Graduate Course Schedule - Bank Street Graduate School of Education

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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	612/613	Ludmila de Amorim Paquete da Costa	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.
EDUC500-2	Child Development	3	612/613	Ludmila de Amorim Paquete da Costa	TH 4:45-6:45 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC505-1	Language Acquisition and Learning in a Linguistically Diverse Society	2	704	Pamela Jones	T 7:00-9:00 PM
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
EDUC513-1	Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)	3	708/710	Jared Slater	TH 7:00-9:00 PM
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography, and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and variations in development.
EDUC514-1	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	702	Sydnie Henkin	TH 4:45-6:45 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.
EDUC519-1	Educating Infants and Toddlers: Environments	3	612/613	Simone Taylor	T 7:00-9:00 PM
In this course graduate students will examine, define and expand the varied meanings of environment as it applies to the early care and education of children birth to three and their families. Participants will analyze and develop environments from a socio-economic, cultural, and developmental perspective, planning for infants and toddlers who develop typically as well as for those with developmental variations, with a special focus on trauma-informed practice. Issues surrounding diversity, anti-bias care and infant mental health are addressed throughout in order to increase the awareness and sensitivity of teacher/caregivers. Graduate students gain experience in designing, setting up, and maintaining nurturing and emotionally responsive environments that promote the development of early literacy, scientific and mathematical thinking, and creativity. Principles of curricular and environmental design and materials selection are grounded in developmental theory. Topics include the relation of physical space to learning and development, scheduling the child’s day, primary caregiving, staff relations, care of the family, and issues in caregiving such as separation, ethics, health and safety. The broad focus includes settings in centers, family child care, and hospitals.
EDUC525-1	Assistive Technology as a Tool for Providing Educational Access	1	701	Mark Surabian	M 7:00-9:05 PM	9/12, 9/19, 10/3, 10/17, 10/24, 10/31
This course examines how technology can create opportunities for access and expression for learners, including children with variations in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can be enhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
EDUC530-1	Foundations of Modern Education	3	612/613	Deborah Brooks Lawrence	TH 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
EDUC535-1	Science for Teachers (Grades N – 6)	2	408/410	Stan Chu	T 4:45-6:45 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
EDUC540-1	Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)	2	703	Kayla Roby Schlichting	W 7:00-9:00 PM
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC561-1	Linguistics: Implications for Teachers	1		Gladys Aponte	M 7:00-9:05 PM	9/12, 9/19, 10/3, 10/17, 10/24, 10/31	Cancelled
This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school.
This course will run fully online and will meet synchronously each session.
EDUC563-1	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	701	Erica Lynch	W 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.
EDUC563-2	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	704	Xiania Foster	TH 4:45-6:45 PM
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
EDUC564-1	Language, Literature, and Emergent Literacy in the Primary Grades	3	701	Susan Rolander	M 4:45-6:45 PM
This course examines the role of literature in children’s lives. Participants develop criteria for selecting literature for children, considering factors including but not limited to child development, aesthetics, language, and culture, as well as children’s interests and curiosities. Through active engagement with books, artifacts, and ideas, participants gain an understanding of the role of literature in language development in children’s primary and new languages. Participants will examine ways to use literature from a wide range of genres and perspectives for reading aloud, honoring and stimulating children’s storytelling, and for deepening learning across content areas.
EDUC568-1	Teaching Literacy in the Upper Elementary Grades	3	702	Katherine Augustus	TH 7:00-9:00 PM
This course addresses the ways in which language, cognition, and the social-emotional development of children shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, it prepares teachers to meet the needs of children from diverse cultural and linguistic backgrounds, across a range of learners. During the course, students will work with individual children, plan for small and large groups, and create classroom environments that support a balanced approach to literacy. Particular emphasis will be paid to the ways in which linking assessment and instruction enables teachers to meet the developing needs of individuals and groups, incorporating guidelines from the NYS Standards. Students will learn to create units of study in reading and writing that include all aspects of speaking, listening, reading, and writing. Through the experiences in this course, participants will gain a deeper understanding of the interrelationship between reading and writing processes and the roles of the teacher, the family, and the child in those processes.
EDUC576-1	Writing in the Elementary Grades	2	705	Lynne Einbender	T 4:45-6:45 PM
In this course, participants examine the theories and practices of teaching writing, both as writers and as teachers. The goal of this dual focus is to develop meta-cognitive awareness of one’s own writing process to inform one’s teaching practice. Participants do this through discussing course texts, children’s literature, videos and children’s writing. The course explores: teaching children to select topics, draft, revise, edit and publish their own writing; designing writing curriculum that is inclusive and culturally responsive; using children’s literature to teach writing through concrete observation and inquiry; using writing conferences and assessments to guide curricular decisions; teaching writing mechanics using a constructivist approach; exploring a range of teaching methods and literature to accommodate diverse learners.
EDUC590-1	Arts Workshop for Teachers (Grades N – 6)	2	308	Ann-Marie Mott	M 4:45-6:45 PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
EDUC613-1	Understanding and Working with Families of Infants and Toddlers	2	612/613	Yasmin Dorrian	M 4:45-6:45 PM
This course helps students understand the psychological underpinnings of parenting across a range of families and contexts. Through class discussion, readings, videos, role play in class and guest speakers, students will develop an understanding of what is involved in working with significant adults in the lives of infants and toddlers. Graduate students will explore the connections among early relationships, brain development, health and later mental health. A multilevel framework utilizes the concepts of containment and holding as a way to understand what parents must provide for their children and what adults must also provide for themselves in order to work effectively with families. Stages of parenting are looked at within the wider lens that incorporates variety among parents, as well as within the same parent at different times. Through practice with their own case material and readings on basic counseling techniques graduate students continue to develop a self- reflective ability that helps them think critically about their responses to families and learn when and how to provide guidance, towards the promotion of mental wellness and prevention of disruptions in development. The course will explore the roles of the teacher and the social worker.
EDUC802-1	The World of Toddlers and Twos: The Second and Third Years of Life	3	703	Marjorie Brickley	T 4:45-6:45 PM
