Early Childhood Special and General Education Online Program

Courses within this program are for online students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC500R-1 Child Development 3 online Troy Pinkney M 7:00-9:00 PM
Note: 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
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
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
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
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
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
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
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
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

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 Status
EDUC500R-1 Child Development 3 online Troy Pinkney M 7:00-9:00 PM
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
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
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
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
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
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
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
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

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 Status
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 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 Status
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 Dates Status
LEAD530R-1 Education Policy, Advocacy, and Law 3 online Ron Woo M 6:30-8:30 PM
LEAD621R-1 Fiscal Management for Educational Leaders 1 online Danielle Kolker TH 6:00-7:30 PM
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 Dates Status
LEAD530E-1 Education Policy, Advocacy, and Law 3 online Mark Nagasawa M 7:00-8:30 PM
LEAD537R-1 Organizational Development: Implications for Educational Leadership 3 online Wendy Pollock T 6:30-8:30 PM

School District Leadership Online Program

Courses within this program are for online students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD861R-1 Leading a School District I 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 5/30
LEAD862R-1 Leading a School District II 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 6/13
LEAD863R-1 Leading a School District III 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 6/27
LEAD864R-1 Leading a School District IV 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 7/11
LEAD870R-1 Special Education Leadership: The District Perspective 1 online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 7/25
LEAD908R-1 School District Leadership Supervised Fieldwork/Advisement 3 online Nancy Mann See advisor

Matriculation Maintenance

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