Graduate Course Schedule - Bank Street Graduate School of Education

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Early Childhood Special and General Education Online Program

Courses within this program are for online students only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC500R-1	Child Development	3	online	Troy Pinkney	M 7:00-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7:00-9:00 PM 5/15-7/31, except for holidays. Your instructor will share the specific synchronous dates at your first session.
EDUC505R-1	Language Acquisition and Learning in a Linguistically Diverse Society	2	online	Tyler Jennings	M 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. This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7:00-9:00 PM 5/15-7/31, except for holidays. Your instructor will share the specific synchronous dates at your first session.
EDUC514R-1	Curriculum in Early Childhood Education for Inclusive and Special Education Settings	3	online	Carmen Colón	TH 7:00-9:00 PM
This course provides a framework for developing curriculum that engages all children in authentic meaning making about themselves and their wider world. Participants use principles of child development and developmental variation as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7:00-9:00 PM 5/18-7/27. Your instructor will share the specific synchronous dates at your first session.
EDUC535R-1	Science for Teachers (Grades N – 6)	2	online	Mona Arriola McNamara	W 7:00-9:00 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Wednesday 7:00-9:00 PM 5/17-7/26, except for holidays. Your instructor will share the specific synchronous dates at your first session.
EDUC590R-1	Arts Workshop for Teachers (Grades N – 6)	2	online	Maria Richa	T 7:00-9:00 PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7:00-9:00 PM 5/18-7/27. Your instructor will share the specific synchronous dates at your first session.
EDUC629R-1	Education of Children with Autism Spectrum Disorders	1	online	Stephanie McCaskill	TH 7:00-9:00 PM	6/1-7/6
This course will explore autism spectrum disorder (ASD) from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed to people with ASD. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for children with ASD. Participants will consider the importance of providing young children with ASD with an educational program that is responsive to each child’s unique pattern of relative strengths and vulnerabilities, and will learn ways to partner in this work with a diverse range of families. Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7:00-9:05 PM 6/1-7/6. Your instructor will share the specific synchronous dates at your first session.
EDUC803R-1	Developmental Variations	2	online	Sean O'Shea	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.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7:00-9:00 PM 5/16-7/25. Your instructor will share the specific synchronous dates at your first session.
EDUC823R-1	Play Techniques for Early Childhood Settings	1	online	Deborah Vilas	M 7:00-9:00 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.
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. Synchronous session will meet 5/15, 6/5, 6/12, and 7/3. Asynchronous modules will run 5/22 - 5/28 and 6/26 - 7/1
EDUC994R-1	Extended Field Experiences	1	online	Antonia Bendezu	W 4:00-6:00 PM	6/28, 7/5, 7/12, 7/19, 7/26
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. (Online version)
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course has a field-based student teaching component and will meet synchronously on the dates listed. All students need to fingerprints on file with the NYCDOE prior to the first day of class.
IMP3R-1	Mentored Directed Essay	0	N/A	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.
Registration is not allowed for this IMP after May 16, 2023. Students receive the name of their faculty mentors at the end of the add/drop period. Students completing a Mentored Directed Essay (MDE) should find the essay for their program and become familiar with the project before meeting with their mentors. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).
IS500R-1	Independent Study	0	N/A	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.
Note: Students should register for section 01. Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering. Registration is not allowed after May 16, 2023. 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 (https://s3.amazonaws.com/bankstreet-wordpress/wp-content/uploads/sites/2/2018/04/imp_handbook_2016-17.pdf). In addition to registering through myBSC for IS500, please fill out the Independent Study Mentor Form (https://docs.google.com/forms/d/e/1FAIpQLSfzjZb9WCt4tYiYAudDzZBztiM6Yz6wRVS4KiqdjrWR9GEXQg/viewform), indicating which faculty member has consented to mentor you.

