Early Childhood Special and General Education Online Program

Courses within this program are for online students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500R-1 Child Development 3 online Troy Pinkney M 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC514R-1 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 online Antonia Bendezu M 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC525R-1 Assistive Technology as a Tool for Providing Educational Access 1 online Stefanie Blanco TH 7:00-9:00 PM 6/23, 6/30, 7/7, 7/14, 7/21, 7/28
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC542R-1 Assessment and Instruction in Teaching Mathematics to Children with Learning Variations 2 online Kim McLeveighn-Helper T 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC563R-1 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 online Erica Lynch M 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC564R-1 Language, Literature, and Emergent Literacy in the Primary Grades 3 online Susan Rolander TH 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC590R-1 Arts Workshop for Teachers (Grades N – 6) 2 online Maria Richa T 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC805R-1 Developmental Variations II: Emotional and Behavioral Development 2 online Sean O'Shea M 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC992R-1 Summer Supervised Fieldwork/Advisement for Early Childhood Special Education 3 online Staff TBD MW 3:00-5:00 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25, 7/27, and 8/1
IMP3R-1 IMP: Mentored Directed Essay 0 Staff TBD 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.
Note: At the start of Summer Long, students will be assigned their particular mentor. Registration is not allowed after May 18, 2022.
IS500R-1 IMP: Independent Study 0 Staff TBD 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.

Students should register for section 01. Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering.

Registration is not allowed after May 18, 2022.

IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500R) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project.

In addition to registering through my.bankstreet.edu for IS500, please fill out the Independent Study Mentor Form, indicating which faculty member has consented to mentor you.

Please note: Students who register without completing the above form will be dropped by the Registrar's Office from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Childhood Special and General Education Online Program

Courses within this program are for online students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500R-1 Child Development 3 online Troy Pinkney M 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC525R-1 Assistive Technology as a Tool for Providing Educational Access 1 online Stefanie Blanco TH 7:00-9:00 PM 6/23, 6/30, 7/7, 7/14, 7/21, 7/28
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC535R-1 Science for Teachers (Grades N – 6) 2 online Mona Arriola McNamara W 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC542R-1 Assessment and Instruction in Teaching Mathematics to Children with Learning Variations 2 online Kim McLeveighn-Helper T 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC563R-1 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 online Erica Lynch M 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC564R-1 Language, Literature, and Emergent Literacy in the Primary Grades 3 online Susan Rolander TH 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC590R-1 Arts Workshop for Teachers (Grades N – 6) 2 online Maria Richa T 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC805R-1 Developmental Variations II: Emotional and Behavioral Development 2 online Sean O'Shea M 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC863R-1 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 online Jacqueline Kohos Ontell T 7:00-9:00 PM
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC994R-1 Extended Field Experiences 1 online Staff TBD W 4:00-6:00 PM 6/29, 7/6, 7/13, 7/20, 7/27
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. (Online version)
IMP3R-1 IMP: Mentored Directed Essay 0 Staff TBD 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.
Note: At the start of Summer Long, students will be assigned their particular mentor. Registration is not allowed after May 18, 2022.
IS500R-1 IMP: Independent Study 0 Staff TBD 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.

Students should register for section 01. Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering.

Registration is not allowed after May 18, 2022.

IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500R) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project.

In addition to registering through my.bankstreet.edu for IS500, please fill out the Independent Study Mentor Form, indicating which faculty member has consented to mentor you.

Please note: Students who register without completing the above form will be dropped by the Registrar's Office from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Adolescent Special Education Teaching Collaborative