This course offers a developmental-interactional view of toddlers and two-year-olds and their families. Participants will look at the ways children in this age period become more autonomous selves while simultaneously developing capacities for more elaborated and diverse relationships with others and their environments. The course will examine the interplay of the toddler’s physical maturation, interpersonal experiences, physical environments and cultures in development. Participants will also focus on the everyday implications of the growing toddler’s need for self-assertion and autonomy and the issues that adults face in parenting or working with this age group. Graduate students will study the science of brain development and its impact on all domains. Although this is not a “how-to” course, graduate students will learn how to apply their knowledge of development in the second and third year to their practices with toddlers and two-year-olds. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Prerequisite: EDUC 500.
Prerequisite for EDUC 802: EDUC 500 or EDUC 800
EDUC803-1	Developmental Variations	2	701	Kim McLeveighn-Helper	T 7:00-9:00 PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC803-2	Developmental Variations	2	705	ElizabethAnn Duffy	TH 4:45-6:45 PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC807-1	Teaching Children with Developmental Variations in Language and Communication	2	703	Mimi Rosenberg	TH 4:45-6:45 PM
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
EDUC808-1	The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording	3	709	Jessica Charles	M 7:00-9:00 PM
This course focuses on observation as a practice for more deeply understanding children through their interactions with people, experiences, and materials across a range of environments. Through a case study of one child, participants deepen their knowledge, skills, and dispositions for observing children. They learn to translate observations into descriptive, written data and analyze observational data to inform practice. Participants develop skills of reflection and analysis as they investigate how bias and perspective impact observation and one’s understanding of children. Participants integrate knowledge about variations in children’s social-emotional, cognitive, linguistic, motor, and language development. They consider multiple domains of children’s individual and socio-cultural identities including race, gender, culture, and language and the implications for constructing inclusive and culturally sustaining classroom environments and curricula. Prerequisite: EDUC 500 or permission of instructor.
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC823-1	Play Techniques for Early Childhood Settings	1	704	Deborah Vilas	T 4:45-6:50 PM	9/13, 9/20, 10/11, 10/18, 10/25, 11/1
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations. Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
Prerequisite for EDUC 823: EDUC 803.
EDUC860-1	Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations	3	706	Jessica Higgins	T 4:45-6:45 PM
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language variations. Participants learn about the reading and writing processes within a developmental framework. The course explores the iterative relationship between assessment and intervention, and critically examines a range of methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.
Prerequisites for EDUC 860: EDUC 505; EDUC 563 or EDUC 568.
EDUC862-1	Assessment, Diagnosis, and Evaluation of Children with Developmental Variations	3	704	Raul Palacios	W 7:00-9:00 PM
This course is designed to explore a variety of approaches used for the diagnosis, planning, and evaluation of students with disabilities. Participants will develop a critical understanding of the historical, legal and ethical considerations, appropriate use, mis-use, value, and limitations of standardized assessments including their intersection with issues of race, class, language and gender. Participants will administer and interpret various psycho-educational tests and develop instructional plans to meet the unique needs of children with oral language, reading, writing, and math challenges. Participants will broaden their abilities to incorporate information from diagnostic reports into their teaching.
EDUC867-1	The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6)	1	704	Samantha Segal	TH 7:00-9:05 PM	9/8, 9/15, 9/22, 9/29, 10/6, 10/13
This course will enable teachers to extend their theoretical and practical understanding of the ways to support children’s reading comprehension in kindergarten through grade 6. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of fluent readers. Students will develop competencies in current literacy practices such as Interactive Read Aloud, Think Aloud, Guided Reading, and Questioning the Author. In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to be independent readers. Teachers will be able to use the strategies demonstrated in this course with all learners, including English Language Learners and children with special needs. Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor.
Prerequisite for EDUC867: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor
EDUC869-1	Supporting Early Language and Literacy for Children with Developmental Variations (Birth-8)	2	707	Arelis Javier	TH 4:45-6:45 PM
This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts. Participants are introduced to communication disorders and other learning variations of the early years that affect language and literacy learning. Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with learning variations are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
Prerequisite for EDUC 869: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505
EDUC894-1	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	703	Carmen Colón	M 7:00-9:00 PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803.
Prerequisites for EDUC 894: EDUC 500 or EDUC 800; EDUC 803.
EDUC894-2	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	704	Rae Leeper	M 7:00-9:00 PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803.
Prerequisites for EDUC 894: EDUC 500 or EDUC 800; EDUC 803.
TESL530-1	Theoretical Foundations: Social, Cultural, and Linguistic Diversity in School	3	706	Megan Purvis	W 7:00-9:00 PM
This course explores how major federal and state laws, language policies, and theories of language development (first and second language acquisition, bilingualism, and translingualism) shape English as a new language (ENL) and bilingual program designs. Candidates will analyze how these programs serve diverse students in PreK-12 urban schools, with a special focus on the education of students who are immigrants, including students with limited or interrupted formal education (SLIFE). Candidates will explore immigration to the United States from a sociocultural perspective, investigate the factors that shape immigrant students’ experiences in schools, and how these impact their identity development. Graduate students will reflect on their own beliefs and perceptions about immigrants and emergent bilingual students while identifying the experiences that have contributed to these beliefs and perceptions. They will survey the demographic landscape of a school and evaluate how the school language allocation policy, curricula, and ENL & bilingual programs respond to the legal rights and the linguistic, socio-emotional and academic needs of emergent bilingual students. Based on their comprehensive analysis and principles of social justice, candidates will develop an advocacy plan to address identified needs of emergent bilingual students and their families.
TESL862-1	Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations	3	online	Elizabeth Silva	M 4:45-6:45 PM
In this course, participants will review the history of special education as it has impacted students and families from diverse cultural and linguistic backgrounds, focusing on over-representation in the classifications of intellectual disability, emotional disability, and language/learning disabilities. This course will help English as a new language (ENL) teachers examine the intersection between disability and cultural and linguistic diversity. Participants will unpack assumptions about linguistically and culturally diverse families, and understand how various disabilities interact with learning a new language to better discern typical patterns of language development from language-based disabilities. Participants will have the opportunity to become familiar with formal and informal assessments used to evaluate K-12 students and how these apply to emergent bilingual speakers, as well as concepts including validity, reliability, and basic statistical terminology. Participants will collaborate with school professionals to explore strategies for working effectively with families of linguistically and culturally diverse children and adolescents.
This course will run fully online and will meet synchronously each session.

