Summer Long 2024
May 13, 2024—July 25, 2024
Bank Street Graduate School of Education credit hour calculations for degree and certificate programs follow NYSED guidelines, which are based on the U.S. Department of Education’s definition of credit hour. Please view the Credit Hour Assignment Policy for more information.
Religious Observance:The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday session, because of religious observance, please notify the course instructor by the first class session so that an alternative means can be identified for fulfilling missed class material and course assignments.
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-1R | 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. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC521-1R | Supporting Students & Families through Advocacy & Wraparound Planning | 1 | Online | Jacob Dixon | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC525R-1R | Assistive Technology as a Tool for Providing Educational Access | 1 | Online | Mark Surabian | W 7:00-9:05 PM | 5/22, 5/29, 6/5, 6/12, 6/26, 7/10 | |
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You may be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC535R-1R | 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. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC539-1R | Understanding Foundational Mathematics Concepts in Early Childhood Teaching | 1 | Online | Jaime Palmer | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC542R-1R | Assessment and Instruction in Teaching Mathematics to Children with Learning Variations | 2 | Online | Jaime Palmer | TH 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC542R-2R | Assessment and Instruction in Teaching Mathematics to Children with Learning Variations | 2 | Online | Stephen Holzer | TH 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC610-1R | Computing For What? Exploring CS Education Visions for School Environments | 1 | Online | Sara Vogel | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC803R-1R | 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. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC803R-2R | Developmental Variations | 2 | Online | Kristen Kaelin | T 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| IMP2R-1R | IMP: Collaborative Student Faculty Inquiry | 0 | Online | Soyoung Park | See mentor | ||
|
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
|
|||||||
|
This IMP is for students in the fully online program only. This IMP will include synchronous meetings which will be determined by the IMP facilitator in collaboration with students. Please fill out this form to confirm your IMP request by April 11th: If your Program Director approves your request, you will be registered for this IMP by your SSA. |
|||||||
| IMP3R-1R | IMP: Mentored Directed Essay | 0 | Online | 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.
|
|||||||
|
Please fill out this form to confirm your IMP request by April 11th: If your Program Director approves your request, you will be registered for this IMP by your SSA. Students will receive the name of their faculty mentor no later than 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-1R | IMP: Independent Study | 0 | Online | 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.
|
|||||||
|
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact their SSA for registration. This IMP begins runs until the end of the Summer Long term. A second semester is optional. To register, please fill out this form to confirm your IMP request by April 11th: If your Program Director approves your request, you will be registered for this IMP by your SSA. IMPORTANT NOTE: In order to be registered for an Independent Study (IS500) you must have already secured a faculty mentor who has reviewed your Independent Study (IS) proposal and has committed to serve as your IS mentor. |
|||||||
Childhood Special Education Online Program
Courses within this program are for online students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC521-1R | Supporting Students & Families through Advocacy & Wraparound Planning | 1 | Online | Jacob Dixon | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC525R-1R | Assistive Technology as a Tool for Providing Educational Access | 1 | Online | Mark Surabian | W 7:00-9:05 PM | 5/22, 5/29, 6/5, 6/12, 6/26, 7/10 | |
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You may be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC539-1R | Understanding Foundational Mathematics Concepts in Early Childhood Teaching | 1 | Online | Jaime Palmer | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC542R-1R | Assessment and Instruction in Teaching Mathematics to Children with Learning Variations | 2 | Online | Jaime Palmer | TH 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC542R-2R | Assessment and Instruction in Teaching Mathematics to Children with Learning Variations | 2 | Online | Stephen Holzer | TH 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC610-1R | Computing For What? Exploring CS Education Visions for School Environments | 1 | Online | Sara Vogel | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC803R-1R | 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. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC803R-2R | Developmental Variations | 2 | Online | Kristen Kaelin | T 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
