Spring 2025

January 21, 2025—May 05, 2025

All courses must meet seat hour requirements. Some courses do so with asynchronous (out-of-scheduled) engaged class time and others do not. Please reach out to your instructor(s) with any questions.

1 credit classes require 12.5 credit hours

2 credit classes require 28 credit hours

3 credit classes require 37.5 credit hours

Asynchronous Class: Please note, Monday, February 17th is President’s Day. The College is closed. All Monday classes will meet asynchronously.

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.

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Room Abbreviations
TBA: Room will be in person at 112, announced prior to the start of classes
Online: Course is fully online
Offsite: Course takes place offsite

CDR: Children's Dining Room
AUD: The Evelyn Rome Tabas and Daniel Tabas Auditorium

January Intersession

These courses run January 6, 2025—January 15, 2025, prior to the start of Spring 2025 classes. Students who wish to register need to do so prior to the start of the course.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC522A-1A Developmental Interaction Approach to Science 1 Stan Chu MTW 4:45-8:00 PM 1/6, 1/8, 1/13, 1/14 Cancelled
This course is for students in the ECAS program only. Please note, this course runs prior to the official start date of the Spring 2025 term. For 1 credit courses, registration is not allowed after the class has met.
EDUC606-1 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 Mollie Welsh Kruger MW 4:45-8:00 PM 1/6, 1/8, 1/13, 1/15
For 1 credit courses, registration is not allowed after the class has met.

Education Courses: Dual Language/Bilingual Teacher Ed, General Teacher Ed, and Special Ed

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC510-1 Curriculum in Early Childhood Education (Grades N – 3) 3 707 Abigail Kerlin T 4:45-6:45 PM
EDUC513-1 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 612/613 Ellen McCrum M 4:45-6:45 PM
EDUC514-1 Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 703 Samantha Diaz TH 4:45-6:45 PM
EDUC525-1 Assistive Technology as a Tool for Providing Educational Access 1 701 Mark Surabian M 7:00-9:05 PM 1/27, 2/3, 2/10, 2/24, 3/3, 3/10
For 1 credit courses, registration is not allowed after the class has met.
EDUC530-1 Foundations of Modern Education 3 612/613 Deborah Brooks Lawrence TH 7:00-9:00 PM
EDUC540-1 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 406 Helen Spruill TH 4:45-6:45 PM
EDUC561R-1R Linguistics: Implications for Teachers 1 Online Tyler Jennings T 7:00-9:05 PM 1/21, 1/28, 2/4, 2/11, 2/18, 2/25
For 1 credit courses, registration is not allowed after the class has met.
EDUC563-1 The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 705 Mollie Welsh Kruger T 4:45-6:45 PM
EDUC591-1 Music and Movement Workshop for Teachers (Grades PreK-6) 2 704 Ashira Mothersil TH 4:45-6:45 PM
EDUC629-1 Supporting Autistic Students in Inclusive and Special Education Settings 1 702 Rae Leeper W 7:00-9:05 PM 1/22, 1/29, 2/5, 2/12, 2/19, 2/26
For 1 credit courses, registration is not allowed after the class has met.
EDUC801-1 The World of the Infant: The First Year of Life 3 702 Melina Gac Levin T 4:45-6:45 PM
Prerequisite for EDUC801: EDUC 500 or EDUC 800
EDUC803-1 Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon 2 612/613 Sarah Sloane TH 4:45-6:45 PM
Prerequisite for EDUC803: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor
EDUC805-1 Teaching Students with Emotional and Behavioral Disabilities 2 702 Sean O'Shea TH 4:45-6:45 PM
Prerequisites for EDUC805: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803
EDUC808-1 The Study of Children in Diverse & Inclusive Educational Settings through Observation and Recording 3 706 Ludmila de Amorim Paquete da Costa W 7:00-9:00 PM
Prerequisite for EDUC 808: EDUC 500 or EDUC 800 or permission of instructor
EDUC863-1 Collaboration and Differentiation in the Instruction of Children with Disabilities 3 701 Emily Jones TH 7:00-9:00 PM
Prerequisites for EDUC 863: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.
EDUC868-1 Approaches to Teaching Decoding to Diverse Learners 2 Marylen Townley Massen TH 4:45-6:45 PM Cancelled
Prerequisite for EDUC868: EDUC 860
EDUC891-1 Practicum in Developmental Assessment of Infants and Toddlers 3 705 and 109 Marjorie Brickley M 4:45-6:45 PM
Prerequisite for EDUC891: EDUC 801 and EDUC 802
EDUC893-1 Approaches to Early Childhood Assessment 2 701 Ross Harold M 4:45-6:45 PM

Prerequisite for EDUC 893: EDUC 803 or EDUC 894
EDUC895-1 Early Childhood Practicum II: Collaborating w Families and Colleagues in Assess, Plan, and Instr 2 612/613 Rae Leeper M 7:00-9:00 PM
Prerequisite for EDUC895: EDUC 894
LEAD561-1 Supervising and Supporting Literacy Instruction in Diverse Settings 1 705 Mollie Welsh Kruger W 7:00-9:05 PM 1/29, 2/12, 2/26, 3/12, 3/26, 4/2
For 1 credit courses, registration is not allowed after the class has met.

