Summer 2 2025

June 30, 2025—July 31, 2025

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 Cristian Solorza TTH 5:15-8:45 PM 7/1, 7/3, 7/8, 7/10, 7/15, 7/17, 7/22, 7/24
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.
EDUC535-1 Science for Teachers (Grades N – 6) 2 Stan Chu MW 5:15-8:45 PM 6/30, 7/2, 7/7, 7/9, 7/14, 7/16, 7/21, 7/23
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 Dionne Beckford TTH 5:15-8:45 PM 7/1, 7/3, 7/8, 7/10, 7/15, 7/17, 7/22, 7/24
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 7/1, 7/3, 7/8, 7/10, 7/15, 7/17, 7/22, 7/24
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 Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon 2 Sean O'Shea MW 5:15-8:45 PM 6/30, 7/2, 7/7, 7/9, 7/14, 7/16, 7/21, 7/23
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 disabilities 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
EDUC807R-1R Teaching Children with Disabilities in Language and Communication 2 Online Kristen Kaelin MW 5:15-8:45 PM 6/30, 7/2, 7/7, 7/9, 7/14, 7/16, 7/21, 7/23
Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disabilities 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.
This section is for students in onground programs. This course will run in a remote format with asynchronous and synchronous experiences. You must be available for synchronous sessions each week on the day/time listed. You are expected to participate in course content for the duration of the semester. Your instructor will share the specific synchronous and asynchronous dates at your first session.
EDUC862-1 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 Elizabeth Silva TTH 5:15-9:00 PM
EDUC994R-1R Extended Field Experiences 1 Online Pamela Jones W 4:00-6:05 PM 7/2, 7/9, 7/16, 7/23, 7/30
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)
This section is for students enrolled in onground programs. This course will run remotely and has an onground field-based student teaching component. The course sessions 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 Carmen Colón T 4:00-6:05 PM 7/1, 7/8, 7/15, 7/22, 7/29
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)
This section is for students enrolled in onground programs. This course will run remotely and has an onground field-based student teaching component. The course sessions 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

Courses within this program are for Child Life students only.

Section Title Credits Rooms Instructor Days/Times Dates Status
EDUC621CR-1CR Introduction to Child Life Documentation 3 Online Jennifer Costa MW 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 class session. On the first night of class, your instructor will let you know which class sessions meet synchronously and asynchronously. For Child Life students only.

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
EDUC505-1 Language Acquisition and Learning in a Linguistically Diverse Society 2 Cristian Solorza TTH 5:15-8:45 PM 7/1, 7/3, 7/8, 7/10, 7/15, 7/17, 7/22, 7/24
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.
EDUC522A-1A Developmental Interaction Approach to Science 1 Stan Chu FSa 9:00-4:00 PM 7/11, 7/12
This course focused on developing a science way of thinking and doing. Each session deepens the participant’s understanding that doing science requires direct sensory encounters with the physical world. Alongside experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations of these experiences and can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their 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. 
This course is for students in the ECAS program only. It will meet from 4:45-6:45 on Friday, 7/11 and 9:00-4:00 on Saturday, 7/12. There will be an asynchronous component to this course. Your instructor will share those details during the first session.

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
LEAD529C-1C Summer Institute 2 Brian Hogarth Th-Su 9:00-5:00 PM July 17-20
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.

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
LEAD503MR-1MR Adult Development: Implications for Educational Leadership 3 Online Amy Withers MWTh 3:30-6:00 PM
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development. For online Progressive Leadership students only.
This course is for the Math Leadership Online students in their 1st summer term
LEAD827MR-1MR Understanding Quantitative Data: Implications for Educational Leaders 3 Online 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 the Math Leadership Online students in their 3rd summer term
LEAD9461MR-JE Mathematics Leadership Summer Advisement (1st Semester) 1 Online Jerome Ellison T 7:00-9:00 PM
This course is an extension of LEAD9452. 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 the Math Leadership Online students in their 1st summer term
LEAD9463MR-AW Mathematics Leadership Summer Advisement (3rd Semester) 1 Online Amy Withers T 7:00-9:00 PM
This course is an extension of LEAD9452. 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 the Math Leadership Online students in their 3rd summer term
LEAD9463MR-NB Mathematics Leadership Summer Advisement (3rd Semester) 1 Online Nancy Buck T 7:00-9:00 PM
This course is an extension of LEAD9452. 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 the Math Leadership Online students in their 3rd summer term
LEAD9463MR-NS Mathematics Leadership Summer Advisement (3rd Semester) 1 Online Nneka Sutherland T 7:00-9:00 PM
This course is an extension of LEAD9452. 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 the Math Leadership Online students in their 3rd summer term
MATH541MR-1MR Integrated Mathematics I 3 Online Nancy Buck MWTh 6:30-9:00 PM
Participants in this course (and MATH 542 and MATH 543) engage in integrating mathematics. This experience helps participants deepen their understanding of the relationship among the various mathematical disciplines and supports them in their work with children and teachers. Participants explore elementary number theory, algebra, groups, and transformational geometry using concrete materials and open-ended problems. Open to Math Leadership students only or with permission of instructor and director.
This course is for the Math Leadership Online students in their 1st summer term
MATH543MR-1MR Integrated Mathematics III 3 Online Evan Jenkins MWTh 3:30-6:00 PM
This course continues the work with graphing begun in MATH 542. Participants use the content from MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics and contrast these ways of approaching mathematics and the applications of each. Prerequisite: MATH 542. Open to Online Math Leadership students only or with permission of instructor and director.
This course is for the Math Leadership Online students in their 3rd summer