Fieldwork/Student Teaching/Advisement Courses

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC930-1	Supervised Fieldwork/Advisement	6	see advisor	Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.
EDUC932-1	Supervised Fieldwork/Advisement	3			W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC934.
EDUC937-1	Supervised Fieldwork/Advisement	6	see advisor		W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
EDUC943-1	Teaching Literacy Supervised Fieldwork/Advisement	6	see advisor	Staff TBD	W 4:45-6:45 PM
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC944. Pre- or co-requisite: EDUC 860.

Integrative Master's Project - Independent Study Option

Section	Title	Credits	Rooms	Instructor	Days/Times
IS500-1	Independent Study	0	see mentor	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. IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project. In addition to registering through myBSC for IS500, please fill out the Independent Study Mentor Form, located on the website schedule (https://graduate.bankstreet.edu/academics/graduate-course-schedule/) indicating which faculty member has consented to mentor you.
Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact your Student Services Advisor before registering. Registration is not allowed after September 15, 2022. IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project. In addition to registering through my.BSC for IS500, please fill out the Independent Study Mentor Form, indicating which faculty member has consented to mentor you. Please note: Students who register without completing the above form will be dropped from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Integrative Master's Project-Semester-Based IMP Options

Note: These are a Semester-Based IMP Options. Student work must be completed and submitted by the end of one semester. Students who do not complete their work by the end of the semester will be required to re-register and pay for another IMP option in the future. Please read the dates in the schedule carefully, and be sure to register on time and attend all sessions.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
IMP2-1	Collaborative Student Faculty Inquiry	0	705	Mark Nagasawa	W 7:00-9:00 PM	9/14, 10/12, 11/9, 12/14
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Early Childhood Quality: What does it look like through an equity lens? The word quality is so frequently used in early childhood education (ECE) that it is often assumed to refer to an objective, universal set of features. However, now that considerable resources have been directed to ECE program quality improvement, it is becoming clear that current conceptualizations are not serving the field’s equity-aspirations. As a catalyst for students' projects - which could span action research to policy advocacy - we will collaboratively explore questions like: How is quality defined, measured, and who is making these decisions? What does quality mean to us?How would an explicit focus on equity (e.g., cultural, linguistic and historical responsiveness; universal design for learning; etc.) change how quality is defined and practiced? And, importantly, how can we advocate for more expansive definitions of quality in ECE? This inquiry will meet on campus but will be open for remote participation. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2R-1	Collaborative Student Faculty Inquiry	0	online	Gil Schmerler	M 7:00-9:00 PM	9/19, 10/17, 11/21, 12/19
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Teacher Leadership Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access). Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2R-2	Collaborative Student Faculty Inquiry	0	online	Rae Leeper	T 4:45-6:45 PM	9/13, 10/11, 11/1, 12/6
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Supporting Neurodiverse Learners in the Early Childhood Classroom This inquiry group focuses on supporting neurodiverse learners in early childhood classrooms. This group is an extension of the course 629: Educating Autistic Children and therefore the successful completion of 629 is a prerequisite to join this group. Participants will share key readings from autistic advocates and researchers in the field and create projects that incorporate those findings. Final projects can include a research paper, a training for their school communities, an individualized curriculum for a student, or a creative expression of their findings. There are four required virtual group meetings and one individual meeting to support participants in generating their projects. This IMP will meet synchronously online and is open to students in online and on-campus programs. Participants must attend all meetings to successfully complete their IMP. Registration is not allowed after the class has met.
IMP2R-3	Collaborative Student Faculty Inquiry	0	online	Margaret Blachly	T 4:45-6:45 PM	9/13, 10/11, 11/15, 12/6
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Using Emotionally Responsive Practice Techniques in the Classroom This faculty-led Group Inquiry IMP introduces the core concepts and techniques of Emotionally Responsive Practice. The group meetings will familiarize students to practice identifying unresolved developmental issues, use of Story Gathering process, use of transitional objects in classrooms, and emotionally responsive literacy process in preschool and elementary school classrooms. Students will design ways to apply these concepts in their own settings, and receive guidance and feedback from the instructor(s). Final project will include creating a resource binder of readings, techniques and lesson plans, as well as detailed documentation of the ERP technique(s) applied in the setting, and a reflection on the children's response to the technique(s). Each student will have one to three personal sessions with the facilitators in addition to the scheduled group meeting times. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2R-4	Collaborative Student Faculty Inquiry	0	online	Carmen Colón, Troy Pinkney	T 5:00-7:00 PM	9/20, 10/18, 11/15, 12/6
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Centering the strength of Black and Brown children in schools Students will explore with an inquisitive mind how children of color experience “race” in their classroom and how “race” impacts their learning and classroom experience. Through this Student/Faculty Inquiry, students will explore current practices in their school and develop strategies to break down barriers and preconceived notions about the presence of black and brown children in educational spaces and learning communities. Students will develop 1 lesson plan, for the beginning phase, developing/middle phase, and culminating phase for their inquiry. Lessons/ experiences should build on one another to support the racial development of all children in the classroom with an eye towards cultivating and celebrating the strength of children of color, centering joy. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP3-1	Mentored Directed Essay	0	see mentor	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.
Students should register for section 01. In September, students will be assigned their particular mentor. Registration is not allowed after September 15, 2022, and it is recommended that students register as early as possible, to allow themselves the maximum amount of time to work on their essay questions. Students who register on September 15 will still be required to turn in their completed essay questions to their mentor by the last day of the term.

Child Life

Courses within this program are for Child Life students only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC500D-1	Child Development	3	online	Troy Pinkney	TH 7:00-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
Note: This course will be fully online. Synchronous sessions to be held on 9/8, 10/13, 11/10, 12/15 all other sessions are asynchronous. This section is for Child Life students only.
EDUC821-1	Child Life in the Healthcare Setting: A Family-Centered Care Approach	3	online	Genevieve Lowry	T 7:00-9:00 PM
This course provides an overview of the child life profession. It examines research and theory that inform family-centered clinical practice and programming for infants, children, adolescents, and emerging adults in healthcare and community settings. Participants will examine child life competencies, principles, and responsibilities, as developed by the Association of Child Life Professionals. Participants will consider access and equity issues as they relate to assessment, interventions, and practical strategies designed to support children and families facing acute and chronic illness and health conditions. Pre- or corequisite: EDUC 500.
Note: This course will be fully online. Synchronous sessions to be held on 9/13 and 12/20 all other sessions are asynchronous. This section is for Child Life students only. Pre- or co-requisite for EDUC821: EDUC 500.
EDUC822-1	Children with Special Healthcare Needs: In the Hospital, at Home, and in School	3	online	Meghan Jacobson, Deborah Vilas	T 7:00-9:00 PM
This course will explore the personal, educational, social, and familial dimensions of childhood health conditions, including a focus on the educational law and how it applies to children with special healthcare needs. Children with severe and chronic illness often spend more time in school and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional development through the use of vignettes. This course will address the ways in which workers in the healthcare, school, and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisites: EDUC 500 and EDUC 821.
Note: This course will be fully online. Synchronous sessions to be held on 9/13, 10/11, 11/1, 11/15, 11/29, 12/20, all other sessions are asynchronous. This section is for Child Life students only. Prerequisite(s) for EDUC822: EDUC 500 and EDUC 821 or permission of instructor
EDUC826-1	Medical Aspects of Illness: A Child Life Perspective	3	online	Ria Hawks, Genevieve Lowry	M 7:00-9:00 PM
This course provides students with an understanding of the development of a wide range of medical conditions which most frequently affect children and youth. Fundamental to understanding disability and illness is the necessity of having knowledge about the physical, neurological, and chemical roots of medical conditions which are alternately congenital, acquired, or genetic in their origin. Students will be introduced to research findings and standard practices of medical interventions and preparations for conditions highlighted in the course. Pre- or corequisite: EDUC 500.
Note: This course will be fully online. Synchronous sessions to be held on 9/12, 10/17, and 12/19, all other sessions are asynchronous. This section is for Child Life students only. Pre- or co-requisite for EDUC826: EDUC 500.
EDUC830-1	Research for Child Life Specialists	3	online	Sarah Daniels	TH 7:00-9:00 PM
This course is designed to support child life practitioners in being effective generators and consumers of research. In a changing health-care environment, research provides a foundation for child life services, validation of the therapeutic benefits of play and preparation, and justifies the continued development and support of child life programming provided by Certified Child Life Specialists. Participants will learn how to do action research using an inquiry-based approach. Participants will learn how to ask and analyze critical questions of practice grounded in a theoretical framework. Participants will gather and analyze data as a tool for making changes to child life practice and programming by learning to examine bias, perspective, and assumptions when conducting research and using findings. Prerequisite: EDUC 500.
Note: This course will be fully online. Synchronous sessions will be held on 9/8, 10/13, 11/10, and 12/8. All other sessions are asynchronous. This section is for Child Life students only. Prerequisite for EDUC 830: EDUC 500
EDUC950-1	Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings	6	online	Deborah Vilas	W 7:00-9:00 PM
Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships.
Note: This will be fully online. All sessions are synchronous.
IMP2D-1	Collaborative Student Faculty Inquiry: Child Life	0	online	Troy Pinkney	W 7:00-9:00 PM	9/14, 10/12, 11/16, 12/14
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option for Child Life students, focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Child Life Therapeutic Support: Behavioral Health Interventions This inquiry will explore the current state of behavioral health issues and develop strategies and activities to support health and resilience during inpatient and outpatient care. Using American Academy of Pediatrics Resources on Mental Health and the Association of Child Life Professionals Emotional Safety Resources, participants will complete a literature review and create a care plan for a patient presenting to a healthcare institution with behavioral health issues. Students will consider the admitting diagnosis, developmental and chronological age, and other pertinent information to assess the patient and family, mindful of staying within the child life scope of practice. This IMP is for students in the Child Life Program only and will meet synchronously online. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2D-2	Collaborative Student Faculty Inquiry: Child Life	0	online	Genevieve Lowry	TH 7:00-9:00 PM	9/15, 10/27, 11/17, 12/15
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option for Child Life students, focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: The Use of Bibliotherapy for Children in Crisis Bibliotherapy is often used in hospital settings to support children's understanding of illness, identify and express emotions or validate experiences. Certified Child Life Specialists (CCLS) have used books to support children’s learning of a diagnosis or treatment, explore coping strategies, or as a way to demonstrate they are not alone. During our sessions, students will participate in a read-aloud of a different children’s story or book. Together we will map the themes that CCLS could integrate into a patient's plan of care addressing psychological preparation, coping, play, and expressive arts. Students will develop their own book lists and create activities that align specific themes of the book with child life practice. This IMP is for students in the Child Life Program only and will meet synchronously online. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