Fieldwork/Student Teaching/Advisement Courses

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC931-1 Supervised Fieldwork/Advisement 6 Staff TBD W 4:45-6:45 PM
This course is the second half of EDUC930.
EDUC934-1 Supervised Fieldwork/Advisement 3 Kim McLeveighn-Helper W 4:45-6:45 PM
This course is the second half of EDUC932.
EDUC937-1 Supervised Fieldwork/Advisement 6 Staff TBD W 4:45-6:45 PM
This course is for one-semester fieldwork placements.
EDUC944-1 Teaching Literacy Supervised Fieldwork/Advisement 6 Susan Rolander W 4:45-6:45 PM
This course is the second half of EDUC943.
EDUC994R-1R Extended Field Experiences 1 Online Staff TBD MTH 7:00-9:00 PM (see note for specific dates)

This fieldwork experience requires the following components:

  • Information Session (12/4, 6:30-7, hybrid)
  • Orientation Meeting (3/12, 6:30-7, hybrid)
  • Goal-Setting 1-on-1 Meeting with Instructor (1 hour, TBD)
  • Placement (3/17 through 3/28*)
  • Synchronous Meeting with Instructor and Peers (3/17, 7-9, online)
  • Synchronous Meeting with Instructor and Peers (3/20, 7-9, online)
  • Reflection 1-on-1 Meeting with Instructor (1 hour, TBD)

*unless a different set of dates has been previously determined by your Program Director

If you are working with students at GO Project, you will follow the following dates:

  • Goal-Setting 1-on-1 Meeting with Instructor (1 hour, January)
  • Placement (duration of the spring semester)
  • Synchronous Meeting #1: 2/4 7-8:20
  • Synchronous Meeting #2: 3/4 7-8:20
  • Synchronous Meeting #3: 4/1 7-8:20

Integrative Master's Project: Year-long options

Section Title Credits Rooms Instructor Days/Times Dates Status
IS500-1 IMP: Independent Study 0 Staff TBD See mentor

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.

Students should register for section 01. Once registered, students will be emailed a Jot Form to confirm their mentor. If the Jot Form is not returned by the beginning of the add/drop period, students will be dropped from this IMP and can register again in another semester.

In order to stay registered in this IMP, students must have secured a faculty mentor who has reviewed their Independent Study (IS) proposal and has committed to serve as their IS mentor.
IS500R-1R IMP: Independent Study 0 Staff TBD See mentor

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.

Students should register for section 01. Once registered, students will be emailed a Jot Form to confirm their mentor. If the Jot Form is not returned by the beginning of the add/drop period, students will be dropped from this IMP and can register again in another semester.

In order to stay registered in this IMP, students must have secured a faculty mentor who has reviewed their Independent Study (IS) proposal and has committed to serve as their IS mentor.

Students in this Independent Study will meet with their mentor online

Integrative Master's Project-Semester-Based IMP Options

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP2-1 IMP: Collaborative Student Faculty Inquiry 0 705 Mollie Welsh Kruger T 7:00-9:00 PM 1/28, 2/25, 3/25, 4/22

Title: Picture Books for The Ages

This IMP option invites writers to create a picture book for children of a specific age group of the writer's choice. In addition to the picture book, participants will write a rationale and a child development section, review other children's literature for the same age-level, share their picture book with a group of children, and write a reflective conclusion. The final picture book must include some form of visual illustration.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run onground.
IMP2-2 IMP: Collaborative Student Faculty Inquiry 0 702 Kim McLeveighn-Helper, Mollie Welsh Kruger M 4:45-6:45 PM 1/27, 2/24, 3/24, 4/21

Title: Three Chords & Shekeres for Your Classroom

Music enhances math minds and builds language skills for reading too. Come learn some basic instrument skills on guitar, ukulele, or shekere that could invite your students more deeply into learning. This IMP option has choices of instrument as well individual direction for the academic exploration of music for the age of your students. You can create your own project focused on music in the classroom. The final project is an academic paper with curricular intentions embedded - plus you will be ready to play for your students.

Students must either own, borrow, or buy a guitar, ukulele, or shekere to participate in this IMP.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run onground.
IMP2-3 IMP: Collaborative Student Faculty Inquiry 0 701 Marjorie Brickley, Gio Capone W 4:45-6:45 PM 1/22, 2/19, 3/12, 4/16

Title: Performing Gender in the Classroom: Reflections on Lived Experiences as Educators

Bank Street's philosophy relies heavily on applying to the education process all available knowledge about learning and growth, and by connecting teaching and learning meaningfully to the outside world. Alongside an influx of anti-LGBTQ+, anti-trans, and anti-CRT (critical race theory) legislation in the United States, there is also a growing number of pedagogical and curricular resources to support children in their own gender development. What can we learn from supporting children in their own gender development as we consider how we each bring our gendered experiences into the rooms? Through critical self reflection, this collaboration seeks to unpack the ways in which we all perform gender in classrooms. Students will collaborate on reflective papers that summarize their experiences navigating gendered school environments.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run onground.
IMP2-4 IMP: Collaborative Student Faculty Inquiry 0 702 Mark Nagasawa TH 7:00-9:00 PM 1/30, 2/27, 3/27 and 4/24

Title: What’s Accessible About My Practice?

This “hands on” collaborative inquiry will explore accessibility, inclusion, and belonging in participants’ practice (across grade levels and school settings). This is based on an observation that inclusion of intersectionally-disabled* students has been a focus in education for a long time, but that accessibility seems to be an under-reflected-upon idea, particularly around questions of accessibility according to whom and what this looks like, sounds like, and/or feels like to different folx. To get at these questions, we will help each other develop projects that could include accessibility mapping, social story development, curricular analyses, critical personal narratives, or practical guidance on universal design for learning.

