Summer Long 2022

May 16, 2022—August 01, 2022

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

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

Early Childhood Special and General Education Online Program

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
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.
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
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: 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
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.
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
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.
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
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.
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
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.
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
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: 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
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.
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
This course is designed for students in the Early Childhood Special Education certification programs who are head teachers or assistant teachers. Its purpose is to give students a supervised teaching experience within the range of ages, settings, and student characteristics required by New York State that cannot be met through their full-time teaching positions. During July, students are placed in an appropriate site for four weeks, five days per week. Advisors visit them in their sites and meet with students individually. There are weekly conference groups with students and advisors that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
IMP3R-1 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 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
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.
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
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.
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
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.
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
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.
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
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.
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
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.
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
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: 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
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.
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
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.
Note: Specific dates detailing synchronous and asynchronous sessions will be shared by the instructor.
EDUC994R-1 Integrative Seminar in High Needs Educational Settings: Extended Field Exp in Childhood Gen and Spec 1 online Staff TBD 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 a second grade band level in an high needs public school 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 developmental variations. Graduate students will be placed, for the Summer II session, in appropriate educational programs for at least 100 hours. In addition, graduate students will participate in a series of six seminars focused on these classroom experiences.
IMP3R-1 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 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
Deeply rooted in the philosophy that the humanities is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in English and social studies. This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to adolescents with a wide range of abilities and challenges.  Participants will use a sociopolitical lens as they study literature, primary and secondary sources, digital, multimodal and new literacies, as they develop reading and writing skills and strategies across genres.  This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education curriculum and in accordance with Common Core Standards. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency.
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
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.
LEAD621R-1 Fiscal Management for Educational Leaders 1 online Danielle Kolker T 6:00-7:30 PM
This course is designed to explore school-based budgeting and fiscal management. The course will provide an overview of the various resources that schools receive and the rules that govern their use. There will be examples of how various schools use these resources, and a discussion of some of the considerations that school leaders may need to take into account in order for them to effectively implement the educational goals and objectives for their schools.
PLPF500-1 Progressive Leadership Program Portfolio 0 Staff TBD See mentor
Progressive Leadership students will continue to strengthen their educational leadership knowledge and skills through coursework and fieldwork. In conference group and with the support of their advisor, students will gather artifacts that reflect their learning and development in relation to the PSEL standards. At the end of the program, each student will present a comprehensive portfolio of his or her learning experiences. This portfolio meets the program’s Integrative Master’s Project requirement. There is a fee associated with this class to cover administrative costs and grading.

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
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.
LEAD537R-1 Organizational Development: Implications for Educational Leadership 3 online Talibah Daniel T 6:00-7:30 PM
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.

School District Leadership Online Program

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
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 T 5:00-6:00 PM 6/14/2022
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 T 5:00-6:00 PM 6/28/2022
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 T 5:00-6:00 PM 7/12/2022
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 T 5:00-6:00 PM 7/26/2022
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
LEAD908R-1 School District Leadership Supervised Fieldwork/Advisement 3 online Nancy Mann See advisor
Fieldwork in an appropriate setting with supervision and advisement.

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.