Childhood Special and General Education Online Program

Courses within this program are for online students only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC500R-1	Child Development	3	online	Troy Pinkney	M 7:00-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7:00-9:00 PM 5/15-7/31, except for holidays. Your instructor will share the specific synchronous dates at your first session.
EDUC505R-1	Language Acquisition and Learning in a Linguistically Diverse Society	2	online	Tyler Jennings	M 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. This course is for students in the Online Early Childhood and Childhood Programs only. Permission of the Director is needed for all other students.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7:00-9:00 PM 5/15-7/31, except for holidays. Your instructor will share the specific synchronous dates at your first session.
EDUC535R-1	Science for Teachers (Grades N – 6)	2	online	Mona Arriola McNamara	W 7:00-9:00 PM
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Wednesday 7:00-9:00 PM 5/17-7/26, except for holidays. Your instructor will share the specific synchronous dates at your first session.
EDUC590R-1	Arts Workshop for Teachers (Grades N – 6)	2	online	Maria Richa	T 7:00-9:00 PM
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Thursday 7:00-9:00 PM 5/18-7/27. Your instructor will share the specific synchronous dates at your first session.
EDUC803R-1	Developmental Variations	2	online	Sean O'Shea	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.
Note: This section is for students enrolled in fully online childhood and early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7:00-9:00 PM 5/16-7/25. Your instructor will share the specific synchronous dates at your first session.
EDUC805R-1	Developmental Variations II: Emotional and Behavioral Development	2	online	Sarah Sloane	M 7:00-9:00 PM
This course focuses on understanding, teaching, and meeting the needs of children with variations in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disorders and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisite: EDUC 803.
Note: This section is for students enrolled in fully online childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Monday 7:00-9:00 PM 5/15-7/31. Your instructor will share the specific synchronous dates at your first session.
EDUC863R-1	Collaboration and Differentiation in the Instruction of Children with Learning Variations	3	online	Kristen Kaelin	T 7:00-9:00 PM
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning variations. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803.
Note: This section is for students enrolled in fully online childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each Tuesday 7:00-9:00 PM 5/16-7/25. Your instructor will share the specific synchronous dates at your first session.
EDUC994R-1	Extended Field Experiences	1	online	Antonia Bendezu	W 4:00-6:00 PM	6/28, 7/5, 7/12, 7/19, 7/26
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. (Online version)
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course has a field-based student teaching component and will meet synchronously on the dates listed. All students need to fingerprints on file with the NYCDOE prior to the first day of class.
IMP3R-1	Mentored Directed Essay	0	N/A	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.
Registration is not allowed for this IMP after May 16, 2023. Students receive the name of their faculty mentors at the end of the add/drop period. Students completing a Mentored Directed Essay (MDE) should find the essay for their program and become familiar with the project before meeting with their mentors. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).
IS500R-1	Independent Study	0	N/A	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.
Note: Students should register for section 01. Students should register only at the beginning of their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar's Office before registering. Registration is not allowed after May 16, 2023. 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 (https://s3.amazonaws.com/bankstreet-wordpress/wp-content/uploads/sites/2/2018/04/imp_handbook_2016-17.pdf). In addition to registering through myBSC for IS500, please fill out the Independent Study Mentor Form (https://docs.google.com/forms/d/e/1FAIpQLSfzjZb9WCt4tYiYAudDzZBztiM6Yz6wRVS4KiqdjrWR9GEXQg/viewform), indicating which faculty member has consented to mentor you.