* We use this term in recognition of the ways ableism interacts with racism, classism, sexism, and other discriminations to create policies, procedures, and exclusionary spaces (built and social) that disable folx.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run hybrid.
IMP2-5 IMP: Collaborative Student Faculty Inquiry 0 703 Martha Andrews T 7:00-9:00 PM 1/28, 2/25, 3/25, 4/29

Title: Child Study through the Neurodevelopmental Framework

Using the Neurodevelopmental Framework developed through Math For All, we will explore the potential for child study, with each participant selecting a specific child to focus on throughout the IMP. We will build a profile of that student and make targeted instructional adaptations by taking a deep dive into different neurodevelopmental lenses including memory, psychosocial, and higher order thinking.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run hybrid.
IMP2CR-1CR IMP: Collaborative Student Faculty Inquiry 0 Online Genevieve Lowry TH 7:00-9:00 PM 1/23, 2/27, 3/13, 4/24

Title: Using Loose Parts in Child Life Practice

Child Life students are invited to continue their exploration and refinement of their medical preparation and teaching skills through the use of loose parts and a child-centered approach. In partnership with one another and their faculty mentor, students will choose a body part or system, a disease/disorder that might affect it, and how medical treatment will occur and affect the body. The inquiry will culminate in a 3-D loose parts representation of all three of these aspects, a written rationale and reflection, and a live presentation of the project to the inquiry group and larger Bank Street audience.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run online.
IMP2CR-2CR IMP: Collaborative Student Faculty Inquiry 0 Online Meghan Jacobson TH 7:00-9:00 PM 1/23, 2/27, 3/13, 4/24

Title: Grief & Death in Children's Lives

This interactive inquiry will explore topics related to end-of-life, grief and death in the lives of children, and is open to both child life and education students. In partnership with one another and their faculty mentor, students will explore the ways in which children understand death, how they grieve and ways that they can be supported. The inquiry will culminate in the creation of an activity or intervention designed to support children in school, home or hospital settings with their own death or the death of a significant person in their lives.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run online.
IMP2R-1R IMP: Collaborative Student Faculty Inquiry 0 Online Katie Caster TH 4:45-6:45 PM 1/23, 2/27, 3/27, 4/24

Title: Working with Latinx Students and Families

This IMP group will focus on the key issues affecting education for Latinx students and their families, such as policies, curriculum, bilingual education, and family engagement. Together, we will explore a range of topics, diving deep into their impact, while highlighting innovative ideas from educator change-makers like you.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run online.
IMP2R-2R IMP: Collaborative Student Faculty Inquiry 0 Online Margaret Blachly, Romelle Moore T 4:45-6:45 PM 1/28/24, 2/11/24, 3/18/24, 4/15/24

Title: Using Emotionally Responsive Practice (ERP) in the Classroom Setting

This IMP offers a unique opportunity to develop your understanding of the concepts and techniques that are the foundation of Emotionally Responsive Practice, as developed by Lesley Koplow, LCSW. The IMP is also practice-based, meaning that you will bring these concepts and techniques into your professional setting.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run online.
IMP2R-3R IMP: Collaborative Student Faculty Inquiry 0 Online Mark Nagasawa TH 7:00-9:00 PM 1/30, 2/27, 3/27 and 4/24

Title: What’s Accessible About My Practice?

This “hands on” collaborative inquiry will explore accessibility, inclusion, and belonging in participants’ practice (across grade levels and school settings). This is based on an observation that inclusion of intersectionally-disabled* students has been a focus in education for a long time, but that accessibility seems to be an under-reflected-upon idea, particularly around questions of accessibility according to whom and what this looks like, sounds like, and/or feels like to different folx. To get at these questions, we will help each other develop projects that could include accessibility mapping, social story development, curricular analyses, critical personal narratives, or practical guidance on universal design for learning.

* We use this term in recognition of the ways ableism interacts with racism, classism, sexism, and other discriminations to create policies, procedures, and exclusionary spaces (built and social) that disable folx.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run hybrid.
IMP2R-4R IMP: Collaborative Student Faculty Inquiry 0 Online Martha Andrews T 7:00-9:00 PM 1/28, 2/25, 3/25, 4/29

Title: Child Study through the Neurodevelopmental Framework

Using the Neurodevelopmental Framework developed through Math For All, we will explore the potential for child study, with each participant selecting a specific child to focus on throughout the IMP. We will build a profile of that student and make targeted instructional adaptations by taking a deep dive into different neurodevelopmental lenses including memory, psychosocial, and higher order thinking.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run hybrid.
IMP2R-5R IMP: Collaborative Student Faculty Inquiry 0 Online Gil Schmerler M 7:00-9:00 PM 1/27, 2/24, 3/24, 4/28

Title: Teacher Leadership

Bank Street-educated teachers are invariably called on for leadership in their schools, yet their preparation programs do not often have room for learning to promote collaboration, peer coaching, and advocacy. This collaborative inquiry provides the opportunity for students to investigate and practice the skills to become teacher leaders and, in general, to inspire, support, and coach their colleagues in improving instructional practice and creating stronger cultures in their workplaces. Participants typically create case studies and/or descriptive analyses of teacher leadership in their own school sites (or, alternatively, a school to which they have ready access).

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This inquiry will meet online.
IMP3-1 IMP: Mentored Directed Essay 0 Staff TBD See mentor
Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible to allow themselves the maximum amount of time to work on their essay questions. By the start of add/drop, students will be assigned their particular mentor.
IMP3R-1R IMP: Mentored Directed Essay 0 Online Staff TBD See mentor

Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible to allow themselves the maximum amount of time to work on their essay questions. By the start of add/drop, students will be assigned their particular mentor.

Students in this section will conduct their IMP online.

Child Life

Courses within this program are for Child Life students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC503CR-1CR Development: Adolescence through Emerging Adulthood 3 Online Troy Pinkney TH 7:00-9:00 PM 1/23, 2/20, 3/27, 4/24
Note: This course will meet synchronously and asynchronously online. You must be available for synchronous sessions on Thursdays 7-9 PM throughout the semester. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC825CR-1CR The Role of Child Life Beyond the Hospital: A Local, National, and Global View 3 Online Genevieve Lowry M 7:00-9:00 PM TBD
Note: This course will meet synchronously and asynchronously online. You must be available for synchronous sessions on Mondays 7-9 PM throughout the semester. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC828CR-1CR Loss in Children’s Lives: Implications for Schools, Hospitals, and Home 3 Online Deborah Vilas T 7:00-9:00 PM 1/21, 2/11, 3/11, 3/25, 4/29
Note: This course will meet synchronously and asynchronously online. You must be available for synchronous sessions on Tuesdays 7-9 PM throughout the semester. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC829CR-1CR Therapeutic Play Techniques for Child Life Specialists 3 Online Michael Attard, Deborah Vilas M 7:00-9:00 PM 1/27, 2/3, 2/10, 2/17, 2/24, 3/3, 4/28
Note: This course will meet synchronously and asynchronously online. You must be available for synchronous sessions on Mondays 7-9 PM throughout the semester. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.
EDUC950CR-1CR Clinical Experiences and Supervised Fieldwork: Children in Healthcare Settings 6 Online Troy Pinkney W 7:00-9:00 PM
Note: This will be fully online. All sessions are synchronous.
IMP2CR-1CR IMP: Collaborative Student Faculty Inquiry 0 Online Genevieve Lowry TH 7:00-9:00 PM 1/23, 2/27, 3/13, 4/24