Childhood General and Special Education Online Program

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

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC500R-1R	Child Development	3	online	Wendy Pollock	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.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530R-1R	Foundations of Modern Education	3	online	Alexander Doan	M 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC535R-1R	Science for Teachers (Grades N – 6)	2	online	Stan Chu	TH 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.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC540R-1R	Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)	2	online	Helen Spruill	T 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC563R-1R	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	online	Susan Rolander	T 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.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC605R-1	Designing and Managing Classroom Environments in Inclusive and Special Education Settings	3	online	Ellen Ferrin	M 7:00-9:00 PM
This course is designed to help participants create classroom environments that will meet the needs of all children, including those with developmental variations. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC805R-1	Developmental Variations II: Emotional and Behavioral Development	2	online	Sean O'Shea	T 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.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC860R-1R	Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations	3	online	Amy DiBiase	TH 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC930R-1R	Supervised Fieldwork/Advisement	6	online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931R.
EDUC937R-1R	Supervised Fieldwork/Advisement	6	online	Staff TBD	W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
IMP2R-1	Collaborative Student Faculty Inquiry	0	online	Gil Schmerler	M 7:00-9:00 PM	9/19, 10/17, 11/21, 12/19
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Teacher Leadership Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access). Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2R-2	Collaborative Student Faculty Inquiry	0	online	Rae Leeper	T 4:45-6:45 PM	9/13, 10/11, 11/1, 12/6
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Supporting Neurodiverse Learners in the Early Childhood Classroom This inquiry group focuses on supporting neurodiverse learners in early childhood classrooms. This group is an extension of the course 629: Educating Autistic Children and therefore the successful completion of 629 is a prerequisite to join this group. Participants will share key readings from autistic advocates and researchers in the field and create projects that incorporate those findings. Final projects can include a research paper, a training for their school communities, an individualized curriculum for a student, or a creative expression of their findings. There are four required virtual group meetings and one individual meeting to support participants in generating their projects. This IMP will meet synchronously online and is open to students in online and on-campus programs. Participants must attend all meetings to successfully complete their IMP. Registration is not allowed after the class has met.
IMP2R-3	Collaborative Student Faculty Inquiry	0	online	Margaret Blachly	T 4:45-6:45 PM	9/13, 10/11, 11/15, 12/6
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Using Emotionally Responsive Practice Techniques in the Classroom This faculty-led Group Inquiry IMP introduces the core concepts and techniques of Emotionally Responsive Practice. The group meetings will familiarize students to practice identifying unresolved developmental issues, use of Story Gathering process, use of transitional objects in classrooms, and emotionally responsive literacy process in preschool and elementary school classrooms. Students will design ways to apply these concepts in their own settings, and receive guidance and feedback from the instructor(s). Final project will include creating a resource binder of readings, techniques and lesson plans, as well as detailed documentation of the ERP technique(s) applied in the setting, and a reflection on the children's response to the technique(s). Each student will have one to three personal sessions with the facilitators in addition to the scheduled group meeting times. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2R-4	Collaborative Student Faculty Inquiry	0	online	Carmen Colón, Troy Pinkney	T 5:00-7:00 PM	9/20, 10/18, 11/15, 12/6
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Centering the strength of Black and Brown children in schools Students will explore with an inquisitive mind how children of color experience “race” in their classroom and how “race” impacts their learning and classroom experience. Through this Student/Faculty Inquiry, students will explore current practices in their school and develop strategies to break down barriers and preconceived notions about the presence of black and brown children in educational spaces and learning communities. Students will develop 1 lesson plan, for the beginning phase, developing/middle phase, and culminating phase for their inquiry. Lessons/ experiences should build on one another to support the racial development of all children in the classroom with an eye towards cultivating and celebrating the strength of children of color, centering joy. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP3R-1R	Mentored Directed Essay	0	see mentor	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.
Students should register for section 01. In September, students will be assigned their particular mentor. Registration is not allowed after September 15, 2022, and it is recommended that students register as early as possible, to allow themselves the maximum amount of time to work on their essay questions. Students who register on September 15 will still be required to turn in their completed essay questions to their mentor by the last day of the term.
IS500R-1R	Independent Study	0	see mentor	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 only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact your Student Services Advisor before registering. Registration is not allowed after September 15, 2022. IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project. In addition to registering through my.BSC for IS500, please fill out the Independent Study Mentor Form, indicating which faculty member has consented to mentor you. Please note: Students who register without completing the above form will be dropped from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Early Childhood General and Special Education Online Program

