Summer 2 2024

June 24, 2024—July 29, 2024

NOTICE: Two credit classes will meet the first 8 class meetings of the term. Three credit classes will meet through the full term, unless otherwise specified by your instructor.

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.

Please be aware: courses reserved for specific programs/populations are noted and are closed for general enrollment.

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.

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 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 Gladys Aponte MW 5:15-8:45 PM 6/24, 6/26, 7/1, 7/3, 7/8, 7/10, 7/15, 7/17
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 Katie Harlan Eller MW 5:15-9:00 PM
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Please note that this course will meet online and synchronously on July 17th and 22nd.
EDUC535-1 Science for Teachers (Grades N – 6) 2 Robert Wallace MW 5:15-8:45 PM 6/24, 6/26, 7/1, 7/3, 7/8, 7/10, 7/15, 7/17
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 Staff TBD TTH 5:15-8:45 PM 6/25, 6/27, 7/2, 7/9, 7/11, 7/16, 7/18, 7/23
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 Laura Montanari TTH 5:15-8:45 PM 6/25, 6/27, 7/2, 7/9, 7/11, 7/16, 7/18, 7/23
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 Sean O'Shea MW 5:15-8:45 PM 6/24, 6/26, 7/1, 7/3, 7/8, 7/10, 7/15, 7/17
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 ElizabethAnn Duffy MW 5:15-8:45 PM 6/24, 6/26, 7/1, 7/3, 7/8, 7/10, 7/15, 7/17
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 Elizabeth Silva 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 Shelby Brody Ramirez 8:30– 12:30; 1-3 M/W
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 29. Classes will occur Mondays and Wednesdays for the duration of the semester.

There will be an orientation to the summer practicum. 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-1R Extended Field Experiences 1 Staff TBD T 4:00-6:05 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 Staff TBD W 4:00-6:05 PM 6/26, 7/3, 7/10, 7/17, 7/24
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.

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 Jennifer Costa 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.

The semester begins on 6/24. Please be available for synchronous meetings every Monday and Wednesday. On the first night of class, your instructor will let you know which class sessions meet synchronously and asynchronously. This class is for Child Life students only. To get ready for the synchronous session:

  • Sign up to http://Zoom.us (free account) and explore the tool and its tutorials: Getting started with Zoom
  • Test your computer audio and video as well as your internet connection. We encourage you to test your system by hosting a test session with a friend
  • You will receive an invitation to join the session via email. The email will have the link to click at the time of the session
  • If you have trouble connecting, contact the Help Desk at helpdesk@bankstreet.edu or 212-875-4642
Prerequisite for EDUC 621: EDUC 500

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC870R-1R The Teaching of English as a New Language 3 Tyler Jennings TH 6:15-9:00 PM Cancelled
After a review of language acquisition theories, this course will address the teaching of reading, writing, and content areas through a new language. Students will examine how children learn to read and write in the home language and what the differences and similarities are when they read and write in a new language. The focus will be on the methodology of teaching a new language, appropriate language materials, effective class organization, and lesson planning that involves all of these components, including assessment. One of the requirements of this course is individual work with language learners.
Note: This section is for students enrolled in our TESOL program. 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 also much be available for 5.5 hours of asynchronous work each week. You will be expected to participate in course content or the duration of the semester, except for holidays.
TESL870-1R The Teaching of English Grammars & Discourse in ENL Settings 3 Online Tyler Jennings TH 6:15-9:00 PM
Participants will critically examine historical and current approaches used to teach English grammar in the United States and in other English-speaking countries. Research on the effectiveness of teaching grammar will inform participants as they design learning experiences to support emergent bilinguals’ English proficiency levels (entering, emerging, transitional, expanding, and commanding). Participants will use language assessments and error analyses in order to gauge students’ grammatical needs when speaking and writing and will use this assessment to inform the development of grammar lessons. The course will support participants in using technology for assessment and instruction and will focus the teaching of grammar as a tool for helping students engage more meaningfully in spoken and written discourse across a range of grade levels and content areas.  Participants will study grammars as living, dynamic systems, and through lesson design, they will empower students to consciously use grammars as communication tools in response to particular audiences and situations. Participants will collaborate with classroom teachers and school leaders to integrate grammar lessons into existing literacy units used in schools. Prerequisite: TESL 561.

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
LEAD503-1R Adult Development: Implications for Educational Leadership 3 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 new Math Leadership Online students only.
LEAD827-1R Understanding Quantitative Data: Implications for Educational Leaders 3 Jennifer Shouffler MWTh 6:30-9:00 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 continuing Math Leadership Online students only.
LEAD946-AW Mathematics Leadership Summer Advisement 1 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 new Math Leadership Online students only.
LEAD946-JE Mathematics Leadership Summer Advisement 1 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 continuing Math Leadership Online students only.
MATH541-1R Integrated Mathematics I 3 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 new Math Leadership Online students only.
MATH543-1R Integrated Mathematics III 3 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 continuing Math Leadership Online students only.

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 Brian Hogarth Th-Su 9:00-5:00 PM July 18-21
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.
For Museum Studies: Learning & Engagement in Museums & Cultural Organizations students only.

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-1 Matriculation Maintenance 0 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.