Title: Using Loose Parts in Child Life Practice

Child Life students are invited to continue their exploration and refinement of their medical preparation and teaching skills through the use of loose parts and a child-centered approach. In partnership with one another and their faculty mentor, students will choose a body part or system, a disease/disorder that might affect it, and how medical treatment will occur and affect the body. The inquiry will culminate in a 3-D loose parts representation of all three of these aspects, a written rationale and reflection, and a live presentation of the project to the inquiry group and larger Bank Street audience.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run online.
IMP2CR-2CR IMP: Collaborative Student Faculty Inquiry 0 Online Meghan Jacobson TH 7:00-9:00 PM 1/23, 2/27, 3/13, 4/24

Title: Grief & Death in Children's Lives

This interactive inquiry will explore topics related to end-of-life, grief and death in the lives of children, and is open to both child life and education students. In partnership with one another and their faculty mentor, students will explore the ways in which children understand death, how they grieve and ways that they can be supported. The inquiry will culminate in the creation of an activity or intervention designed to support children in school, home or hospital settings with their own death or the death of a significant person in their lives.

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run online.
LEAD825CR-1CR Child Life Program Development and Administration 3 Online Troy Pinkney T 7:00-9:00 PM 1/21, 2/18, 3/25, 4/29
Note: This course will meet synchronously and asynchronously online. You must be available for synchronous sessions on Mondays 7-9 PM throughout the semester. This course is for students in the Child Life Program only. Permission of the Director is needed for all other students.

Childhood General and Special Education Online Program

These courses are only for students enrolled in a fully online degree program. These courses are for students in the Childhood dual certification and single certification programs. Please consult your program plan before registering.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC530ESR-1ESR Foundations of Modern Education 3 Online Pamela Jones M 7:00-9:00 PM
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC563ESR-1ESR The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Online Susan Rolander TH 7:00-9:00 PM
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC807SR-1SR Teaching Children with Disabilities in Language and Communication 2 Online Elizabeth Silva T 7:00-9:00 PM
Note: This section is for students enrolled in fully online childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC863SR-1SR Collaboration and Differentiation in the Instruction of Children with Disabilities 3 Online Pamela Jones TH 7:00-9:00 PM
Note: This section is for students enrolled in fully online childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC931ESR-1ESR Supervised Fieldwork/Advisement 6 Online Staff TBD W 7:00-9:00 PM
This course is the second half of EDUC930ESR. This course is for students in the online early childhood and childhood programs only.
EDUC937ESR-1ESR Supervised Fieldwork/Advisement 6 Online Staff TBD W 4:45-6:45 PM
This course is for one-semester fieldwork placements for students in the online early childhood and childhood programs only.
EDUC994ESR-1ESR Extended Field Experiences 1 Online Staff TBD MTH 7:00-9:00 PM

This course is for students in online early childhood and childhood programs only.

This fieldwork experience requires the following components:

  • Information Session (12/4, 6:30-7, hybrid)
  • Orientation Meeting (3/12, 6:30-7, hybrid)
  • Goal-Setting 1-on-1 Meeting with Instructor (1 hour, TBD)
  • Placement (3/17 through 3/28*)
  • Synchronous Meeting with Instructor and Peers (3/17, 7-9, online)
  • Synchronous Meeting with Instructor and Peers (3/20, 7-9, online)
  • Reflection 1-on-1 Meeting with Instructor (1 hour, TBD)

*unless a different set of dates has been previously determined by your Program Director

If you are working with students at GO Project, you will follow the following dates:

  • Goal-Setting 1-on-1 Meeting with Instructor (1 hour, January)
  • Placement (duration of the spring semester)
  • Synchronous Meeting #1: 2/4 7-8:20
  • Synchronous Meeting #2: 3/4 7-8:20
  • Synchronous Meeting #3: 4/1 7-8:20
IMP3R-1R IMP: Mentored Directed Essay 0 Online Staff TBD See mentor

Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible to allow themselves the maximum amount of time to work on their essay questions. By the start of add/drop, students will be assigned their particular mentor.

Students in this section will conduct their IMP online.
IS500R-1R IMP: Independent Study 0 Staff TBD See mentor

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.

Students should register for section 01. Once registered, students will be emailed a Jot Form to confirm their mentor. If the Jot Form is not returned by the beginning of the add/drop period, students will be dropped from this IMP and can register again in another semester.

In order to stay registered in this IMP, students must have secured a faculty mentor who has reviewed their Independent Study (IS) proposal and has committed to serve as their IS mentor.