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

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC500R-1	Child Development	3	online	Wendy Pollock	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.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530R-1	Foundations of Modern Education	3	online	Alexander Doan	M 7:00-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC535R-1	Science for Teachers (Grades N – 6)	2	online	Stan Chu	TH 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.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC540R-1	Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)	2	online	Helen Spruill	T 7:00-9:00 PM
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC563R-1	The Teaching of Reading, Writing, and Language Arts in the Primary Grades	3	online	Susan Rolander	T 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.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC823R-1	Play Techniques for Early Childhood Settings	1	online	Deborah Vilas	TH 7:00-9:05 PM
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations. Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
This section is for students enrolled in fully online programs only. The class will meet synchronously on 9/8, 9/29, 10/6, and 10/13. There will be asynchronous modules the weeks of 9/15 and 9/22.
EDUC823R-2R	Play Techniques for Early Childhood Settings	1		Kate Ascetta	TH 7:00-9:05 PM
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations. Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
This section is for students enrolled in fully online programs only. The class will meet synchronously. The course will run from 11/3 - 12/15. Synchronous sessions will be on 11/10, 11/17, 12/1, & 12/8.
EDUC869R-1	Supporting Early Language and Literacy for Children with Developmental Variations (Birth-8)	2	online	Antonia Bendezu	T 7:00-9:00 PM
This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts. Participants are introduced to communication disorders and other learning variations of the early years that affect language and literacy learning. Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with learning variations are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC894R-1	Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts	2	online	Soyoung Park	M 7:00-9:00 PM
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803.
This section is for students enrolled in fully online programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7-9 PM throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC930R-1	Supervised Fieldwork/Advisement	6	online		W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931R.
EDUC937R-1	Supervised Fieldwork/Advisement	6	online		W 7:00-9:00 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is for one semester only.
IMP2R-1	Collaborative Student Faculty Inquiry	0	online	Gil Schmerler	M 7:00-9:00 PM	9/19, 10/17, 11/21, 12/19
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Teacher Leadership Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access). Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2R-2	Collaborative Student Faculty Inquiry	0	online	Rae Leeper	T 4:45-6:45 PM	9/13, 10/11, 11/1, 12/6
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Supporting Neurodiverse Learners in the Early Childhood Classroom This inquiry group focuses on supporting neurodiverse learners in early childhood classrooms. This group is an extension of the course 629: Educating Autistic Children and therefore the successful completion of 629 is a prerequisite to join this group. Participants will share key readings from autistic advocates and researchers in the field and create projects that incorporate those findings. Final projects can include a research paper, a training for their school communities, an individualized curriculum for a student, or a creative expression of their findings. There are four required virtual group meetings and one individual meeting to support participants in generating their projects. This IMP will meet synchronously online and is open to students in online and on-campus programs. Participants must attend all meetings to successfully complete their IMP. Registration is not allowed after the class has met.
IMP2R-3	Collaborative Student Faculty Inquiry	0	online	Margaret Blachly	T 4:45-6:45 PM	9/13, 10/11, 11/15, 12/6
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Using Emotionally Responsive Practice Techniques in the Classroom This faculty-led Group Inquiry IMP introduces the core concepts and techniques of Emotionally Responsive Practice. The group meetings will familiarize students to practice identifying unresolved developmental issues, use of Story Gathering process, use of transitional objects in classrooms, and emotionally responsive literacy process in preschool and elementary school classrooms. Students will design ways to apply these concepts in their own settings, and receive guidance and feedback from the instructor(s). Final project will include creating a resource binder of readings, techniques and lesson plans, as well as detailed documentation of the ERP technique(s) applied in the setting, and a reflection on the children's response to the technique(s). Each student will have one to three personal sessions with the facilitators in addition to the scheduled group meeting times. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP2R-4	Collaborative Student Faculty Inquiry	0	online	Carmen Colón, Troy Pinkney	T 5:00-7:00 PM	9/20, 10/18, 11/15, 12/6
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
Title: Centering the strength of Black and Brown children in schools Students will explore with an inquisitive mind how children of color experience “race” in their classroom and how “race” impacts their learning and classroom experience. Through this Student/Faculty Inquiry, students will explore current practices in their school and develop strategies to break down barriers and preconceived notions about the presence of black and brown children in educational spaces and learning communities. Students will develop 1 lesson plan, for the beginning phase, developing/middle phase, and culminating phase for their inquiry. Lessons/ experiences should build on one another to support the racial development of all children in the classroom with an eye towards cultivating and celebrating the strength of children of color, centering joy. Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.
IMP3R-1	Mentored Directed Essay	0	see mentor		See mentor
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters.
Students should register for section 01. In September, students will be assigned their particular mentor. Registration is not allowed after September 15, 2022, and it is recommended that students register as early as possible, to allow themselves the maximum amount of time to work on their essay questions. Students who register on September 15 will still be required to turn in their completed essay questions to their mentor by the last day of the term.
IS500R-1	Independent Study	0	see mentor		See mentor
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue.
Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact your Student Services Advisor before registering. Registration is not allowed after September 15, 2022. IMPORTANT NOTE TO STUDENTS REGISTERING FOR INDEPENDENT STUDIES In order to register for Independent Studies (IS500) you must have already secured a faculty mentor who has reviewed your IS proposal and has committed to serve as your IS mentor. By registering for the IS500, you are attesting to having secured a mentor, and you are agreeing to follow all applicable IS directives and guidelines as stated in A Guide to the Integrative Master’s Project. In addition to registering through my.BSC for IS500, please fill out the Independent Study Mentor Form, indicating which faculty member has consented to mentor you. Please note: Students who register without completing the above form will be dropped from their Independent Study. You must identify your mentor in order to be enrolled in an Independent Study for the term.

Early Childhood General Education Advanced Standing

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

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
EDUC530A-1	Foundations of Modern Education	3	701	Abigail Kerlin	T 4:45-6:45 PM
This section is for students in the Early Childhood Advanced Standing cohort only.
EDUC603A-1	Assistive Technology in Early Childhood Inclusive and Special Education Settings	1	online	Anna Malyukova	W 7:00-9:00 PM	9/21, 10/19, 11/9, 12/7
This section is for students in the Early Childhood Advanced Standing cohort only. This is an online class and will meet synchronously on the dates listed.
EDUC603A-2	Assistive Technology in Early Childhood Inclusive and Special Education Settings	1	online	Arelis Javier	W 7:00-9:00 PM	9/21, 10/19, 11/9, 12/7
This section is for students in the Early Childhood Advanced Standing cohort only. This is an online class and will meet synchronously on the dates listed.
EDUC803A-1	Developmental Variations	2	703	Robin Thomas	W 4:45-6:45 PM
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of developmental variations to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor. This course is only for students in the Early Childhood Advanced Standing Program.
This section is for students in the Early Childhood Advanced Standing cohort only. This course will meet synchronously online 9/21, 10/19, 11/9, and 12/7. The remainder of the sessions will meet on campus.
EDUC932A-1	Supervised Fieldwork/Advisement	3			W 5:00-7:00 PM		Cancelled
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC934A.
This section is for students in the Early Childhood Advanced Standing cohort only.
EDUC937A-1	Supervised Fieldwork/Advisement	6	see advisor		W 4:45-6:45 PM
Note: This section is for students in the Early Childhood Advanced Standing cohort only.
TESL660A-1A	TESOL Research & Methodologies (Grades PreK-6)	3	N/A	Jennifer Vest	T 4:45-6:45 PM
This course explores TESOL methodologies to inform the teaching of English as a new language in grades PreK-6. The course will provide participants with a foundation for thinking about English as a new language (ENL) instruction as being grounded in a deep understanding of both learner and context. Participants will develop an understanding of how student identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), classroom culture and curriculum, and local and state assessments all impact planning and instruction for ENLs. Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual students, including those with developmental variations, fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 870. Note: This course is only for students in the Early Childhood Advanced Standing Program.
This section 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
TESL530-1	Theoretical Foundations: Social, Cultural, and Linguistic Diversity in School	3	706	Megan Purvis	W 7:00-9:00 PM
This course explores how major federal and state laws, language policies, and theories of language development (first and second language acquisition, bilingualism, and translingualism) shape English as a new language (ENL) and bilingual program designs. Candidates will analyze how these programs serve diverse students in PreK-12 urban schools, with a special focus on the education of students who are immigrants, including students with limited or interrupted formal education (SLIFE). Candidates will explore immigration to the United States from a sociocultural perspective, investigate the factors that shape immigrant students’ experiences in schools, and how these impact their identity development. Graduate students will reflect on their own beliefs and perceptions about immigrants and emergent bilingual students while identifying the experiences that have contributed to these beliefs and perceptions. They will survey the demographic landscape of a school and evaluate how the school language allocation policy, curricula, and ENL & bilingual programs respond to the legal rights and the linguistic, socio-emotional and academic needs of emergent bilingual students. Based on their comprehensive analysis and principles of social justice, candidates will develop an advocacy plan to address identified needs of emergent bilingual students and their families.
TESL862-1	Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations	3	online	Elizabeth Silva	M 4:45-6:45 PM
In this course, participants will review the history of special education as it has impacted students and families from diverse cultural and linguistic backgrounds, focusing on over-representation in the classifications of intellectual disability, emotional disability, and language/learning disabilities. This course will help English as a new language (ENL) teachers examine the intersection between disability and cultural and linguistic diversity. Participants will unpack assumptions about linguistically and culturally diverse families, and understand how various disabilities interact with learning a new language to better discern typical patterns of language development from language-based disabilities. Participants will have the opportunity to become familiar with formal and informal assessments used to evaluate K-12 students and how these apply to emergent bilingual speakers, as well as concepts including validity, reliability, and basic statistical terminology. Participants will collaborate with school professionals to explore strategies for working effectively with families of linguistically and culturally diverse children and adolescents.
This course will run fully online and will meet synchronously each session.

