Summer 2 2022

June 27, 2022—August 01, 2022

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

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

Please be aware: courses reserved for specific programs/populations are noted and are closed for general enrollment.

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.

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 3 704 Stefanie Horton MW 5:15-9:00 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.
EDUC505-1 Language Acquisition and Learning in a Linguistically Diverse Society 2 705 Pamela Jones MW 5:15-8:45 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25
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.
EDUC530-1 Foundations of Modern Education 3 707 Katie Harlan Eller MW 5:15-9:00 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 Robert Wallace MW 5:15-8:45 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25
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) 2 612/613 Kayla Roby Schlichting TTH 5:15-8:45 PM 6/28, 6/30, 7/5, 7/7, 7/12, 7/14, 7/19, 7/21
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.
EDUC591-1 Music and Movement: Multicultural and Developmental Approaches in Grades N - 6 2 CDR Allison Easter TTH 5:15-8:45 PM 6/28, 6/30, 7/5, 7/7, 7/12, 7/14, 7/19, 7/21
This course provides opportunities to experience key elements of music, sound, and movement through experiential, interactive learning grounded in neurocognitive, developmental, and critical multicultural perspectives. Participants will learn and share songs, rhythms, and games from diverse cultural and linguistic traditions and will draw on their own current and past experiences to reflect on the role of music and movement in children’s development. Through research and guided activities, participants will explore topics such as instrument-making from recyclable materials, world drumming, sound improvisation, and site-based choreography in order to develop strategies for integrating music and movement across the curriculum. The course will also explore a range of methodologies (e.g. Dalcroze Eurhythmics, Laban Movement Analysis, and Orff-Shülwerk) that support inclusive practices.
EDUC612-1 Infancy Institute: Infants, Toddlers, Families: Supporting Their Growth 1 multiple Marjorie Brickley TWTh 9:00-4:00 PM 6/28, 6/29, 6/30
This three-day Institute held during the month of June consists of workshops, guest presentations, and site visits. Topics vary each summer.
EDUC803-1 Developmental Variations 2 612/613 Jacob Dixon MW 5:15-8:45 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25
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
EDUC807-1 Teaching Children with Developmental Variations in Language and Communication 2 703 Samantha Segal MW 5:25-8:45 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25
Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disorders in monolingual and bilingual children. There is an exploration of the reciprocal relationship between children’s diverse communication abilities and styles and academic, social and emotional development. The importance of teacher collaboration with other service providers is highlighted. Graduate students will reflect on their own communication styles as a means of more effectively meeting the communication needs of their students. The concept of social construction of disability will help to frame issues of equity that can guide teachers in their roles as advocates for all children. Prerequisite: EDUC 505 or EDUC 561.
Prerequisite(s) for EDUC807: EDUC 505; or EDUC 561 and EDUC 870
EDUC862-1 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 708/710 Raul Palacios TTH 5:15-9:00 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.
EDUC874-1 Clinical Practicum/Advisement for Reading & Literacy 3 offsite (702 on 6/30) Jessica Higgins M-F 8:30 AM – 12:30 PM; TTh 1-3
This course is designed for graduate students in the Reading & Literacy programs who are assistant or head teachers and, therefore, are in one classroom placement for the entire school year. To fulfill New York State requirements, the clinical practicum offers participants the opportunity to gain experience teaching a range of children, many of whom struggle to read and write, and who are of varied ages and backgrounds. Participants work as student teachers in a clinical setting with children. An advisor will visit the practicum site to observe and discuss the student’s clinical practice. Graduate students participate in a conference group that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
Supervised fieldwork will take place Mondays-Fridays 8:30am-12:30pm. Students will meet for their course at their fieldwork site Tuesdays and Thursdays 1-3pm.
EDUC991-1 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences 1 702 Megan Purvis W 3:00-5:00 PM 6/29, 7/6, 7/13, 7/20, 7/27
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.
Registration is not allowed after June 26, 2022.
Prerequisite for EDUC 991: Completion of at least one semester of supervised fieldwork.
EDUC992-1 Summer Supervised Fieldwork/Advisement for Early Childhood Special Education 3 707 Staff TBD MW 3:00-5:00 PM
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.
Registration is not allowed after June 26, 2022.
EDUC994-1 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.
Note: This course will meet synchronously Wednesdays 3:00-5:00 PM. The remaining instructional time for this course will be asynchronous. Registration is not allowed after June 26, 2022.