Students in this Independent Study will meet with their mentor online

Early Childhood General and Special Education Online Program

These courses are only for students enrolled in a fully online degree program. These courses are for students in the Early Childhood dual certification and single certification programs. Please consult your program plan before registering.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC514ER-1ER Curriculum in Early Childhood Education for Inclusive and Special Education Settings 3 Online Antonia Bendezu M 7:00-9:00 PM
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC530ESR-1ESR Foundations of Modern Education 3 Online Pamela Jones M 7:00-9:00 PM
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC563ESR-1ESR The Teaching of Reading, Writing, and Language Arts in the Primary Grades 3 Online Susan Rolander TH 7:00-9:00 PM
Note: This section is for students enrolled in fully online early childhood and childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC893ER-1ER Approaches to Early Childhood Assessment 2 Online Helen Frazier TH 7:00-9:00 PM
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC895ER-1ER Early Childhood Practicum II: Collaborating with Families & Colleagues in Assessment, Planning, & In 2 Online Carmen Colón T 7:00-9:00 PM
Note: This section is for students enrolled in fully online early childhood programs only. This course will meet synchronously and asynchronously. You must be available for synchronous sessions each week throughout the semester. Your instructor will share the specific synchronous dates at your first session.
EDUC931ESR-1ESR Supervised Fieldwork/Advisement 6 Online Staff TBD W 7:00-9:00 PM
This course is the second half of EDUC930ESR. This course is for students in the online early childhood and childhood programs only.
EDUC937ESR-1ESR Supervised Fieldwork/Advisement 6 Online Staff TBD W 4:45-6:45 PM
This course is for one-semester fieldwork placements for students in the online early childhood and childhood programs only.
EDUC994ESR-1ESR Extended Field Experiences 1 Online Staff TBD MTH 7:00-9:00 PM

This course is for students in online early childhood and childhood programs only.

This fieldwork experience requires the following components:

  • Information Session (12/4, 6:30-7, hybrid)
  • Orientation Meeting (3/12, 6:30-7, hybrid)
  • Goal-Setting 1-on-1 Meeting with Instructor (1 hour, TBD)
  • Placement (3/17 through 3/28*)
  • Synchronous Meeting with Instructor and Peers (3/17, 7-9, online)
  • Synchronous Meeting with Instructor and Peers (3/20, 7-9, online)
  • Reflection 1-on-1 Meeting with Instructor (1 hour, TBD)

*unless a different set of dates has been previously determined by your Program Director

If you are working with students at GO Project, you will follow the following dates:

  • Goal-Setting 1-on-1 Meeting with Instructor (1 hour, January)
  • Placement (duration of the spring semester)
  • Synchronous Meeting #1: 2/4 7-8:20
  • Synchronous Meeting #2: 3/4 7-8:20
  • Synchronous Meeting #3: 4/1 7-8:20
IMP3R-1R IMP: Mentored Directed Essay 0 Online Staff TBD See mentor

Students should register for section 01. Registration is not allowed once add/drop begins. It is recommended that students register as early as possible to allow themselves the maximum amount of time to work on their essay questions. By the start of add/drop, students will be assigned their particular mentor.

Students in this section will conduct their IMP online.
IS500R-1R IMP: Independent Study 0 Staff TBD See mentor

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.

Students should register for section 01. Once registered, students will be emailed a Jot Form to confirm their mentor. If the Jot Form is not returned by the beginning of the add/drop period, students will be dropped from this IMP and can register again in another semester.

In order to stay registered in this IMP, students must have secured a faculty mentor who has reviewed their Independent Study (IS) proposal and has committed to serve as their IS mentor.

Students in this Independent Study will meet with their mentor online

Early Childhood General Education Advanced Standing

These courses are for students in the Early Childhood General Education Advanced Standing program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC522A-1A Developmental Interaction Approach to Science 1 Stan Chu MTW 4:45-8:00 PM 1/6, 1/8, 1/13, 1/14 Cancelled
This course is for students in the ECAS program only. Please note, this course runs prior to the official start date of the Spring 2025 term. For 1 credit courses, registration is not allowed after the class has met.
EDUC803A-1A Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon 2 Jacob Dixon W 4:45-6:45 PM Cancelled
This course is for students in the ECAS program only.
EDUC894A-1A Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts 2 706 Carmen Colón TH 4:45-6:45 PM
This course is for students in the ECAS program only.

Teaching English to Speakers of Other Languages (TESOL)

Section Title Credits Rooms Instructor Days/Times Dates Status
IMP2LR-1LR IMP: Collaborative Student Faculty Inquiry 0 Online Tyler Jennings TH 7:00-9:00 PM 1/30, 2/27, 3/27, 4/17

Title: TESOL Inquiry and Practice Collective: Language Justice and Pedagogy

This Collaborative Student-Faculty Inquiry serves as the culminating experience for the TESOL cohort at Bank Street College. Through this project, students explore a topic related to Teaching English to Speakers of Other Languages (TESOL), focusing on supporting English as a New Language (ENL) learners or another area of personal and professional interest within TESOL. Each student identifies a specific aspect of their chosen topic to investigate, crafting an individualized project with the guidance and support of their peers and faculty. This collaborative process fosters deep inquiry and reflection, enabling students to develop actionable insights that inform their careers as educators of multilingual students.

Guiding Questions:

  1. As you reflect on the theories, approaches to language justice, and/or pedagogical frameworks from the TESOL program, which of these would you like to examine further – especially in terms of how these could function in practice or application? Alternatively, is there a topic that we have not yet explored in the TESOL program that you would like to research?
  2. As you review the literature on this topic, what assets, benefits, challenges, and/or limitations tend to arise when these concepts are put into practice, and how do scholars and educators leverage or negotiate these?
  3. What practical resources or tools might you develop to support your work and the work of other educators in this area?

Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met.

This section will run online
TESL515L-1L ENL Case Management: Creating Access through Programming and Curriculum 3 702 Cristian Solorza T 7:00-9:00 PM
This class is only for students in the TESOL program.

NYC Teaching Fellows - Cohort 38

These courses are for students in the NYC Teaching Fellows Cohort only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC8342F-1F Teaching Humanities: Curriculum, Methods and Assessment for Adolescents with Disabilities 2 612/613 Shawna Hansford W 7:00-9:00 PM
Please note: This course will meet in a hybrid format. Your instructor will share details during the first session.
EDUC934F-1F Supervised Fieldwork/Advisement 3 George Badia W 5:00-7:00 PM
This course is the second half of EDUC932F.