NY DOE Teaching Fellows

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC502-1	Human Development	3	612/613	Genevieve Lowry	W 7:00-9:00 PM
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 course is for students in the NYC Teaching Fellows Program only. Wednesday 7-9pm sessions will be fully on campus. Sessions will alternate between EDUC 502 and EDUC 804 between both course dates. A specific schedule of dates will be shared by the instructor.
EDUC804-1	Supporting Language and Literacy Development Across the Curriculum: 7-12	3	online	Angel Suarez	TH 4:45-6:45 PM
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. There is a fieldwork component to this course. Prerequisite: EDUC 502. (Pending approval of the Program Review and Curriculum Committee)
This course is for students in the NYC Teaching Fellows Program only. Thursday 4:45-6:45pm sessions will run synchronously, fully online. Sessions will alternate between EDUC 502 and EDUC 804 between both course dates. A specific schedule of dates will be shared by the instructor.
EDUC930-1	Supervised Fieldwork/Advisement	6	see advisor	Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.

NY DOE Teaching Collaborative

These courses are for students in the NYCTC Cohort only.

Section	Title	Credits	Rooms	Instructor	Days/Times
EDUC538-1	Foundations of American Education: Implications for teaching students with developmental variations	2	online	Katie Harlan Eller	TH 4:45-6:45 PM
This course focuses on the political and economic forces which influence our work and the lives of adolescents. Participants' will increase their awareness and understanding of the educational, social, cultural, political, and developmental implications of disability so that they can recognize and respond to the needs of adolescents as part of a broad spectrum of individuals who vary in learning experience and ability including physical, social, emotional, learning, cognitive, language, communication and /or behavioral development. The perspectives of school, family, and community will be emphasized. The course will incorporate issues and questions related to the evaluation and classification of adolescents, as well as the legal and philosophical obligations of general and special education teachers. Participants will be expected to identify essential questions to guide their own learning, and to share personal perspectives, research, and critical thinking about the challenges of disability in the context of a diverse learning community. There is a designated fieldwork component included in course requirements.
This course is for students in the NYCTC Cohort only. This course will run fully online and will meet synchronously each session.
EDUC930-1	Supervised Fieldwork/Advisement	6	see advisor	Staff TBD	W 4:45-6:45 PM
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.

Progressive Leadership Online Program

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD503R-1	Adult Development: Implications for Educational Leadership	3	online	Jessica Blum-DeStefano	TH 7:15-9:15 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online Progressive Leadership students only.
Progressive Leadership Program Cohort 48 students only.
LEAD510R-1R	Leading Critical Issues in Curriculum and Instruction	3	online	Shokry Eldaly	T 5:00-7:00 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change. For online Progressive Leadership students only.
LEAD537R-1	Organizational Development: Implications for Educational Leadership	3	online	Abbe Futterman	T 5:30-7:30 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.
Progressive Leadership Program Cohort 48 students only.
LEAD603R-1	School Change: The Transformational Leader	3	online	Nicole Limperopulos	T 5:00-7:00 PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
Progressive Leadership Program Cohort 46 students only.
LEAD615R-1	Processes of Supervision and Professional Development	3	online	Abbe Futterman	TH 5:30-7:30 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.
Progressive Leadership Program Cohort 46 students only.
LEAD660R-1	Research for Educational Change	3	online	Jessica Blum-DeStefano	TH 5:00-7:00 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
Progressive Leadership Program Cohort 47 students only.
LEAD9181R-1	Leadership Supervised Fieldwork/Advisement	3	online	Staff TBD	W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part one of three semesters of supervised fieldwork. The second part is LEAD9182R.
Progressive Leadership Program Cohort students only. This is the first term fieldwork course.
LEAD9182R-1	Leadership Supervised Fieldwork/Advisement	3	online		W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part two of three semesters of supervised fieldwork. The third part is LEAD9183R.
Progressive Leadership Program Cohort students only. This is the second term fieldwork course.
LEAD9183R-1	Leadership Supervised Fieldwork/Advisement	3	online		W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program's Integrative Master's Project requirement. This is part three of three semesters of supervised fieldwork.
Progressive Leadership Program Cohort students only. This is the third term fieldwork course.

Leadership in Mathematics Education

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD940-1	Mathematics Leadership Supervised Fieldwork/Advisement	3	online	Mary Leer, Ellen McCrum	See Advisor
Fieldwork in an appropriate setting with supervision and advisement.
This course is only for students in the Math Leadership program.
MACP500-1	Integrative Master’s Project: Culminating Project	0	see mentor	Robin Hummel	See Mentor
This course is for 3rd-summer Math Leadership students only.
This course is only for students in the Math Leadership program.

Leadership in Mathematics Education Online

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD667-1	Research for Mathematics Leaders I	1	online	Helen Spruill	TH 7:30-9:00 PM
In this first course in the series of Research for Mathematics Leaders, students will learn and apply the process of action research through crafting a question, gathering data, analyzing data, and offering additional questions through an ongoing record of reflective field notes. This course is designed to increase graduate students’ understanding of qualitative research and will enable graduate students to gain a deeper understanding of the importance of qualitative research and how it can be used to effect change.
This course is only for students in the Math Leadership Online program.
LEAD9451-1	Mathematics Leadership Supervised Fieldwork and Advisement	2	online	Amy Withers	See advisor
This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the 14 months of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for synthesizing theory with practice, and the creation of a professional learning community. Attention is given to leadership activities in students’ work settings and coaching strategies for addressing the academic strengths and needs of teachers of mathematics, including constructing classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of leadership as they have influenced current practices and innovations, and explores Bank Street's history and philosophy as a progressive institution. This is the second term of SFW.
This course is only for students in the Math Leadership Online program.
MATH525-1	Math for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners	3	online	Amy Withers	M 7:00-9:00 PM
This course will provide teachers and leaders with a deeper understanding of the mathematics they need to know to help others refine and deepen math instruction in schools. They will learn how people learn math, and how to meet the mathematical needs of a wide range of learners—both adults and children. This course is grounded in a constructivist approach to learning and teaching. As such, we seek to form a community of learners in which each participant is constructing his or her own understanding of mathematics, and what it means to be teachers and leaders of mathematics. This course is for 1st-summer Math Leadership students only.
This course is only for students in the Math Leadership Online program.

