, 4/12 (T), 4/14
As museums and cultural organizations focus more attention on social value and public impact, it is essential for educators and other staff to cultivate knowledge of, and practice in, developing partnerships and collaborations. Participants will situate their collaborative educational work within expansive models such as learning ecosystems, to allow different organizations to do more in their communities by working together. These initiatives are promulgated by the hyperconnectivity of digital connections, allowing players in disparate locations to act quickly and more easily together. The course will include case studies of successful partnerships as well as techniques that foster productive interactions among different groups by articulating shared interests and the various assets that partners bring to the equation.
This course will also meet on Tuesday, April 26, plus part of weekend in person meet up Feb 12-13.
LEAD619-1	Museum Management IV: Fundraising and Proposal Development	2	online	Julie Inez Johnson, Marsha Semmel	ThSu 2:00-4:00 PM	Dates: 2/6, 2/10, 2/13, 2/17, 2/20
Through readings, group discussion, case study analysis, and topical presentations, students explore the theory and practical applications needed to develop a solid financial base for nonprofit arts and cultural institutions. Course work includes developing a realistic grant proposal (including budget) and research into funding possibilities and guidelines. For Museum Leadership students only.
LEAD9602-1	Museum Advisement	2	online	Brian Hogarth	See advisor
Museum Supervised Fieldwork/Advisement
Fieldwork is arranged independently at different times based on students' work schedules.

School District Leader Online Program

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD861R-1	Leading a School District I	1	online	Alice Gottlieb, Brian Monahan	2/1/22 T 5:00-6:00PM
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.
LEAD862R-1	Leading a School District II	1	online	Alice Gottlieb, Brian Monahan	2/22/22 T 5:00-6:00PM
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.
LEAD863R-1	Leading a School District III	1	online	Alice Gottlieb, Brian Monahan	3/8/22 T 5:00-6:00PM
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.
LEAD864R-1	Leading a School District IV	1	online	Alice Gottlieb, Brian Monahan	4/5/22 T 5:00-6:00PM
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.
LEAD870R-1	Special Education Leadership: The District Perspective	1	online	Alice Gottlieb, Brian Monahan	4/26/22 T 5:00-6:00PM
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.
LEAD9081R-1	School District Leadership Supervised Fieldwork/Advisement	3	online	Nancy Mann	See advisor
Fieldwork in an appropriate setting with supervision and advisement.
LEAD9082R-1	School District Leadership Supervised Fieldwork/Advisement	3	online	Nancy Mann	See advisor
Fieldwork in an appropriate setting with supervision and advisement.
This is the second part of SFW course LEAD9081R

Aspiring Superintendent's Academy

These courses are for students in the ASA program only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD870A-1	Special Education Leadership: The District Perspective	1	offsite	Nicole Limperopulos	W 5:00-7:00 PM
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.
These courses are for students in the ASA program only.
LEAD908A-1	School District Leadership Supervised Fieldwork/Advisement	3	offsite	Nicole Limperopulos	W 7:00-9:00 PM
Fieldwork in an appropriate setting with supervision and advisement.
These courses are for students in the ASA program only.

LEAP Program

These courses are for students in the LEAP program only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD503L-1	Adult Development: Implications for Educational Leadership	3	offsite	Nicole Limperopulos	T 5:00-7:00 PM
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.
LEAD603L-1	School Change: The Transformational Leader	3	offsite	Nicole Limperopulos	TH 5:00-7:00 PM
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.
LEAD615L-1	Processes of Supervision and Professional Development	3	offsite	Nicole Limperopulos	TH 7:15-9:15 PM
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.
LEAD918L-1	Leadership Supervised Fieldwork/Advisement	3	offsite	Nicole Limperopulos	W 5:00-7:00 PM
These courses are for students in the LEAP program only.

Yonkers Urban Leadership

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

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD530Y-Y1	Education Policy, Advocacy, and Law	3	offsite	Nicole Limperopulos	T 5:00-7:00 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.
These courses are for students in the Yonkers Urban Leadership program only.
LEAD660Y-Y1	Research for Educational Change	3	offsite	Nicole Limperopulos	T 7:00-9:00 PM
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.
These courses are for students in the Yonkers Urban Leadership program only.
LEAD912Y-Y1	Leadership Supervised Fieldwork/Advisement	2	offsite	Nicole Limperopulos	W 5:00-7:00 PM
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 Yonkers Urban Leadership program only.

Matriculation Maintenance

A degree can only be conferred for currently enrolled students. Students anticipating degree completion pending submission of prior semester grades must be registered in the current term, in order for their degree to be awarded. If students are not registered for classes in the semester of their graduation, they must register for matriculation maintenance by the end of the semester add/drop period. Registration for matriculation maintenance, MMNT500, can be conducted on myBSC during web registration. A $50 fee applies.

Section	Title	Credits	Rooms	Days/Times
MMNT500-1	Matriculation Maintenance	0	n/a	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.
MMNT500R-1	Matriculation Maintenance	0	n/a	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.