Kerlin STEM Institute

For Kerlin STEM Institute Fellows only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC850K-1K Introduction to Teaching STEM in the Early Childhood Classroom 1 Robert Wallace ThSa 10:00-5:30 PM 1/11, 1/16, 1/23, 1/30, 2/6

For Kerlin STEM Institute Fellows only. This course will meet in person at the New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368, on Saturday, January 11th from 10:00 AM-4:30 PM. All other sessions will be online from 4:00-5:30 on the dates listed.

For 1 credit courses, registration is not allowed after the class has met.
EDUC851K-1K Developing STEM Investigations in the Early Childhood Classroom 1 Robert Wallace ThSa 10:00-5:30 PM 3/8, 3/13, 3/27, 4/3, 4/10

For Kerlin STEM Institute Fellows only. This course will meet in person at the New York Hall of Science (NYSCI), 47-01 11th St. Corona, NY 11368, on Saturday, January 11th from 10:00 AM-4:30 PM. All other sessions will be online from 4:00-5:30 on the dates listed.

For 1 credit courses, registration is not allowed after the class has met.

Progressive Leadership Online Program - Cohort 51

These courses are only available for students in Progressive Leadership Cohort 51.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD603PR-1PR School Change: The Transformational Leader 3 Online Staff TBD T 5:30-7:30 PM Cancelled
LEAD615PR-1PR Processes of Supervision and Professional Development 3 Online Abbe Futterman TH 5:00-7:00 PM
LEAD9183PR-1PR Leadership Supervised Fieldwork/Advisement 3 Online Beverly Logan W 5:00-7:00 PM

Progressive Leadership Online Program - Cohort 52

Progressive Leadership Program Cohort 52 students only

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510PR-1PR Leading Critical Issues in Curriculum and Instruction 3 Online Shokry Eldaly T 5:00-7:00 PM
LEAD660PR-1PR Research for Educational Change 3 Online Jessica Blum-DeStefano TH 5:00-7:00 PM
LEAD9182PR-DJ Leadership Supervised Fieldwork/Advisement 3 Online Derek Jones W 5:00-7:00 PM
LEAD9182PR-LL Leadership Supervised Fieldwork/Advisement 3 Online Lilly Narine Lucas W 5:00-7:00 PM

Progressive Leadership Online Program - Cohort 53

Progressive Leadership Program Cohort 53 students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503EPR-1EPR Adult Development: Implications for Educational Leadership 3 Online Jessica Blum-DeStefano TH 7:15-9:15 PM
This course is cross-listed for both Early Childhood Leadership and Progressive Leadership Cohort 53 students.
LEAD537PR-1PR Organizational Development: Implications for Educational Leadership 3 Online Abbe Futterman T 5:00-7:00 PM
LEAD9181PR-1PR Leadership Supervised Fieldwork/Advisement 3 Talibah Daniel W 5:00-7:00 PM

Leadership in Mathematics Education Online

These courses are for students in the online Mathematics Leadership program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD615MR-1MR Processes of Supervision and Professional Development 3 Online Wendy Pollock TH 7:00-9:00 PM
LEAD668MR-1MR Research for Mathematics Leaders II 1 Online Helen Spruill T 7:00-9:00 PM 1/28, 2/11, 2/25, 3/11, 4/1, 4/15, 4/22

For 1 credit courses, registration cannot occur after the first class has met.

Note: This course is co-taught with Robin Hummel.
LEAD9452MR-AW Mathematics Leadership Supervised Fieldwork and Advisement (Spring) 2 Online Amy Withers T 7:00-9:00 PM 1/21, 2/4, 2/18, 3/4, 3/25, 4/8, 4/22
LEAD9452MR-NB Mathematics Leadership Supervised Fieldwork and Advisement (Spring) 2 Online Nancy Buck T 7:00-9:00 PM 1/21, 2/4, 2/18, 3/4, 3/25, 4/8, 4/22
LEAD9452MR-NS Mathematics Leadership Supervised Fieldwork and Advisement (Spring) 2 Online Nneka Sutherland T 7:00-9:00 PM 1/21, 2/4, 2/18, 3/4, 3/25, 4/8, 4/22

Early Childhood Leadership Online

These courses are for students in the online Early Childhood Leadership program only, unless otherwise noted.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503EPR-1EPR Adult Development: Implications for Educational Leadership 3 Online Jessica Blum-DeStefano TH 7:15-9:15 PM
This course is cross-listed for both Early Childhood Leadership and Progressive Leadership Cohort 53 students.
LEAD603ER-1ER School Change: The Transformational Leader 3 Online Wendy Pollock M 7:00-9:00 PM
For students in Early Childhood Leadership Cohort 1.
LEAD615ER-1ER Processes of Supervision and Professional Development 3 Online Wendy Pollock T 7:00-9:00 PM
For students in Early Childhood Leadership Cohort 2.
LEAD660ER-1ER Research for Educational Change (in Early Childhood) 3 Online Cristina Medellin T 7:00-9:00 PM
For students in Early Childhood Leadership Cohort 1.
LEAD9202ER-1ER Early Childhood Leadership Supervised Fieldwork/Advisement (Part 2) 3 Online Cristina Medellin W 6:30-8:30 PM 1/29, 2/12, 2/26, 3/12, 3/26, 4/9, 4/23
For students in Early Childhood Leadership Cohort 2.

