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 Ludmila de Amorim Paquete da Costa MW 5:15-9:00 PM
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
EDUC505-1 Language Acquisition and Learning in a Linguistically Diverse Society 2 701 Amia Soto-Carrion MW 5:15-8:45 PM 6/26, 6/28, 7/5, 7/10, 7/12, 7/17, 7/19, 7/24 Cancelled
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in mono- and multilingual learners. Participants will examine theories of language acquisition and the role that caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
EDUC530-1 Foundations of Modern Education 3 703 Katie Harlan Eller MW 5:15-9:00 PM 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.
EDUC535-1 Science for Teachers (Grades N – 6) 2 408 Robert Wallace MW 5:15-8:45 PM 6/26, 6/28, 7/5, 7/10, 7/12, 7/17, 7/19, 7/24
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 Heather O'Shea TTH 5:15-8:45 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with developmental variations. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
EDUC591-1 Music and Movement Workshop for Teachers (Grades PreK-6) 2 CDR Laura Montanari TTH 5:15-8:45 PM 6/27, 6/29, 7/6, 7/11, 7/13, 7/18, 7/20, 7/25
This course explores the importance of children’s expression through music and movement. Everyone has the capacity to produce music and engage in creative movement. Participants at all levels of experience and skill will learn about and share songs, rhythms, and games from a range of cultural and linguistic traditions. In order to develop strategies for integrating music and movement across the curriculum, participants will engage with topics such as instrument-making from recyclable materials, drumming, sound improvisation, and movement as vehicles for expression and learning. As they engage with creating and reflecting on music and movement experiences, participants will explore the role music and movement play in children’s development in classroom environments.
EDUC803-1 Developmental Variations 2 706 Jacob Dixon MW 5:15-8:45 PM 6/26, 6/28, 7/5, 7/10, 7/12, 7/17, 7/19, 7/24
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 2 705 ElizabethAnn Duffy MW 5:15-8:45 PM 6/26, 6/28, 7/5, 7/10, 7/12, 7/17, 7/19, 7/24
Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disorders in monolingual and bilingual children. There is an exploration of the reciprocal relationship between children’s diverse communication abilities and styles and academic, social and emotional development. The importance of teacher collaboration with other service providers is highlighted. Graduate students will reflect on their own communication styles as a means of more effectively meeting the communication needs of their students. The concept of social construction of disability will help to frame issues of equity that can guide teachers in their roles as advocates for all children. Prerequisite: EDUC 505 or EDUC 561.
Prerequisite(s) for EDUC807: EDUC 505; or EDUC 561 and EDUC 870
EDUC862-1 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 612 Carleta Joseph TTH 5:15-9:00 PM
This course is designed to explore a variety of approaches used for the diagnosis, planning, and evaluation of students with disabilities.  Participants will develop a critical understanding of the historical, legal and ethical considerations, appropriate use, mis-use, value, and limitations of standardized assessments including their intersection with issues of race, class, language and gender. Participants will administer and interpret various psycho-educational tests and develop instructional plans to meet the unique needs of children with oral language, reading, writing, and math challenges. Participants will broaden their abilities to incorporate information from diagnostic reports into their teaching.
EDUC874-1 Clinical Practicum/Advisement for Reading & Literacy 3 702 Mackenzie Davidow M-Th 8:30 AM – 12:30 PM; MW 1:00-3:00 PM June 28-July 31
This course is designed for graduate students in the Reading & Literacy programs who are assistant or head teachers and, therefore, are in one classroom placement for the entire school year. To fulfill New York State requirements, the clinical practicum offers participants the opportunity to gain experience teaching a range of children, many of whom struggle to read and write, and who are of varied ages and backgrounds. Participants work as student teachers in a clinical setting with children. An advisor will visit the practicum site to observe and discuss the student’s clinical practice. Graduate students participate in a conference group that will include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice.
Clinical fieldwork will take place at a Harlem Link Charter School Mondays-Thursdays 8:30am-12:30pm, July 5 - July 31. Classes will occur Mondays and Wednesdays June 28, July 5, 10, 12, 17, 19, 24, 26, 31, 1-3pm at Harlem Link. All students need to have fingerprints on file with the NYCDOE prior to the first day of class.
EDUC991-1 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences 1 online Staff TBD W 4:00-6:00 PM 6/28, 7/5, 7/12, 7/19, 7/26
This course provides head and assistant teachers the opportunity to complete New York State requirements for grade-range experiences and certification after they have completed at least one semester of supervised fieldwork. To meet the required number of student contact hours, teacher candidates are placed in an urban, public educational setting in which they gain classroom experience with children from low socioeconomic levels, immigrant families, and English Language Learners, as well as children with disabilities. They also participate in a series of seminars and complete assignments designed to deepen understanding about these relevant issues. Prerequisite: completion of at least one semester of supervised fieldwork.
This course has a field-based student teaching component and will meet on campus on the dates listed. Observations of practice will occur through video. Registration is not allowed after June 25, 2022. All students need to have fingerprints on file with the NYCDOE prior to the first day of class.
Prerequisite for EDUC 991: Completion of at least one semester of supervised fieldwork.
EDUC994-1 Extended Field Experiences 1 online Staff TBD 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
This course has a field-based student teaching component and will meet on campus on the dates listed. Observations of practice will occur through video. Registration is not allowed after June 25, 2022. All students need to have fingerprints on file with the NYCDOE prior to the first day of class.