Child Life

These courses are for Child Life students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC621-1 Introduction to Child Life Documentation 3 online Jennifer Costa MW 5:15-9:00 PM Synchornous dates: June 29th and July 27th
This course is designed to prepare students for clinical assessment and various types of writing and documentation pertaining to child life services. The course will provide students with the opportunity to develop skills in identifying and gathering salient information about patients and their families, assessing patient and family emotional vulnerability and coping skills, chart writing (including electronic medical records), narrative progress and procedural note formats, student journals, case studies, grant proposals, and research studies. Students will learn to apply developmental stress and coping theories to their assessments and interventions, including family-centered care and cultural considerations in all observations, recordings, and writings. Course benefits and outcomes will provide students with an introductory preparation experience for clinical analysis, assessment, and documentation before entering a supervised internship placement. Prerequisite: EDUC 500.
    This class will start on 6/27. Online class sessions on 6/29 and 7/27 are synchronous. The remaining classes are asynchronous. This class is for Child Life students only. To get ready for the synchronous session:
      • Sign up to http://Zoom.us (free account) and explore the tool and its tutorials: Getting started with Zoom.
      • Test your computer audio and video as well as your internet connection. We encourage you to test your system by hosting a test session with a friend.
      • You will receive an invitation to join the session via email. The email will have the link to click at the time of the session.
      • If you have trouble connecting, contact the Help Desk at helpdesk@bankstreet.edu or 212-875-4642.
Prerequisite for EDUC 621: EDUC 500

Early Childhood Advanced Standing

Only for students in the Early Childhood Advanced Standing cohort.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC564A-1 Language, Literature, and Emergent Literacy in the Primary Grades 3 online Helen Frazier TTH 5:15-9:00 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.
This class will meet synchronously fully online. This course is for students in the Early Childhood Advanced Standing Cohort only.
EDUC895A-1 Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 709 Michele Ryan MW 5:15-8:15 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25
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.
This class will meet fully on campus. Students will have a placement in the field July 11th-July 15th, 8:30am-3:30pm. This course is for students in the Early Childhood Advanced Standing Cohort only.
EDUC895A-2 Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 708/710 Gladys Aponte MW 5:15-8:15 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25
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.
This class will meet fully on campus. Students will have a placement in the field July 11th-July 15th, 8:30am-3:30pm. This course is for students in the Early Childhood Advanced Standing Cohort only.

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC803-1 Developmental Variations 2 612/613 Jacob Dixon MW 5:15-8:45 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25
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
TESL870-1 The Teaching of English Grammars & Discourse in ENL Settings 3 online Tyler Jennings TTH 5:15-9:00 PM
Participants will critically examine historical and current approaches used to teach English grammar in the United States and in other English-speaking countries. Research on the effectiveness of teaching grammar will inform participants as they design learning experiences to support emergent bilinguals’ English proficiency levels (entering, emerging, transitional, expanding, and commanding). Participants will use language assessments and error analyses in order to gauge students’ grammatical needs when speaking and writing and will use this assessment to inform the development of grammar lessons. The course will support participants in using technology for assessment and instruction and will focus the teaching of grammar as a tool for helping students engage more meaningfully in spoken and written discourse across a range of grade levels and content areas.  Participants will study grammars as living, dynamic systems, and through lesson design, they will empower students to consciously use grammars as communication tools in response to particular audiences and situations. Participants will collaborate with classroom teachers and school leaders to integrate grammar lessons into existing literacy units used in schools. Prerequisite: TESL 561.
Note: This course will run fully online.