Future School Leaders Academy

These courses are for students in the Future School Leaders Academy only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD603F-1F School Change: The Transformational Leader 3 Gregory Brown TH 4:30-6:30 PM
LEAD864F-1F Leading a School District IV 1 Andrew Patrick TH 6:30-8:30 PM TBD
For 1 credit courses, registration cannot occur after the first class has met.
LEAD9064F-JA Future School Leaders Academy Supervised Fieldwork/Advisement (Part 4) 1.5 Joel Adelberg W 5:00-7:00 PM
LEAD9064F-KE Future School Leaders Academy Supervised Fieldwork/Advisement (Part 4) 1.5 Karen Eldon W 5:00-7:00 PM
LEAD9064F-WM Future School Leaders Academy Supervised Fieldwork/Advisement (Part 4) 1.5 Walter Moran W 5:00-7:00 PM

Museum Studies: Learning and Engagement in Museums and Cultural Organizations

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD509C-1C Digital Learning 1 Emily Kotecki Su/Th 6:30-8:30PM 3/4, 3/25, 4/1, 4/8, 4/29
For 1st year LEMCO students only.
LEAD522C-1C Leadership Development 1 Brian Hogarth TThSu 6:30-8:30 PM 1/21, 1/23, 1/28, 1/30, 2/2, 2/6
These courses are for students in the LEMCO program only.
LEAD523C-1C Organizational Dynamics 2 Brian Hogarth Th/Sa/Su 6:30-8:30 PM 2/13, 2/20, 2/27, 3/6, 3/13, 3/23, 3/27, 4/17 March 8-9 IN PERSON WEEKEND

These courses are for students in the LEMCO program only.

In-person weekend times TBA
LEAD524C-1C Professional Development 1 Elisabeth Nevins Su/Th 6:30-8:30PM 3/4, 3/25, 4/1, 4/8, 4/23, 4/29
For 2nd year LEMCO students only.
LEAD9602C-1C Museum Advisement (2nd Term) 2 Brian Hogarth See advisor TBA

For 1st year LEMCO students only.

Meetings will be arranged independently at different times based on students' work schedules
LEAD9612C-1C Museum Supervised Fieldwork/Advisement (2nd Term) 4 Elisabeth Nevins, Saralyn Rosenfield, Shari Werb See advisor

For 2nd year LEMCO students only.

Meetings will be arranged independently at different times based on students' work schedules

LEAP Program

These courses are for students in the LEAP program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503L-1L Adult Development: Implications for Educational Leadership 3 Offsite Michelle Herbowy, Jameela Horton, Marion Wilson T 4:00-5:30 PM
These courses are for students in the LEAP program only.
LEAD603L-1L School Change: The Transformational Leader 3 Offsite Michelle Herbowy, Jameela Horton, Marion Wilson T 5:30-7:00 PM
These courses are for students in the LEAP program only.
LEAD615L-1L Processes of Supervision and Professional Development 3 Offsite Michelle Herbowy, Jameela Horton, Marion Wilson T 7:00-8:30 PM
These courses are for students in the LEAP program only.
LEAD9182L-1L Leadership Supervised Fieldwork/Advisement 3 Offsite Jae Cho, Michelle Herbowy, Jameela Horton, Marion Wilson W 4:00-5:30 PM

LEAP students in their second semester of fieldwork should enroll in this course.

These courses are for students in the LEAP program only.

School District Leader Online Program

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD861SR-1SR Leading a School District I 1 Online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 01/28/25
LEAD862SR-1SR Leading a School District II 1 Online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 02/18/25
LEAD863SR-1SR Leading a School District III 1 Online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 03/11/25
LEAD864SR-1SR Leading a School District IV 1 Online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 04/01/25
LEAD870SR-1SR Special Education Leadership: The District Perspective 1 Online Alice Gottlieb, Brian Monahan T 5:00-6:00 PM 04/22/25
LEAD9081SR-1SR School District Leadership Supervised Fieldwork/Advisement 3 Online Nancy Mann See advisor
SDL students in their first semester of fieldwork should register for this course.
LEAD9082SR-1SR School District Leadership Supervised Fieldwork/Advisement 3 Online Nancy Mann See advisor
SDL students in their second semester of fieldwork should register for this course.

Aspiring District Leaders Scholars

These courses are for students in the ASDLS program only.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD863AR-1AR Leading a School District III 1 Online Michelle Herbowy T 5:30-7:00 PM
LEAD864AR-1AR Leading a School District IV 1 Online Michelle Herbowy T 5:30-7:00 PM
LEAD870AR-1AR Special Education Leadership: The District Perspective 1 Online Michelle Herbowy T 7:00-8:30 PM
LEAD9082AR-1AR School District Leadership Supervised Fieldwork/Advisement (2nd term) 3 Online Michelle Herbowy W 4:00-5:30 PM

New Leaders - Cohort 2 (MSE)

These courses are only for degree-seeking students in Cohort 2 of the National Aspiring Principals (New Leaders) program.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD503WR-1WR Adult Development: Implications for Educational Leadership 3 Online Sebrina Lindsay-Law TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD503WR-2WR Adult Development: Implications for Educational Leadership 3 Online Malissa Mootoo TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD660WR-1WR Research for Educational Change 3 Online Ivy Ryan TH 6:00-8:30 PM January 23 – March 13, 2025
LEAD660WR-2WR Research for Educational Change 3 Online Andy Szeto TH 6:00-8:30 PM January 23 – March 13, 2025

New Leaders - Cohort 3 (CERT)

These courses are only for certificate-seeking students in Cohort 3 of the National Aspiring Principals (New Leaders) program.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510WR-3WR Leading Critical Issues in Curriculum and Instruction 3 Online Monica Gaines TH 6:00-8:30 PM January 23 – March 13, 2025
LEAD510WR-4WR Leading Critical Issues in Curriculum and Instruction 3 Online Kimberly Washington TH 6:00-8:30 PM January 23 – March 13, 2025
LEAD510WR-5WR Leading Critical Issues in Curriculum and Instruction 3 Online Daniella Phillips TH 6:00-8:30 PM January 23 – March 13, 2025
LEAD510WR-6WR Leading Critical Issues in Curriculum and Instruction 3 Online Staff TBD TH 6:00-8:30 PM January 23 – March 13, 2025 Cancelled
LEAD615WR-3WR Processes of Supervision and Professional Development 3 Online Rachael DeRogatis TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD615WR-4WR Processes of Supervision and Professional Development 3 Online Cara Tait-Fanor TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD615WR-5WR Processes of Supervision and Professional Development 3 Online Daniella Phillips TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD615WR-6WR Processes of Supervision and Professional Development 3 Online Staff TBD TH 6:00-8:30 PM March 20 – May 8, 2025 Cancelled
LEAD9182WR-3WR Leadership Supervised Fieldwork/Advisement 3 Online Gloria Rosario Wallace TH 6:00-8:30 PM January 23 – May 8, 2025
LEAD9182WR-4WR Leadership Supervised Fieldwork/Advisement 3 Online Nathan Boyd TH 6:00-8:30 PM January 23 – May 8, 2025
LEAD9182WR-5WR Leadership Supervised Fieldwork/Advisement 3 Online Simone Rose TH 6:00-8:30 PM January 23 – May 8, 2025
LEAD9182WR-6WR Leadership Supervised Fieldwork/Advisement 3 Online Kimberly Washington T 6:00-8:30 PM January 23 – May 8, 2025

