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.
|