Leadership in Mathematics Education Online

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-1 Adult Development: Implications for Educational Leadership 3 online Amy Withers MWTh 3:30-6:00 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.
LEAD946-1 Mathematics Leadership Summer Advisement 1 online Amy Withers T 7:00-9:00 PM
This course is an extension of LEAD945. During the summer semesters, the cohort meets for weekly Advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
MATH542-2 Integrated Mathematics II 3 online Nancy Buck MWTh 7:00-9:30 PM
This course continues the integration of mathematics begun in MATH 541. Participants study Taxicab geometry and its relationship to Euclidean geometry. Participants explore probability, the relationship between probability and proportional reasoning, the art of equations, and the relationship between functions and their graphs. Prerequisite: MATH 541. Open to 2nd-summer Math Leadership students only, or with permission of instructor and director.

Leadership in Mathematics Education

Courses listed are for students in the On-Campus Math Leadership program, only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD534M-1 Foundations of Educational Leadership: Adult Development 1 701 Amy Withers MW 1:45-3:15 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25, 7/27
This course surveys the nature of adult learners, examining patterns of development and the influences upon their own development. As students study materials and share their experiences, they acquire theoretical tools that will aid in their organizational interactions with adults and increase their understanding of their own development. This course is for 2nd-summer Math Leadership students only.
This course is for 2nd-summer Math Leadership students only.
LEAD535M-1 Foundations of Educational Leadership: Organizational Development 1 online Morgan Altman MW 1:45-3:15 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25, 7/27
This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews. This course is for 3rd-summer Math Leadership students only.
This course is for 3rd-summer Math Leadership students only.
LEAD615M-1 Processes of Supervision and Professional Development 3 701 Wendy Pollock M-Th 3:30-5:30 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 course is for 2nd-summer Math Leadership students only.
This course is for 2nd-summer Math Leadership students only.
LEAD662-1 Research for Mathematics Leaders II 1 online Helen Spruill TTH 1:45-3:15 PM 6/28, 6/30, 7/5, 7/7, 7/12, 7/14, 719, 7/21, 7/26
In this course, graduate students will build upon LEAD 661, furthering their understanding of qualitative research while developing a plan to share their research projects with a broader audience. Prerequisite: LEAD 661. This course is for 2nd-summer Math Leadership students only.
This course is for 2nd-summer Math Leadership students only.
LEAD827-1 Understanding Quantitative Data: Implications for Educational Leaders 3 online Danielle Kolker M-Th 3:30-5:30 PM
The goal of this course is to educate the school leader in the understanding the use of quantitative data for improving instruction in schools. The course will deal with the mathematics of statistics and data collection so that school leaders are better equipped to understand the information provided to them, ask better questions, make better choices about what data they should collect, and what the data tells about the skills and understandings of the student. In addition we will look into bias in data collection and interpretation, who the players are in the data collection and interpretation, and how to communicate the data so that the school community will understand its implications. The course will use a case study approach. The mathematical ideas will be developed through the use of concrete materials, databases, and tools such as Excel, Google Forms, and a calculator.
This course is for 3rd-summer Math Leadership students only.
LEAD843-1 Mathematics Leadership Summer Advisement 0 online Mary Leer, Ellen McCrum T 6:15-8:15 PM
This course is an extension of LEAD 940. During the summer residency, the cohort meets for weekly advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
MACP500-1 Integrative Master’s Project: Culminating Project 0 N/A Staff TBD See mentor
This course is for 3rd-summer Math Leadership students only.
This course is for 3rd-summer Math Leadership students only.
MATH542-1 Integrated Mathematics II 3 701 Nancy Buck, Robin Hummel M-Th 10:45-12:45 PM
This course continues the integration of mathematics begun in MATH 541. Participants study Taxicab geometry and its relationship to Euclidean geometry. Participants explore probability, the relationship between probability and proportional reasoning, the art of equations, and the relationship between functions and their graphs. Prerequisite: MATH 541. Open to 2nd-summer Math Leadership students only, or with permission of instructor and director.
This course is for 2nd-summer Math Leadership students only.
MATH543-1 Integrated Mathematics III 3 online Evan Jenkins M-Th 10:45-12:45 PM
This course continues the work with graphing begun in MATH 542. Participants use the content from MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics and contrast these ways of approaching mathematics and the applications of each. Prerequisite: MATH 542. Open to 3rd-summer Math Leadership students only or with permission of instructor and director.
This course is for 3rd-summer Math Leadership students only.

