Summer Long 2025
May 13, 2025—July 24, 2025
Bank Street Graduate School of Education credit hour calculations for degree and certificate programs follow NYSED guidelines, which are based on the U.S. Department of Education’s definition of credit hour. Please view the Credit Hour Assignment Policy for more information.
Religious Observance: The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday session, because of religious observance, please notify the course instructor by the first class session so that an alternative means can be identified for fulfilling missed class material and course assignments.
Childhood Special and General Education Online Program
Courses within this program are for online students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC500ESR-1ESR | Child Development | 3 | Online | Troy Pinkney | T 7:00-9:00 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. For students in fully-online programs only.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC521ESR-1ESR | Supporting Students & Families through Advocacy & Wraparound Planning | 1 | Online | Jacob Dixon | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC525SR-1SR | Assistive Technology as a Tool for Providing Educational Access | 1 | Online | Mark Surabian | W 7:00-9:05 PM | 5/14, 5/21, 5/28, 6/4, 6/11, 6/18 | |
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC535ESR-1ESR | Science for Teachers (Grades N – 6) | 2 | Online | Mona Arriola McNamara | TH 7:00-9:00 PM | ||
|
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. For students in fully-online programs only.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC539ESR-1ESR | Understanding Foundational Mathematics Concepts in Early Childhood Teaching | 1 | Online | Jaime Palmer | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC540ESR-1ESR | Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) | 2 | Online | Heather O'Shea | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC542ESR-1ESR | Assessment and Instruction in Teaching Mathematics to Children with Disabilities | 2 | Online | Kim McLeveighn-Helper | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC590ESR-1ESR | Arts Workshop for Teachers (Grades N – 6) | 2 | Online | Kirsten Ator | M 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC590ESR-2ESR | Arts Workshop for Teachers (Grades N – 6) | 2 | Online | Maria Richa | T 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC610ESR-1ESR | Computing For What? Exploring CS Education Visions for School Environments | 1 | Online | Sara Vogel | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC803ESR-1ESR | Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon | 2 | Online | Sean O'Shea | T 7:00-9:00 PM | ||
|
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.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC860SR-1SR | Assessment & Instruction in Teaching Literacy to Children with Language & Learning Disabilities | 3 | Online | Susan Rolander | W 7:00-9:00 PM | ||
|
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC868ESR-1ESR | Approaches to Teaching Decoding to Diverse Learners | 2 | Online | Marylen Townley Massen | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC994ESR-1ESR | Extended Field Experiences | 1 | Online | Cristian Solorza | W 7:00-9:05 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. For students in fully-online programs only.
|
|||||||
|
This section is for students enrolled in fully online programs. This course has an on ground 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.
|
|||||||
| IMP3ESR-1ESR | IMP: Mentored Directed Essay | 0 | Online | Staff TBD | See mentor | ||
|
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters. For students in fully-online programs only.
|
|||||||
|
Students will receive the name of their faculty mentor no later than the end of the add/drop period. Students completing a Mentored Directed Essay (MDE) should find the essay for their program and become familiar with the project before meeting with their mentors. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).
|
|||||||
| IS500ESR-1ESR | IMP: Independent Study | 0 | Online | Staff TBD | See mentor | ||
|
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. For students in fully-online programs only.