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-1R | 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. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC521-1R | Supporting Students & Families through Advocacy & Wraparound Planning | 1 | Online | Jacob Dixon | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC525R-1R | Assistive Technology as a Tool for Providing Educational Access | 1 | Online | Mark Surabian | W 7:00-9:05 PM | 5/22, 5/29, 6/5, 6/12, 6/26, 7/10 | |
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You may be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC535R-1R | 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. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC539-1R | Understanding Foundational Mathematics Concepts in Early Childhood Teaching | 1 | Online | Jaime Palmer | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC542R-1R | Assessment and Instruction in Teaching Mathematics to Children with Learning Variations | 2 | Online | Jaime Palmer | TH 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC542R-2R | Assessment and Instruction in Teaching Mathematics to Children with Learning Variations | 2 | Online | Stephen Holzer | TH 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC590R-1R | 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 early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC610-1R | Computing For What? Exploring CS Education Visions for School Environments | 1 | Online | Sara Vogel | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC629R-1R | Education of Children with Autism Spectrum Disorders | 1 | Online | Stephanie McCaskill | W 7:00-9:05 PM | 5/15, 5/22, 5/29, 6/5 , 6/12, 6/26 | |
|
Note: This section is for students enrolled in fully online early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You may be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC803R-1R | 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. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC803R-2R | Developmental Variations | 2 | Online | Kristen Kaelin | T 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC823R-1R | Play Techniques for Early Childhood Settings | 1 | Online | Kate Ascetta | M 7:00-9:05 PM | 6/10, 6/17, 6/24, 7/8, 7/15, 7/22 | |
|
Note: This section is for students enrolled in fully online early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You may be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC994R-1R | Extended Field Experiences | 1 | Online | Carmen Colón | T 7:00-9:05 PM | 6/25, 7/2, 7/9, 7/16, 7/23 | |
|
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 online and onground programs only. This course has an onground field-based student teaching component and will meet synchronously online on the dates listed. All students need to be cleared through the NYCPS Personnel Eligibility Tracking System (PETS) process prior to the first day of the placement/classes.
|
|||||||
| EDUC994R-2R | Extended Field Experiences | 1 | Online | Megan Purvis | T 7:00-9:05 PM | 6/25, 7/2, 7/9, 7/16, 7/23 | |
|
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 online and onground programs only. This course has an onground field-based student teaching component and will meet synchronously online on the dates listed. All students need to be cleared through the NYCPS Personnel Eligibility Tracking System (PETS) process prior to the first day of the placement/classes.
|
|||||||
| IMP2R-1R | IMP: Collaborative Student Faculty Inquiry | 0 | Online | Soyoung Park | See mentor | ||
|
The Collaborative Student-Faculty Inquiry is a one-semester small peer group option focused on a specific topic or issue. These topics, based on professional interests faculty would like to explore along with students, are posted each fall and spring. You identify a particular aspect of the topic or issue to investigate and, with your peers, determine a format in which to coordinate and present the findings. Students present their projects in mid-January or the week of graduation in May.
|
|||||||
|
This IMP is for students in the fully online program only. This IMP will include synchronous meetings which will be determined by the IMP facilitator in collaboration with students. Please fill out this form to confirm your IMP request by April 11th: If your Program Director approves your request, you will be registered for this IMP by your SSA. |
|||||||
| IMP3R-1R | IMP: Mentored Directed Essay | 0 | Online | 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.
|
|||||||
|
Please fill out this form to confirm your IMP request by April 11th: If your Program Director approves your request, you will be registered for this IMP by your SSA. Students will receive the name of their faculty mentor no later than 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-1R | IMP: Independent Study | 0 | Online | 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.