These courses are for students in the New York City Teaching Collaborative Program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC532-1 Human Development 2 408/410 Genevieve Lowry MW 5:15-8:45 PM 6/6, 6/8, 6/13, 6/15, 6/22, 6/27, 6/29
This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related to identity—self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability—will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion.
This class will have a mix of in-person, synchronous online, and asynchronous activities. The course will meet in person at the College on Mondays 5-8:30pm, synchronously online on Wednesdays 5-6:30pm, and there will be an asynchronous lab Wednesday-Sunday each week. This course is for students in the New York City Teaching Collaborative Program only.
EDUC833-1 Supporting Language and Literacy Development across the Curriculum: 7-12 2 701 Angel Suarez TTH 5:15-8:45 PM 6/7, 6/9, 6/14, 6/16, 6/21, 6/23, 6/28, 6/30
This course introduces first and second language acquisition theories and research and their practical implications for developing a repertoire of strategies for teaching language and literacy to adolescents with a range of abilities.  This course provides a framework for understanding how language, cognition, and social development interact with literacy and content learning in a sociopolitical context.  Participants investigate the crucial role and impact of teacher language attitudes through a sociolinguistic lens informed by current and historical concerns of inequity for students from a range of linguistic and cultural backgrounds.  Participants examine how both monolingual and emergent bilingual students use their entire linguistic repertoire in order to develop literacy in English language arts and in the content areas.  Participants learn approaches to assessing adolescents’ language and literacy needs as well as ways to analyze text forms, both print and electronic, in terms of the kinds of responses they call for from learners and the support they offer to adolescents’ conceptual understanding. The course will investigate teaching new literacies in a multicultural context. Participants will examine common core standards in order to align curriculum goals and content. There is a fieldwork component to this course.
This class will have a mix of in-person, synchronous online, and asynchronous activities. The course will meet in person at the College on Tuesdays 5-8:30pm, synchronously online on Thursdays 5-6:30pm, and there will be an asynchronous lab Thursday-Monday each week. This course is for students in the New York City Teaching Collaborative Program only.
EDUC834-1 Curriculum, Methods and Assessment for Teaching the Humanities to Adolescents with Disabilities 2 706 Melissa Ramos MW 5:15-8:45 PM 7/6, 7/11, 7/13, 7/18, 7/20, 7/25, 7/27, 8/1
This class will have a mix of in-person, synchronous online, and asynchronous activities. The course will meet in person at the College on Mondays 5-8:30pm, synchronously online on Wednesdays 5-6:30pm, and there will be an asynchronous lab Wednesday-Sunday each week. This course is for students in the New York City Teaching Collaborative Program only.
EDUC836-1 Teaching Math, Science & Tech: Curriculum, Methods & Assessment for Adolescents w/ Disabilities 2 706 Kelly Molloy, Lais Santos TTH 1:45-5:15 PM 7/5, 7/7, 7/12, 7/14, 7/19, 7/21, 7/26, 7/28
An inquiry and problem-solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. Participants will examine common core standards in order to align curriculum goals and content.
This class will have a mix of in-person, synchronous online, and asynchronous activities. The course will meet in person at the College on Tuesdays 5-8:30pm, synchronously online on Thursdays 5-6:30pm, and there will be an asynchronous lab Thursday-Monday each week. This course is for students in the New York City Teaching Collaborative Program only.

Progressive Leadership Program Online: Cohort 46 & 47

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD530R-1 Education Policy, Advocacy, and Law 3 online Ron Woo M 6:30-8:30 PM
LEAD621R-1 Fiscal Management for Educational Leaders 1 online Danielle Kolker T 6:00-7:30 PM
PLPF500-1 Progressive Leadership Program Portfolio 0 Staff TBD See mentor

Early Childhood Leadership Advanced Certificate Online Program

Courses within this program are for online students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
ELPF500E-1 Early Childhood Leadership Portfolio 0 Wendy Pollock See mentor
LEAD530E-1 Education Policy, Advocacy, and Law 3 online Mark Nagasawa M 7:00-8:30 PM
LEAD537R-1 Organizational Development: Implications for Educational Leadership 3 online Talibah Daniel T 6:00-7:30 PM

School District Leadership Online Program

Courses within this program are for online students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD861R-1 Leading a School District I 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 5/31/2022
LEAD862R-1 Leading a School District II 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 6/14/2022
LEAD863R-1 Leading a School District III 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 6/28/2022
LEAD864R-1 Leading a School District IV 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 7/12/2022
LEAD870R-1 Special Education Leadership: The District Perspective 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 7/26/2022
LEAD908R-1 School District Leadership Supervised Fieldwork/Advisement 3 online Nancy Mann See advisor

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500R-1 Matriculation Maintenance 0 Staff TBD Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.