|
|||||||
|
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. A second semester is optional. In order to be registered for an Independent Study (IS500) you must have already secured a faculty mentor who has reviewed your Independent Study (IS) proposal and has committed to serve as your IS mentor. Please look out for an email from Karina Miranda, which will include a Google Form for you to share your mentor's name. If you do not complete this Google Form, you will be dropped from this IMP at the end of the add/drop period. |
|||||||
Childhood Special Education Online Program
Courses within this program are for online students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC500ESR-1ESR | Child Development | 3 | Online | Troy Pinkney | T 7:00-9:00 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. For students in fully-online programs only.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC521ESR-1ESR | Supporting Students & Families through Advocacy & Wraparound Planning | 1 | Online | Jacob Dixon | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC525SR-1SR | Assistive Technology as a Tool for Providing Educational Access | 1 | Online | Mark Surabian | W 7:00-9:05 PM | 5/14, 5/21, 5/28, 6/4, 6/11, 6/18 | |
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC535ESR-1ESR | Science for Teachers (Grades N – 6) | 2 | Online | Mona Arriola McNamara | TH 7:00-9:00 PM | ||
|
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. For students in fully-online programs only.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC540ESR-1ESR | Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) | 2 | Online | Heather O'Shea | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC542ESR-1ESR | Assessment and Instruction in Teaching Mathematics to Children with Disabilities | 2 | Online | Kim McLeveighn-Helper | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC590ESR-1ESR | Arts Workshop for Teachers (Grades N – 6) | 2 | Online | Kirsten Ator | M 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC590ESR-2ESR | Arts Workshop for Teachers (Grades N – 6) | 2 | Online | Maria Richa | T 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC610ESR-1ESR | Computing For What? Exploring CS Education Visions for School Environments | 1 | Online | Sara Vogel | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC803ESR-1ESR | Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon | 2 | Online | Sean O'Shea | T 7:00-9:00 PM | ||
|
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.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC860SR-1SR | Assessment & Instruction in Teaching Literacy to Children with Language & Learning Disabilities | 3 | Online | Susan Rolander | W 7:00-9:00 PM | ||
|
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based methods and materials in use in the field. Participants apply their learning as they work over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC868ESR-1ESR | Approaches to Teaching Decoding to Diverse Learners | 2 | Online | Marylen Townley Massen | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC994ESR-1ESR | Extended Field Experiences | 1 | Online | Cristian Solorza | W 7:00-9:05 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. For students in fully-online programs only.
|
|||||||
|
This section is for students enrolled in fully online programs. This course has an on ground 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.
|
|||||||
| IMP3ESR-1ESR | IMP: Mentored Directed Essay | 0 | Online | Staff TBD | See mentor | ||
|
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters. For students in fully-online programs only.
|
|||||||
|
Students will receive the name of their faculty mentor no later than the end of the add/drop period. Students completing a Mentored Directed Essay (MDE) should find the essay for their program and become familiar with the project before meeting with their mentors. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).
|
|||||||
| IS500ESR-1ESR | IMP: Independent Study | 0 | Online | Staff TBD | See mentor | ||
|
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. For students in fully-online programs only.
|
|||||||
|
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. A second semester is optional. In order to be registered for an Independent Study (IS500) you must have already secured a faculty mentor who has reviewed your Independent Study (IS) proposal and has committed to serve as your IS mentor. Please look out for an email from Karina Miranda, which will include a Google Form for you to share your mentor's name. If you do not complete this Google Form, you will be dropped from this IMP at the end of the add/drop period. |
|||||||
Early Childhood Special and General Education Online Program
Courses within this program are for online students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC500ESR-1ESR | Child Development | 3 | Online | Troy Pinkney | T 7:00-9:00 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. For students in fully-online programs only.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC521ESR-1ESR | Supporting Students & Families through Advocacy & Wraparound Planning | 1 | Online | Jacob Dixon | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC535ESR-1ESR | Science for Teachers (Grades N – 6) | 2 | Online | Mona Arriola McNamara | TH 7:00-9:00 PM | ||
|
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. For students in fully-online programs only.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC539ESR-1ESR | Understanding Foundational Mathematics Concepts in Early Childhood Teaching | 1 | Online | Jaime Palmer | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC540ESR-1ESR | Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) | 2 | Online | Heather O'Shea | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC542ESR-1ESR | Assessment and Instruction in Teaching Mathematics to Children with Disabilities | 2 | Online | Kim McLeveighn-Helper | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC564ER-1ER | Language, Literature, and Emergent Literacy in the Primary Grades | 3 | Online | Yumiko Higaki, Susan Rolander | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC590ESR-1ESR | Arts Workshop for Teachers (Grades N – 6) | 2 | Online | Kirsten Ator | M 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC590ESR-2ESR | Arts Workshop for Teachers (Grades N – 6) | 2 | Online | Maria Richa | T 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC610ESR-1ESR | Computing For What? Exploring CS Education Visions for School Environments | 1 | Online | Sara Vogel | Not applicable | ||
|
This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
|
|||||||
| EDUC629ER-1ER | Supporting Autistic Students in Inclusive and Special Education Settings | 1 | Online | Rae Leeper | W 7:00-9:05 PM | 5/14, 5/21, 5/28, 6/4 , 6/11, 6/18 | |
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC803ESR-1ESR | Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon | 2 | Online | Sean O'Shea | T 7:00-9:00 PM | ||
|
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.