|
|||||||
|
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact their SSA for registration. This IMP begins runs until the end of the Summer Long term. A second semester is optional. To register, please fill out this form to confirm your IMP request by April 11th: If your Program Director approves your request, you will be registered for this IMP by your SSA. IMPORTANT NOTE: In order to be registered for an Independent Study (IS500) you must have already secured a faculty mentor who has reviewed your Independent Study (IS) proposal and has committed to serve as your IS mentor. |
|||||||
Early Childhood Special Education Online Program
Courses within this program are for online students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC521-1R | Supporting Students & Families through Advocacy & Wraparound Planning | 1 | Online | Jacob Dixon | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC525R-1R | Assistive Technology as a Tool for Providing Educational Access | 1 | Online | Mark Surabian | W 7:00-9:05 PM | 5/22, 5/29, 6/5, 6/12, 6/26, 7/10 | |
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You may be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC539-1R | Understanding Foundational Mathematics Concepts in Early Childhood Teaching | 1 | Online | Jaime Palmer | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC542R-1R | Assessment and Instruction in Teaching Mathematics to Children with Learning Variations | 2 | Online | Jaime Palmer | TH 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC542R-2R | Assessment and Instruction in Teaching Mathematics to Children with Learning Variations | 2 | Online | Stephen Holzer | TH 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC610-1R | Computing For What? Exploring CS Education Visions for School Environments | 1 | Online | Sara Vogel | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC803R-1R | 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. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC803R-2R | Developmental Variations | 2 | Online | Kristen Kaelin | T 7:00-9:00 PM | ||
|
Note: This section is for students enrolled in fully online childhood and early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You will be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC823R-1R | Play Techniques for Early Childhood Settings | 1 | Online | Kate Ascetta | M 7:00-9:05 PM | 6/10, 6/17, 6/24, 7/8, 7/15, 7/22 | |
|
Note: This section is for students enrolled in fully online early childhood programs. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week on the day/time listed in the schedule. You may be expected to participate in course content for the duration of the semester, except for holidays. Your instructor will share the specific synchronous dates at your first session.
|
|||||||
| EDUC994R-1R | Extended Field Experiences | 1 | Online | Carmen Colón | T 7:00-9:05 PM | 6/25, 7/2, 7/9, 7/16, 7/23 | |
|
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 online and onground programs only. This course has an onground field-based student teaching component and will meet synchronously online on the dates listed. All students need to be cleared through the NYCPS Personnel Eligibility Tracking System (PETS) process prior to the first day of the placement/classes.
|
|||||||
| EDUC994R-2R | Extended Field Experiences | 1 | Online | Megan Purvis | T 7:00-9:05 PM | 6/25, 7/2, 7/9, 7/16, 7/23 | |
|
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 online and onground programs only. This course has an onground field-based student teaching component and will meet synchronously online on the dates listed. All students need to be cleared through the NYCPS Personnel Eligibility Tracking System (PETS) process prior to the first day of the placement/classes.
|
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Adolescent Special Education Teaching Fellows: Cohort 37
These courses are for students in the New York City Teaching Fellows: Cohort 37 Program only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC837-1 | Integrative Master’s Project | 1 | Shawna Hansford | See mentor | 5/15, 6/4, 6/11, 6/18, 6/25 | ||
|
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.
|
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|
This IMP will be hybrid, meeting on campus and online (synchronous) on the dates listed. This course is for students in C37, Teaching Fellows, only.
|
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| EDUC8612-1 | Formal and Informal Assessment of Adolescents with Disabilities | 2 | 701 | Raul Palacios | TW 5:15-8:00 PM | 5/14, 5/15, 5/21, 5/22, 5/28, 5/29 6/5, 6/12, 6/19, 6/26 | |
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This class will be hybrid, meeting oncampus and online (synchronous) on the dates listed. This course is for students in C37, Teaching Fellows, only. Oncampus dates are 5/15, 5/22, 5/29, 6/5, 6/12, 6/19, 6/26Online synchronous dates are - 5/14, 5/21, 5/28 |
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Adolescent Special Education Teaching Fellows: Cohort 38
These courses are for students in the New York City Teaching Fellows: Cohort 38 Program only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC532-1 | Human Development | 2 | 701 | Genevieve Lowry | M-F 11:00-3:00 PM | June 18-28 | |
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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.
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This course will meet oncampus on the dates listed, except holidays. This course is for students in C38, Teaching Fellows, only.
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| EDUC651F-1 | Special Study: Introduction to Education Systems (New Teacher Advisory) | 3 | 705 | Jessica Charles | MTThF 8:00-10:30AM | See Note Below | |
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This course is designed to introduce you to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
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May 30, June 3, 4, 5, 6, June 7 (5:30-8:00, online synchronous). June 11, 13 (asynchronous). June 17, 18, 20, 21 (8-10:30 am on-ground synchronous). June 23, 25, 27, 29, July 1 (asynchronous).