Museum Studies: Learning and Engagement in Museums and Cultural Organizations

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD529-1 Summer Institute 2 online Brian Hogarth Sat-Tues 9:00-5:00 PM 7/16-7/19
June Institute is a four or five day summer intensive program focused on longer visits to a range of institutions and programs. Drawing on the institutional and professional interests and backgrounds of the participants in the program, the visits will take place in the greater New York City area, or a major city in the mid-Atlantic region such as Philadelphia or Washington DC. Participants will visit exhibitions, programs, and meet with professional staff to gain exposure to exemplary programs, challenging problems and best practices. Themes from prior courses will be reinforced. One part of the Institute may be set aside for discussions, reflections and other group activities.
For Museum Leadership students only.

Leadership in Museum Education

Only for students in the Leadership in Museum Education cohort.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD850-1 Museum Leadership Institute I 2 online Brian Hogarth Sat-Tues 9:00-5:00 PM 7/16-7/19
Along with LEAD 851, this intensive one-week institute during each academic year of the program includes class sessions on conceptions of leadership and analysis of contemporary issues in museum education through site visits to the participants' institutions. For Museum Leadership students only.
For Museum Leadership students only.
MLPF500-1 Museum Leadership Portfolio 0 N/A Shari Werb See mentor
MLPF 500 is for 2nd-year Museum Leadership students only.

Future School Leaders Academy

These courses are for students in the FSLA program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD535-1 Foundations of Educational Leadership: Organizational Development 1 offsite Andrew Selesnick M-Th 2:00-5:00 PM 7/11 - 7/14
This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews.
LEAD630-1 Law for School Leaders 3 offsite Staff TBD M-Th 9:00-12:00 PM July 11-14 and July 18-21
The aim of this course is to familiarize both practicing and prospective administrators, supervisors, and school leadership personnel with the basic legal principles governing the structure and operation of school settings and the legal problems encountered in the day-to-day operation of schools. The broad general principles of school governance as determined by statute and case law are emphasized.
LEAD870-1 Special Education Leadership: The District Perspective 1 offsite Adam VanDerStuyf M-Th 2:00-5:00 PM July 18-21
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.

LEAP Program

These courses are for students in the LEAP program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD537L-1 Organizational Development: Implications for Educational Leadership 3 offsite Nicole Limperopulos 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.
LEAD873L-1 Special Education Leadership: Meeting the Needs of all Students 1 offsite Nicole Limperopulos TH 5:00-7:00 PM
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
LEAD912L-1 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.

Yonkers Urban Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD537Y-1 Organizational Development: Implications for Educational Leadership 3 offsite Nicole Limperopulos 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.
LEAD873Y-1 Special Education Leadership: Meeting the Needs of all Students 1 offsite Nicole Limperopulos TH 5:00-7:00 PM
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
LEAD912Y-1 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.

Aspiring Superintendent Academy Program

These courses are for students in the ASA only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD861A-1 Leading a School District I 1 offsite Nicole Limperopulos M-Th 1:00-2:30 PM
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. This course is for students in the Aspiring Superintendent Academy Program only.
LEAD862A-1 Leading a School District II 1 offsite Nicole Limperopulos M-Th 2:30-4:00 PM
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. This course is for students in the Aspiring Superintendent Academy Program only.
LEAD863A-1 Leading a School District III 1 offsite Nicole Limperopulos M-Th 4:00-5:30 PM
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. This course is for students in the Aspiring Superintendent Academy Program only.

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-1 Matriculation Maintenance 0 N/A 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.