Adolescent Special Education Teaching Fellows: Cohort 1

These courses are for students in the New York City Teaching Fellows: Cohort 1 Program only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC530-1	Foundations of Modern Education	3	online	Jessica Charles	W 5:15-8:30 PM	5/17, 5/24, 5/31, 6/7, 6/14, 6/21, 6/28, 7/5, 7/12, 7/19, 7/26
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 class will meet fully online, synchronously on the dates listed. This course is for students in the Teaching Fellows Cohort I only.
EDUC837-1	Integrative Master’s Project	1	online	Jessica Charles	TH 7:15-9:00 PM	6/22/2023
The Integrative Master’s Project (IMP) is one of the three major components of your degree requirements. As the culminating component, it is a significant, academically rigorous body of work that integrates many facets of your experiences at Bank Street and in the field, and applies theoretical knowledge to your current and future work as an educator. The process of writing the IMP is intended to further your professional growth through inquiry, reflection, and integration. The form and content of each IMP varies according to specific program requirements.
This class is a continuation of the spring Integrative Master’s Project experience. In addition to the scheduled session, each student will have one 30-minute consultation with the instructor. The session on 6/22 will meet fully online. This course is for students in the Teaching Fellows Cohort I only.
EDUC8612-1	Formal and Informal Assessment of Adolescents with Disabilities	2	705	Raul Palacios	T 5:15-8:00 PM	5/16, 5/23, 5/30, 6/6, 6/13, 6/20, 6/27, 7/11, 7/18, 7/25
This course is designed to develop an understanding of formal and informal assessment techniques used to identify the learning needs of adolescents with disabilities. Students will become familiar with commonly used psychological and achievement tests as well as understand the need for adaptive measures during the evaluation process. The emphasis is on how to use both formal and informal assessment data to develop instructional plans to meet the unique needs of adolescents with a range of abilities and challenges. The historical as well as current legal and ethical considerations, appropriate practices and limitations when working with students of diverse backgrounds and their families will be a theme throughout the course. Topics such as student self-assessment, vocational assessment, exit portfolios, alternative assessment, transition planning and wraparound services will be discussed with a focus on advocacy and equity. (Pending approval of the Program Review and Curriculum Committee)
This class will meet fully on campus on the dates listed. This course is for students in the Teaching Fellows Cohort I only.

Adolescent Special Education Teaching Fellows: Cohort 2

This course is for students in the New York City Teaching Fellows: Cohort 2 Program only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
EDUC530-2	Foundations of Modern Education	3	TBA	Staff TBD	M-Th 11:00-3:30 PM	6/20, 6/21, 6/22, 6/26, 6/27, 6/28, 6/29	Cancelled
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.
Note: In addition to the in-person sessions, this course will have 6 required asynchronous instructional hours. This course is for students enrolled in the New York City Teaching Fellows Cohort 2 only.
EDUC530-3	Foundations of Modern Education	3	612	Deborah Brooks Lawrence	M-Th 11:00-3:30 PM	6/20, 6/21, 6/22, 6/26, 6/27, 6/28, 6/29
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.
Note: In addition to the in-person sessions, this course will have 6 required asynchronous instructional hours. This course is for students enrolled in the New York City Teaching Fellows Cohort 2 only.

Adolescent Special Education Teaching Collaborative: Cohort 2

These courses are for students in the New York City Teaching Collaborative: Cohort 2 Program only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
EDUC532-1	Human Development	2	409	Genevieve Lowry	MW 5:15-8:45 PM	6/5-6/28
This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related to identity—self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability—will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion.
This class will have a mix of in-person, synchronous online, and asynchronous activities. The course will meet in person at the College on Wednesdays, 6/7, 6/14, 6/21, and 6/28, 5:15-8:45 pm, and synchronously online 5:15-7:17 pm 5/6 and 5/26. There will be required asynchronous labs each week totaling 10 hours. This course is for students in the Teaching Collaborative Cohort II only.
EDUC833-1	Supporting Language and Literacy Development across the Curriculum: 7-12	2	704	Angel Suarez	TTH 5:15-8:45 PM	6/6-6/29
This course introduces first and second language acquisition theories and research and their practical implications for developing a repertoire of strategies for teaching language and literacy to adolescents with a range of abilities. This course provides a framework for understanding how language, cognition, and social development interact with literacy and content learning in a sociopolitical context. Participants investigate the crucial role and impact of teacher language attitudes through a sociolinguistic lens informed by current and historical concerns of inequity for students from a range of linguistic and cultural backgrounds. Participants examine how both monolingual and emergent bilingual students use their entire linguistic repertoire in order to develop literacy in English language arts and in the content areas. Participants learn approaches to assessing adolescents’ language and literacy needs as well as ways to analyze text forms, both print and electronic, in terms of the kinds of responses they call for from learners and the support they offer to adolescents’ conceptual understanding. The course will investigate teaching new literacies in a multicultural context. Participants will examine common core standards in order to align curriculum goals and content. There is a fieldwork component to this course.
This class will have a mix of in-person, synchronous online, and asynchronous activities. The course will meet in person at the College 6/6, 6/13, 6/20, & 6/27 5:15-8:45pm, and synchronously online 5:15-6:45pm 6/8, 6/15, 6/22, & 6/29. There will be required asynchronous labs each week totaling 8 hours. This course is for students in the Teaching Collaborative Cohort II only.
EDUC8342-1	Curriculum, Methods and Assessment for Teaching the Humanities to Adolescents with Disabilities	2	706	Angel Suarez	TTH 5:15-8:45 PM	7/3-7/31
Deeply rooted in the philosophy that the humanities is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in English and social studies. This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to adolescents with a wide range of abilities and challenges. Participants will use a sociopolitical lens as they study literature, primary and secondary sources, digital, multimodal and new literacies, as they develop reading and writing skills and strategies across genres. This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education curriculum and in accordance with Common Core Standards. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency.
This class will have a mix of in-person, synchronous online, and asynchronous activities. The course will begin asynchronously the week of 7/3 . Sessions will meet in person at the College 7/6, 7/11, 7/18, & 7/25, 5:15-8:45pm, and synchronously online 5:15-6:45pm 7/13, 7/20, 7/27. There will be a required asynchronous lab each week. This course is for students in the Teaching Collaborative Cohort II only.
EDUC836-1	Teaching Math, Science & Tech: Curriculum, Methods & Assessment for Adolescents w/ Disabilities	2	707	Kelly Molloy	MW 5:15-8:45 PM	7/5-7/31
An inquiry and problem-solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication. Participants will examine common core standards in order to align curriculum goals and content.
This class will have a mix of in-person, synchronous online, and asynchronous activities. The course will meet in person at the College 7/10, 7/17, 7/24, & 7/31, 5:15-8:45pm, and synchronously online 5:15-6:45pm 7/5, 7/12, & 7/19, 7/26. There will be a required asynchronous lab each week. This course is for students in the Teaching Collaborative Cohort II only.