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| EDUC700-1 | Classroom Culture and Instructional Methods | 3 | Staff TBD | Not applicable | |||
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Early Childhood General Education Advanced Standing
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC505A-1A | Language Acquisition and Learning in a Linguistically Diverse Society | 2 | Online | Jillian Hakemian | W 4:45-6:45 PM | ||
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This course is for students in the ECAS program only. Please note: This course meets fully online. Your instructor will share more details with you at the start of the semester. |
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| TESL660A-1A | TESOL Research & Methodologies (Grades PreK-6) | 3 | 408/410; 303; 701 | Stan Chu, Stephen Holzer, Benjamin Martin | M 4:45-7:30 PM | ||
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This course is for students in the ECAS program only. Note: This class will run in three modules. Module 1 is focused on Science with Stan Chu and will meet from 4:45-6:45 on 5/13, 5/20, 6/3, 6/10. Module 2 is focused on Math with Stephen Holzer and will meet from 4:45-6:45 on 6/17, 6/24, 7/1, 7/8. Module 3 is focused on Music and Movement with Ben Martin and will meet from 4:45-7:30 on 7/15, 7/22, 7/29.
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Progressive Leadership Program Online: Cohort 50 & 51
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD530R-1R | Education Policy, Advocacy, and Law | 3 | Online | Ron Woo | M 6:30-8:30 PM | ||
| LEAD621R-1R | Fiscal Management for Educational Leaders | 1 | Online | Danielle Kolker | TH 6:00-7:30 PM | ||
| PLPF500-1 | Progressive Leadership Program Portfolio | 0 | Talibah Daniel, Abbe Futterman, Max Jean Paul, Gillian Smith | See mentor |
Early Childhood Leadership
Courses within this program are for online students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD530E-1E | Education Policy, Advocacy, and Law | 3 | Online | Mark Nagasawa | M 7:00-9:00 PM | ||
| LEAD537E-1E | Organizational Development: Implications for Educational Leadership | 3 | Mark Nagasawa, Wendy Pollock | T 7:00-9:00 PM |
Future School Leaders Academy
Courses within this program are for FSLA students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD535-1F | Foundations of Educational Leadership: Organizational Development | 1 | Andrew Selesnick | M-Th 2:00-5:00 PM | July 8 - 11 | Cancelled | |
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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.
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This section has moved to the Summer 2 term.
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| LEAD630-1F | Law for School Leaders | 3 | Michael Lambert | M-Th 9:00-12:00 PM | July 8 - 18 | Cancelled | |
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This section has moved to the Summer 2 term.
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| LEAD870-1F | Special Education Leadership: The District Perspective | 1 | Staff TBD | M-Th 2:00-5:00 PM | July 15 - 18 | Cancelled | |
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This section has moved to the Summer 2 term.
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LEAP Program
Courses within this program are for LEAP students only. UPDATE: Courses moved to Summer 2 2024
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD537L-1L | Organizational Development: Implications for Educational Leadership | 3 | Jae Cho | M-F 9:00-5:00 PM | Cancelled | ||
|
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.
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See Summer 2 2024 for LEAP course listings.
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| LEAD537L-2L | Organizational Development: Implications for Educational Leadership | 3 | Staff TBD | M-F 9:00-5:00 PM | Cancelled | ||
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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.
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See Summer 2 2024 for LEAP course listings.
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| LEAD537L-3L | Organizational Development: Implications for Educational Leadership | 3 | Jacqueline Grossman | M-F 9:00-5:00 PM | Cancelled | ||
|
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.
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See Summer 2 2024 for LEAP course listings.
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| LEAD537L-4L | Organizational Development: Implications for Educational Leadership | 3 | Jameela Horton | M-F 9:00-5:00 PM | Cancelled | ||
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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.
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See Summer 2 2024 for LEAP course listings.
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| LEAD873L-1L | Special Education Leadership: Meeting the Needs of all Students | 1 | Jae Cho | M-F 9:00-5:00 PM | Cancelled | ||
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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.
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See Summer 2 2024 for LEAP course listings.
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| LEAD873L-2L | Special Education Leadership: Meeting the Needs of all Students | 1 | Staff TBD | M-F 9:00-5:00 PM | Cancelled | ||
|
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.