New Leaders - Cohort 5

These courses are only for students in Cohort 5 of the National Aspiring Principals (New Leaders) program.

Section Title Credits Rooms Instructor Days/Times Dates Status
LEAD531WR-1WR History of Urban Education 3 Sebrina Lindsay-Law T 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.

This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-2WR History of Urban Education 3 Keturah Proctor T 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.

This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-3WR History of Urban Education 3 Eric Langston T 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.

This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD531WR-4WR History of Urban Education 3 Darnese Daniels T 6:00-8:30 PM
Highly effective school leaders understand the historical and contemporary implications of how racial and socioeconomic inequities continue to shape patterns of access and quality in education throughout the United States. These transformational leaders organize their entire school community around ensuring learning environments are free from bias and limitation. In doing so, they build a stronger, more equitable, and more just society – and serve as examples of what’s possible in America’s public education system.

This course is essential for aspiring educational leaders in that it provides opportunities to examine and dissect the history of our education system as foundational knowledge required to envision a new model for schools and educational leadership. The course will examine the history, practices, and policies that create, maintain, and uphold inequities. Students will co-create ways to apply this understanding to practice in order to improve educational excellence for all children. This section is reserved for students in the National Aspiring Principals (New Leaders) programs.
LEAD538WR-1WR School Culture and Community Relations 3 Mary Mitchell TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:
Promote collective efficacy and high expectations for learning across classrooms.
Build a school environment that is focused on the talents and assets of the students.
Leverage the wealth of the community to meet shared goals.
In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-2WR School Culture and Community Relations 3 Brian Bereman TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:
Promote collective efficacy and high expectations for learning across classrooms.
Build a school environment that is focused on the talents and assets of the students.
Leverage the wealth of the community to meet shared goals.
In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-3WR School Culture and Community Relations 3 Tackiea Simpson TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:
Promote collective efficacy and high expectations for learning across classrooms.
Build a school environment that is focused on the talents and assets of the students.
Leverage the wealth of the community to meet shared goals.
In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.
LEAD538WR-4WR School Culture and Community Relations 3 Beulah Mcloyd TH 6:00-8:30 PM
In this course, you will examine the role of the principal as a leader in building a school culture where all students are able to thrive academically, intellectually, socially, and emotionally. We will start by defining the specific leadership actions necessary to:
Promote collective efficacy and high expectations for learning across classrooms.
Build a school environment that is focused on the talents and assets of the students.
Leverage the wealth of the community to meet shared goals.
In order to chart the path to a vision for equity and excellence in education, you will use the course content presented in the modules to define school culture through adult leadership, student experience, and community engagement. Finally, you will focus on the connection between communication structures and realizing a vision for equity and excellence in education. You will leave this course ready to implement and practice the leadership actions under the School Culture category in the Transformational Leadership Framework.

Matriculation Maintenance

Section Title Credits Rooms Instructor Days/Times Dates Status
MMNT500-1 Matriculation Maintenance 0 N/A Staff TBD Not applicable
A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
A degree or certificate can only be conferred for currently enrolled students. Students anticipating program completion must be registered in the current term in order for their conferral to be awarded. If you plan on completing your program in Summer 1 and will not register for anything else, you must register for matriculation maintenance by the end of the semester add/drop period. Registration for matriculation maintenance, MMNT500, can be conducted on myBSC during web registration. A $50 fee applies.
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.
A degree or certificate can only be conferred for currently enrolled students. Students anticipating program completion must be registered in the current term in order for their conferral to be awarded. If you plan on completing your program in Summer 1 and will not register for anything else, you must register for matriculation maintenance by the end of the semester add/drop period. Registration for matriculation maintenance, MMNT500, can be conducted on myBSC during web registration. A $50 fee applies.