Early Childhood Leadership Advanced Certificate Online Program

For students in the Early Childhood Leadership Advanced Certificate Online Program.

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

This section is only for students in Early Childhood Leadership Advanced Certificate cohort 3.
ELPF501E-1	Early Childhood Leadership Integrated Portfolio Project Continuation	0	see mentor	Wendy Pollock	See advisor

This section is only for students in Early Childhood Leadership Advanced Certificate cohort 3.
LEAD510E-1E	Leading Critical Issues in Curriculum and Instruction	3	online	Alison Pepper	M 6:30-8:30 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
Note: This section is only for students in Early Childhood Leadership Advanced Certificate cohorts 3 and 4.
LEAD624E-1	Fiscal Management, Grant Development and Marketing for Leaders	3	online	Danielle Kolker	T 6:30-8:00 PM
This course focuses on the financial management of early childhood programs in childcare settings and public schools as well as the grant development process and marketing strategies that are designed to enhance equitable access to quality early childhood experiences for young children and their families. The intersection of resources both within the community and from various funding streams will be examined to address issues of equity, advocacy and policy in early childhood settings. The first section of the course will address budget development, budget formulation and budget execution and evaluation of operating budgets. The second section of the course will focus on program design and proposal writing for grant development including categorical or competitive models. Participants will also learn about fundraising and marketing strategies designed to reach families with young children in underserved communities.
This section is only for students in Early Childhood Leadership Advanced Certificate cohorts 6.
LEAD9201E-1	Early Childhood Leadership Supervised Fieldwork/Advisement	3	online	Wendy Pollock	W 6:30-8:30 PM
Participants explore a variety of theories and methods of analysis as applied to organizations and their members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior. This is the first of three required terms of supervised fieldwork. For students in the Early Childhood Leadership program only.
This section is only for students in Early Childhood Leadership Advanced Certificate cohort.

Future School Leaders Academy

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

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD615-1F	Processes of Supervision and Professional Development	3	offsite	Jacqueline Levine, Scott Wynne	TH 4:00-6:00 PM
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
This course if only for students in the FSLA program.
LEAD664-1F	Research for Educational Change	1	offsite	Philip Benante	TH 6:30-8:30 PM	Dates: 9/15, 10/6, 10/27, 11/10, 12/1, 12/8
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
LEAD863-1F	Leading a School District III	1	offsite	Andrew Patrick	TH 6:30-8:30 PM	TBD
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 if only for students in the FSLA program.
LEAD9063-1F	Future School Leaders Academy Supervised Fieldwork/Advisement	1.5	see advisor	Staff TBD	W 4:00-7:00 PM	TBD
This course if only for students in the FSLA program.

Museum Studies: Learning and Engagement in Museums and Cultural Organizations

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

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
LEAD504-1	Human Development	3	online	Candace Barriteau, Jessica Blum-DeStefano	SU/F 6:30-8:30PM	9/18/22, 10/2/22, 10/9/22, 10/16/22, 10/23/22, 10/28/22, 11/6/22, 11/13/22, 11/20/22, 12/4/22, 12/11/22
A great deal of educational and public work in museums, libraries and cultural organizations revolves around the creation and implementation of programs for specific audiences. To support this work, this course is divided into several sections that, together, cover essential ideas about development in humans from childhood to adulthood, along with associated teaching and learning strategies. Observations of children, teen and adult programs and the growing field of access and wellness programs will be included. As we examine research on the cognitive, social, emotional, linguistic and physical development of children, we will pay attention to how these trajectories manifest across cultures and through interaction with biology and the environment. Understanding these developmental theories, and other patterns that evolve across the lifespan, will deepen how educators plan for and scaffold childrens’ and adults’ learning in museums and cultural settings.
Note: This course is for students in the LEMCO cohort, year 1. The meeting on Friday, October 28 will be held from 6:00-8:00 PM.
LEAD505-1	Teaching and Learning with Objects	1	online	Brian Hogarth	T/F 6:30-8:30PM	11/18/22, 11/29/22, 12/2/22, 12/9/22, 12/16/22
Objects, specimens, collections, archives, plants, animals, buildings and unique spaces are at the heart of museums, libraries and cultural organizations. Educators working in these types of organizations should be familiar with the many ways objects, collections and spaces impact users: provoking memories and imagination, offering multi-sensory experiences, encouraging inquiry and dialogue, understanding cultural values, and providing tangible evidence of life, history and culture, past and present. In this course, participants will practice unpacking the many layers and dimensions of objects, including decolonizing objects and ensuring that diverse perspectives are included when devising teaching and interpretive strategies. Some of the themes touched on here will continue in the Digital Learning, Programming and Designing Educational Spaces courses.
This course is for students in the LEMCO cohort, year 1.
LEAD506-1	Educational & Social Role of Museums and Cultural Organizations	2	online	Elisabeth Nevins	T/F 6:30-8:30PM	Dates: 9/23/22, 10/7/22, 10/11/22, 10/25/22, 11/1/22, 11/8/22, 11/15/22, 11/22/22, 12/6/22
This course introduces the broader historical developments of learning and engagement work in a variety of museums, libraries and other nonprofit cultural organizations, along with the current emphasis on community engagement, access and diversity, building community partnerships and collaborations. Educators working in these spaces serve a variety of publics, onsite and off, from schools and teachers, to adolescents and families, to young as well as older adults. This course serves as a critical introduction to the roles that educators play in supporting these publics, as well as supporting organizational missions and public understanding around artistic and cultural diversity, heritage and the natural world etc. through various programmatic means. This course includes several site visits to different institutions in the New York City area.
This course is for students in the LEMCO cohort, year 1.
LEAD507-1	Learning Theories	1	online	Brian Hogarth	MTH 7:00-9:00 PM	9/8/22, 9/12/22, 9/15/22, 9/19/22, 9/22/22
Most museums and cultural organizations have had education at the core of their missions since inception, but informal education is a relatively new discipline, still evolving and defining its place. Underlying these new directions are assumptions that explain what happens when learners engage with new phenomena, places and experiences, individually and with others. This course will explore fundamental theories around education and learning, social and cultural dimensions of learning and recent critical theories involving race, gender and ideas about shared or connected learning. By the end of the course, participants will be able to interpret and apply dimensions of various learning theories when articulating outcomes and assumptions that support both existing and new programs and their users.
This course is for students in the LEMCO cohort, year 1.
LEAD519-1	Curriculum Development	3	online	Naina Abowd, Daniel Zeiger	SU/T 4:00-6:00PM	Dates: 9/11/22, 9/18/22, 10/2/22, 10/9/22, 10/16/22, 10/23/22, 10/30/22, 11/6/22, 11/13/22, 11/20/22, 12/11/22, 12/13/22
The main focus of this course will be on school field trips (in person and/or virtual, including related resources) to museums and cultural organizations; how these experiences intersect with curricula and specific units of study in schools at different levels. These trips are sometimes referred to as out-of-school experiences or place-based experiences, involving discovery, inquiry and/or play with objects, specimens, and unique environments. Participants will interrogate existing field trip programs using an anti-colonial lens. They will then design a new field trip-- aligned with a unit of study informed by specific standards and guidelines-- that effectively uses resources/objects, spaces and staff expertise at a museum or cultural organization. Field trip proposals will demonstrate the use of developmentally appropriate activities, different modalities, culturally relevant and culturally sustaining language and other effective teaching strategies.
Note: This course is for students in the LEMCO cohort, year 2. Note the session on Tuesday, December 13th will meet from 6:30-8:30 PM.
LEAD520-1	Understanding Audiences and Users	1	online	Brian Hogarth	TH/SA 6:30-8:30 PM	11/10/22, 11/12/22, 11/17/22, 12/8/22, 12/15/22
Public museums, libraries and cultural Institutions, unlike schools and universities, do not mandate attendance nor do they issue degrees. As places of free-choice learning, they must continually reach out and attract audiences. This requires that staff understand audiences, both current and potential, and the communities in which they operate. In this course, participants will review fundamental marketing and visitor evaluation practices. By developing a greater understanding and empathy for visitor motivations, by identifying possible barriers to participation, by learning techniques for studying and evaluating visitor engagement, participants can develop more responsive, relevant, and inclusive communication strategies for educational programs that meet the needs of diverse publics in their communities.
Note: This course is for students in the LEMCO cohort, year 2. The session on November 12 will be held from 10:00 AM-12:00 PM and 2:00-4:00 PM.
LEAD521-1	Development & Fundraising	1	online	Rebecca Cardwell	TH 6:30-8:30 PM	9/15/22, 9/29/22, 10/6/22, 10/13/22, 11/3/22
Fundraising is a constant element of work in most cultural non-profit organizations. In this course, participants will begin by surveying the philanthropic sector: how it arose, what traditionally it did and how, and what changes have taken place, including the rise of digital philanthropy and impact investing. Next, participants will review the landscape of funders: foundations, corporate support, government granting agencies, and digital giving platforms such as crowdsourcing. Lastly, participants will practice writing grant proposals, which includes: developing a plan, researching a suitable funder(s), articulating program goals and outcomes, and how the impact of the program will be assessed.
Note: This course is for students in the LEMCO cohort, year 2.
LEAD522-1	Leadership Development	1	online		TH 6:30-8:30 PM	9/15/22, 9/29/22, 10/6/22, 10/13/22, 11/3/22	Cancelled
In this course, participants will explore major theories of management, leadership and followership that can serve them in meeting the challenges of everyday work life and issues facing the sector. They will take a broad look at leadership and followership as intentional features of professional practice, including knowing oneself as essential for enacting effective leadership. Participants will review traditional views of leadership as residing in positions of authority together with shared and distributed models for leading and following for broader impact and change. By doing so, they will think about leadership and followership as fluid roles enacted by individuals across an organization at many levels.
Note: This course is for students in the LEMCO cohort, year 2.
LEAD9601-1	Museum Advisement	2	online	Brian Hogarth	See advisor	TBD
Fieldwork in an appropriate setting with supervision and advisement.
This course is for students in the LEMCO cohort, year 1.
LEAD9611-1	Museum Supervised Fieldwork/Advisement	4	online	Heather Maxson	See advisor
Fieldwork in an appropriate setting with supervision and advisement.