Child Life

These courses are only for Child Life students.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC621-1 Introduction to Child Life Documentation 3 online Jennifer Costa, Troy Pinkney TTH 5:15-9:00 PM
This course is designed to prepare students for clinical assessment and various types of writing and documentation pertaining to child life services. The course will provide students with the opportunity to develop skills in identifying and gathering salient information about patients and their families, assessing patient and family emotional vulnerability and coping skills, chart writing (including electronic medical records), narrative progress and procedural note formats, student journals, case studies, grant proposals, and research studies. Students will learn to apply developmental stress and coping theories to their assessments and interventions, including family-centered care and cultural considerations in all observations, recordings, and writings. Course benefits and outcomes will provide students with an introductory preparation experience for clinical analysis, assessment, and documentation before entering a supervised internship placement. Prerequisite: EDUC 500.
This class will start on 6/27. Online class sessions on 6/27, 7/11, and 7/25 are synchronous. The remaining classes are asynchronous. This class is for Child Life students only
Prerequisite for EDUC 621: EDUC 500

Leadership in Mathematics Education Online

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503-1 Adult Development: Implications for Educational Leadership 3 online Amy Withers MWTh 3:30-6:00 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
This course is for 1st-summer Math Leadership Online students
LEAD669-1 Research for Mathematics Leaders III 1 online Helen Spruill T 5:00-6:30 PM
In this third course in the series of Research for Mathematics Leaders, students will finish gathering and analyzing data and prepare their findings to share with the Math Leadership community and Bank Street faculty writ large. Prerequisite: LEAD 668.
This course is for 2nd-summer Math Leadership Online students
LEAD827-1 Understanding Quantitative Data: Implications for Educational Leaders 3 online Jennifer Shouffler MWTh 7:00-9:30 PM
The goal of this course is to educate the school leader in the understanding the use of quantitative data for improving instruction in schools. The course will deal with the mathematics of statistics and data collection so that school leaders are better equipped to understand the information provided to them, ask better questions, make better choices about what data they should collect, and what the data tells about the skills and understandings of the student. In addition we will look into bias in data collection and interpretation, who the players are in the data collection and interpretation, and how to communicate the data so that the school community will understand its implications. The course will use a case study approach. The mathematical ideas will be developed through the use of concrete materials, databases, and tools such as Excel, Google Forms, and a calculator.
This course is for 2nd-summer Math Leadership Online students
LEAD946-1 Mathematics Leadership Summer Advisement 1 online Jerome Ellison T 7:00-9:00 PM
This course is an extension of LEAD945. During the summer semesters, the cohort meets for weekly Advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
This course is for 1st-summer Math Leadership Online students.
LEAD946-AW Mathematics Leadership Summer Advisement 1 online Amy Withers T 7:00-9:00 PM
This course is an extension of LEAD945. During the summer semesters, the cohort meets for weekly Advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
This course is for 2nd-summer Math Leadership Online students.
MATH541-1 Integrated Mathematics I 3 online Nancy Buck MWTh 6:30-9:00 PM
Participants in this course (and MATH 542 and MATH 543) engage in integrating mathematics. This experience helps participants deepen their understanding of the relationship among the various mathematical disciplines and supports them in their work with children and teachers. Participants explore elementary number theory, algebra, groups, and transformational geometry using concrete materials and open-ended problems. Open to 1st-summer Math Leadership students only, or with permission of instructor and director.
This course is for 1st-summer Math Leadership Online students.
MATH543-1 Integrated Mathematics III 3 online Evan Jenkins MWTh 3:30-6:00 PM
This course continues the work with graphing begun in MATH 542. Participants use the content from MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics and contrast these ways of approaching mathematics and the applications of each. Prerequisite: MATH 542. Open to 3rd-summer Math Leadership students only or with permission of instructor and director.
This course is for 2nd-summer Math Leadership Online students.