New Leaders - Cohort 3 (MSE)

These courses are only for degree-seeking students in Cohort 3 of the National Aspiring Principals (New Leaders) program.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD510WR-1WR Leading Critical Issues in Curriculum and Instruction 3 Online Malissa Mootoo TH 6:00-8:30 PM January 23 – March 13, 2025
LEAD510WR-2WR Leading Critical Issues in Curriculum and Instruction 3 Online Rick Romain TH 6:00-8:30 PM January 23 – March 13, 2025
LEAD615WR-1WR Processes of Supervision and Professional Development 3 Online Lyntonia Gold TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD615WR-2WR Processes of Supervision and Professional Development 3 Online Jack Perry TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD9182WR-1WR Leadership Supervised Fieldwork/Advisement 3 Online Douglas Taylor TH 6:00-8:30 PM January 23 – May 8, 2025
LEAD9182WR-2WR Leadership Supervised Fieldwork/Advisement 3 Online Jack Perry TH 6:00-8:30 PM January 23 – May 8, 2025

New Leaders - Cohort 4

These courses are only for students in Cohort 4 of the National Aspiring Principals (New Leaders) program.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD531WR-1WR History of Urban Education 3 Online Sebrina Lindsay-Law W 6:00-8:30 PM January 22 – March 13, 2025
LEAD531WR-2WR History of Urban Education 3 Online Keturah Proctor W 6:00-8:30 PM January 22 – March 13, 2025
LEAD531WR-3WR History of Urban Education 3 Online Derrick Williams TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD531WR-4WR History of Urban Education 3 Online Eric Langston TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD531WR-5WR History of Urban Education 3 Online Darnese Daniels TH 6:00-8:30 PM March 20 – May 8, 2025 Cancelled
LEAD531WR-6WR History of Urban Education 3 Online Derrick Williams TH 6:00-8:30 PM March 20 – May 8, 2025 Cancelled
LEAD531WR-7WR History of Urban Education 3 Online Staff TBD TH 6:00-8:30 PM March 20 – May 8, 2025 Cancelled
LEAD531WR-8WR History of Urban Education 3 Online Staff TBD TH 6:00-8:30 PM March 20 – May 8, 2025 Cancelled
LEAD538WR-1WR School Culture and Community Relations 3 Online Mary Mitchell W 6:00-8:30 PM March 19 – May 8, 2025
LEAD538WR-2WR School Culture and Community Relations 3 Online Brian Bereman W 6:00-8:30 PM March 19 – May 8, 2025
LEAD538WR-3WR School Culture and Community Relations 3 Online Tackiea Simpson TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD538WR-4WR School Culture and Community Relations 3 Online Beulah Mcloyd TH 6:00-8:30 PM March 20 – May 8, 2025
LEAD538WR-5WR School Culture and Community Relations 3 Online Megan Gleason TH 6:00-8:30 PM March 20 – May 8, 2025 Cancelled
LEAD538WR-6WR School Culture and Community Relations 3 Online Beulah Mcloyd TH 6:00-8:30 PM March 20 – May 8, 2025 Cancelled
LEAD538WR-7WR School Culture and Community Relations 3 Online Staff TBD TH 6:00-8:30 PM Cancelled
March 20 – May 8, 2025
LEAD538WR-8WR School Culture and Community Relations 3 Online Staff TBD TH 6:00-8:30 PM March 20 – May 8, 2025 Cancelled
LEAD9181WR-1WR Leadership Supervised Fieldwork/Advisement 3 Online Monica Gaines T 6:00-8:30 PM January 21 – May 8, 2025
LEAD9181WR-2WR Leadership Supervised Fieldwork/Advisement 3 Online Bianca Harris T 6:00-8:30 PM January 21 – May 8, 2025
LEAD9181WR-3WR Leadership Supervised Fieldwork/Advisement 3 Online Anita Walls T 6:00-8:30 PM January 21 – May 8, 2025
LEAD9181WR-4WR Leadership Supervised Fieldwork/Advisement 3 Online Tammy Holloway T 6:00-8:30 PM January 21 – May 8, 2025
LEAD9181WR-5WR Leadership Supervised Fieldwork/Advisement 3 Online Joshua Bailey T 6:00-8:30 PM January 21 – May 8, 2025
LEAD9181WR-6WR Leadership Supervised Fieldwork/Advisement 3 Online Marcus Brannon T 6:00-8:30 PM January 21 – May 8, 2025
LEAD9181WR-7WR Leadership Supervised Fieldwork/Advisement 3 Online Monica Nurrenbern T 6:00-8:30 PM January 21 – May 8, 2025
LEAD9181WR-8WR Leadership Supervised Fieldwork/Advisement 3 Online Staff TBD T 6:00-8:30 PM January 21 – May 8, 2025 Cancelled

Matriculation Maintenance

For students graduating in Spring 2025 who will not be registering for any other Spring courses.

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-1 Matriculation Maintenance 0 Staff TBD Not applicable
MMNT500R-1R Matriculation Maintenance 0 Online Staff TBD Not applicable