LEAP Program

These courses are for students in the LEAP program only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD510L-1L	Leading Critical Issues in Curriculum and Instruction	3	offsite	Nicole Limperopulos	T 5:00-7:00 PM
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
This course if only for students in the LEAP program.
LEAD530L-1L	Education Policy, Advocacy, and Law	3	offsite	Nicole Limperopulos	TH 5:00-7:00 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
This course if only for students in the LEAP program.
LEAD660L-1L	Research for Educational Change	3	offsite	Nicole Limperopulos	T 7:15-9:15 PM
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
This course if only for students in the LEAP program.
LEAD918L-1L	Leadership Supervised Fieldwork/Advisement	3	offsite	Nicole Limperopulos	W 5:00-7:00 PM
This course if only for students in the LEAP program.

Yonkers Urban Leadership

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

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD503Y-1Y	Adult Development: Implications for Educational Leadership	3	offsite	Nicole Limperopulos	TH 5:00-7:00 PM
This course is only for students in the Yonkers cohort.
LEAD510Y-1Y	Leading Critical Issues in Curriculum and Instruction	3	offsite	Nicole Limperopulos	T 5:00-7:00 PM
This course is only for students in the Yonkers cohort.
LEAD603Y-1Y	School Change: The Transformational Leader	3	offsite	Nicole Limperopulos	T 5:00-7:00 PM
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
Note: This course is only for students in the Yonkers cohort in their final term.
LEAD615Y-1Y	Processes of Supervision and Professional Development	3	offsite	Nicole Limperopulos	TH 5:00-7:30 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.
Note: This course is only for students in the Yonkers cohort in their final term.
LEAD912Y-1Y	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.
This course is only for students in the Yonkers cohort.

School District Leader Online Program

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD861R-1S	Leading a School District I	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	10/11/2022
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.
Courses within this program are for online students only.
LEAD862R-1S	Leading a School District II	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	10/25/2022
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.
Courses within this program are for online students only.
LEAD863R-1S	Leading a School District III	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	11/8/2022
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.
Courses within this program are for online students only.
LEAD864R-1S	Leading a School District IV	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	12/6/2022
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.
Courses within this program are for online students only.
LEAD870R-1S	Special Education Leadership: The District Perspective	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	11/22/2022
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.
Courses within this program are for online students only.
LEAD9081R-1S	School District Leadership Supervised Fieldwork/Advisement	3	see advisor	Nancy Mann	See Advisor
Fieldwork in an appropriate setting with supervision and advisement.
Courses within this program are for online students only. This is the first term fieldwork course.
LEAD9082R-1S	School District Leadership Supervised Fieldwork/Advisement	3	see advisor	Nancy Mann	See advisor
Fieldwork in an appropriate setting with supervision and advisement.
Courses within this program are for online students only. This is the second term fieldwork course.

Aspiring Superintendent's Academy

These courses are for students in the ASA program only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD861A-1A	Leading a School District I	1	offsite	Nicole Limperopulos	W 5:00-7:00 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.
Aspiring Superintendent Academy Program.
LEAD862A-1A	Leading a School District II	1	offsite	Nicole Limperopulos	W 7:00-9:00 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.
Aspiring Superintendent Academy Program.
LEAD908A-1A	School District Leadership Supervised Fieldwork/Advisement	3	offsite	Nicole Limperopulos	W 7:00-9:00 PM
Fieldwork in an appropriate setting with supervision and advisement.
Aspiring Superintendent's Academy students only.

Matriculation Maintenance

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

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