Leadership in Mathematics Education

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD535M-1 Foundations of Educational Leadership: Organizational Development 1 online Wendy Pollock MW 1:45-3:15 PM
This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews. This course is for 3rd-summer Math Leadership students only.
LEAD827-2 Understanding Quantitative Data: Implications for Educational Leaders 3 online Jennifer Shouffler M-Th 3:30-5:30 PM
The goal of this course is to educate the school leader in the understanding the use of quantitative data for improving instruction in schools. The course will deal with the mathematics of statistics and data collection so that school leaders are better equipped to understand the information provided to them, ask better questions, make better choices about what data they should collect, and what the data tells about the skills and understandings of the student. In addition we will look into bias in data collection and interpretation, who the players are in the data collection and interpretation, and how to communicate the data so that the school community will understand its implications. The course will use a case study approach. The mathematical ideas will be developed through the use of concrete materials, databases, and tools such as Excel, Google Forms, and a calculator.
This course is for 3rd-summer Math Leadership students only and will meet fully online.
LEAD843-1 Mathematics Leadership Summer Advisement 0 online Mary Leer, Ellen McCrum T 6:15-8:15 PM
This course is an extension of LEAD 940. During the summer residency, the cohort meets for weekly advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
This course is for 3rd-summer Math Leadership students only and will meet fully online.
MACP500-1 Integrative Master’s Project: Culminating Project 0 N/A Mary Leer, Ellen McCrum See mentor
This course is for 3rd-summer Math Leadership students only.
This course is for 3rd-summer Math Leadership students only and will meet fully online.
MATH543-2 Integrated Mathematics III 3 online Evan Jenkins M-Th 10:45-12:45 PM
This course continues the work with graphing begun in MATH 542. Participants use the content from MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics and contrast these ways of approaching mathematics and the applications of each. Prerequisite: MATH 542. Open to 3rd-summer Math Leadership students only or with permission of instructor and director.
This course is for 3rd-summer Math Leadership students only and will meet fully online.

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

LEAP Program

These courses are for students in the LEAP program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD537L-1 Organizational Development: Implications for Educational Leadership 3 offsite Nicole Limperopulos T 5:00-7:00 PM
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
LEAD873L-1 Special Education Leadership: Meeting the Needs of all Students 1 offsite Nicole Limperopulos TH 5:00-7:00 PM
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning to reimagine and design a learning environment that provides support and promotes equity for all learners.
LEAD912L-1 Leadership Supervised Fieldwork/Advisement 2 offsite Nicole Limperopulos W 5:00-7:00 PM
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial school-based responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.

Yonkers Urban Leadership

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

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD537Y-1 Organizational Development: Implications for Educational Leadership 3 Nicole Limperopulos T 5:00-7:00 PM Cancelled
LEAD873Y-1 Special Education Leadership: Meeting the Needs of all Students 1 Nicole Limperopulos TH 5:00-7:00 PM Cancelled
LEAD912Y-1 Leadership Supervised Fieldwork/Advisement 2 Nicole Limperopulos W 5:00-7:00 PM Cancelled
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.

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-1 Matriculation Maintenance 0 N/A Staff TBD Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.