Progressive Leadership Program Online: Cohort 48 & 49

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD530R-1	Education Policy, Advocacy, and Law	3	online	Ron Woo	M 6:30-8:30 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
LEAD621R-1	Fiscal Management for Educational Leaders	1	online	Danielle Kolker	TH 6:00-7:30 PM
This course is designed to explore school-based budgeting and fiscal management. The course will provide an overview of the various resources that schools receive and the rules that govern their use. There will be examples of how various schools use these resources, and a discussion of some of the considerations that school leaders may need to take into account in order for them to effectively implement the educational goals and objectives for their schools.
PLPF500-1	Progressive Leadership Program Portfolio	0	N/A	Staff TBD	See mentor
Progressive Leadership students will continue to strengthen their educational leadership knowledge and skills through coursework and fieldwork. In conference group and with the support of their advisor, students will gather artifacts that reflect their learning and development in relation to the PSEL standards. At the end of the program, each student will present a comprehensive portfolio of his or her learning experiences. This portfolio meets the program’s Integrative Master’s Project requirement. There is a fee associated with this class to cover administrative costs and grading.

Early Childhood Leadership Advanced Certificate Online Program

Courses within this program are for online students only.

Section	Title	Credits	Rooms	Instructor	Days/Times
LEAD530E-1	Education Policy, Advocacy, and Law	3	online	Mark Nagasawa	M 7:00-8:30 PM
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
LEAD537R-1	Organizational Development: Implications for Educational Leadership	3	online	Wendy Pollock	T 6:30-8:30 PM
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.

School District Leadership Online Program

Courses within this program are for online students only.

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates
LEAD861R-1	Leading a School District I	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	5/30
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
LEAD862R-1	Leading a School District II	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	6/13
This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement.
LEAD863R-1	Leading a School District III	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	6/27
This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
LEAD864R-1	Leading a School District IV	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	7/11
This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
LEAD870R-1	Special Education Leadership: The District Perspective	1	online	Alice Gottlieb, Brian Monahan	T 5:00-6:00 PM	7/25
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
LEAD908R-1	School District Leadership Supervised Fieldwork/Advisement	3	online	Nancy Mann	See advisor
Fieldwork in an appropriate setting with supervision and advisement.

Matriculation Maintenance

Section	Title	Credits	Rooms	Instructor	Days/Times	Dates	Status
MMNT500R-1	Matriculation Maintenance	0	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.