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| LEAD873L-3L | Special Education Leadership: Meeting the Needs of all Students | 1 | Jacqueline Grossman | M-F 9:00-5:00 PM | Cancelled | ||
|
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.
|
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|
See Summer 2 2024 for LEAP course listings.
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| LEAD873L-4L | Special Education Leadership: Meeting the Needs of all Students | 1 | Jameela Horton | M-F 9:00-5:00 PM | Cancelled | ||
|
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.
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|
See Summer 2 2024 for LEAP course listings.
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| LEAD912L-1L | Leadership Supervised Fieldwork/Advisement | 2 | Jae Cho | M-F 9:00-5:00 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.
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|
See Summer 2 2024 for LEAP course listings.
|
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| LEAD912L-2L | Leadership Supervised Fieldwork/Advisement | 2 | Staff TBD | M-F 9:00-5:00 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.
|
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|
See Summer 2 2024 for LEAP course listings.
|
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| LEAD912L-3L | Leadership Supervised Fieldwork/Advisement | 2 | Jacqueline Grossman | M-F 9:00-5:00 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.
|
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|
See Summer 2 2024 for LEAP course listings.
|
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| LEAD912L-4L | Leadership Supervised Fieldwork/Advisement | 2 | Jameela Horton | M-F 9:00-5:00 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.
|
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|
See Summer 2 2024 for LEAP course listings.
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New Leaders - Cohort 1
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD530W-1W | Education Policy, Advocacy, and Law | 3 | Online | Derrick Williams | TH 6:00-8:30 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. This section for National Aspiring Principals students only.
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| LEAD530W-2W | Education Policy, Advocacy, and Law | 3 | Online | Tammy Holloway | TH 6:00-8:30 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. This section for National Aspiring Principals students only.
|
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| LEAD539W-1W | Education Resource Management | 3 | Online | Sebrina Lindsay-Law | T 6:00-8:30 PM | ||
|
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539W-2W | Education Resource Management | 3 | Online | D'Andre Weaver | T 6:00-8:30 PM | ||
|
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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New Leaders - Cohort 2
For students in the New Leaders Cohort 2 program only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD530W-3W | Education Policy, Advocacy, and Law | 3 | Online | Anita Walls | TH 6:00-8:30 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. This section for National Aspiring Principals students only.
|
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| LEAD530W-4W | Education Policy, Advocacy, and Law | 3 | Online | Johan Powell | TH 6:00-8:30 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. This section for National Aspiring Principals students only.
|
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| LEAD530W-5W | Education Policy, Advocacy, and Law | 3 | Online | Cynthia Isales | TH 6:00-8:30 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. This section for National Aspiring Principals students only.
|
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| LEAD539W-3W | Education Resource Management | 3 | Online | Marcus Brannon | T 6:00-8:30 PM | ||
|
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539W-4W | Education Resource Management | 3 | Online | Kelvin Moore | T 6:00-8:30 PM | ||
|
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539W-5W | Education Resource Management | 3 | Online | Louis Garcia | T 6:00-8:30 PM | ||
|
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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School District Leadership Online Program
Courses within this program are for online students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD861R-1S | Leading a School District I | 1 | Online | Alice Gottlieb, Brian Monahan | T 5:00-6:00 PM | TBD | |
| LEAD862R-1S | Leading a School District II | 1 | Online | Alice Gottlieb, Brian Monahan | T 5:00-6:00 PM | TBD | |
| LEAD863R-1S | Leading a School District III | 1 | Online | Alice Gottlieb, Brian Monahan | T 5:00-6:00 PM | TBD | |
| LEAD864R-1S | Leading a School District IV | 1 | Online | Alice Gottlieb, Brian Monahan | T 5:00-6:00 PM | TBD | |
| LEAD870R-1S | Special Education Leadership: The District Perspective | 1 | Online | Alice Gottlieb, Brian Monahan | T 5:00-6:00 PM | TBD | |
| LEAD908R-1S | School District Leadership Supervised Fieldwork/Advisement | 3 | Online | Nancy Mann | See mentor |
Matriculation Maintenance
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| MMNT500R-1R | Matriculation Maintenance | 0 | Online | 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.
|
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