|
|||||||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC868ESR-1ESR | Approaches to Teaching Decoding to Diverse Learners | 2 | Online | Marylen Townley Massen | TH 7:00-9:00 PM | ||
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
|||||||
| EDUC994ESR-1ESR | Extended Field Experiences | 1 | Online | Cristian Solorza | W 7:00-9:05 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. For students in fully-online programs only.
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This section is for students enrolled in fully online programs. This course has an on ground field-based student teaching component and will meet synchronously online on the dates listed. All students need to be cleared through the NYCPS Personnel Eligibility Tracking System (PETS) process prior to the first day of the placement/classes.
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| IMP3ESR-1ESR | IMP: Mentored Directed Essay | 0 | Online | Staff TBD | See mentor | ||
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Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters. For students in fully-online programs only.
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Students will receive the name of their faculty mentor no later than the end of the add/drop period. Students completing a Mentored Directed Essay (MDE) should find the essay for their program and become familiar with the project before meeting with their mentors. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).
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| IS500ESR-1ESR | IMP: Independent Study | 0 | Online | Staff TBD | See mentor | ||
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The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. For students in fully-online programs only.
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This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. A second semester is optional. In order to be registered for an Independent Study (IS500) you must have already secured a faculty mentor who has reviewed your Independent Study (IS) proposal and has committed to serve as your IS mentor. Please look out for an email from Karina Miranda, which will include a Google Form for you to share your mentor's name. If you do not complete this Google Form, you will be dropped from this IMP at the end of the add/drop period. |
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Early Childhood Special Education Online Program
Courses within this program are for online students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC500ESR-1ESR | Child Development | 3 | Online | Troy Pinkney | T 7:00-9:00 PM | ||
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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. For students in fully-online programs only.
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This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
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| EDUC521ESR-1ESR | Supporting Students & Families through Advocacy & Wraparound Planning | 1 | Online | Jacob Dixon | Not applicable | ||
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This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
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| EDUC535ESR-1ESR | Science for Teachers (Grades N – 6) | 2 | Online | Mona Arriola McNamara | TH 7:00-9:00 PM | ||
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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. For students in fully-online programs only.
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This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
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| EDUC539ESR-1ESR | Understanding Foundational Mathematics Concepts in Early Childhood Teaching | 1 | Online | Jaime Palmer | Not applicable | ||
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This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
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| EDUC540ESR-1ESR | Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) | 2 | Online | Heather O'Shea | TH 7:00-9:00 PM | ||
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This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
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| EDUC542ESR-1ESR | Assessment and Instruction in Teaching Mathematics to Children with Disabilities | 2 | Online | Kim McLeveighn-Helper | TH 7:00-9:00 PM | ||
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This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
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| EDUC564ER-1ER | Language, Literature, and Emergent Literacy in the Primary Grades | 3 | Online | Yumiko Higaki, Susan Rolander | TH 7:00-9:00 PM | ||
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This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
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| EDUC590ESR-1ESR | Arts Workshop for Teachers (Grades N – 6) | 2 | Online | Kirsten Ator | M 7:00-9:00 PM | ||
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This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
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| EDUC590ESR-2ESR | Arts Workshop for Teachers (Grades N – 6) | 2 | Online | Maria Richa | T 7:00-9:00 PM | ||
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This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
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| EDUC610ESR-1ESR | Computing For What? Exploring CS Education Visions for School Environments | 1 | Online | Sara Vogel | Not applicable | ||
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This course is for students in the online programs only. It is self-paced and runs fully asynchronously.
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| EDUC629ER-1ER | Supporting Autistic Students in Inclusive and Special Education Settings | 1 | Online | Rae Leeper | W 7:00-9:05 PM | 5/14, 5/21, 5/28, 6/4 , 6/11, 6/18 | |
|
This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
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| EDUC803ESR-1ESR | Teaching Students with Disabilities: An Introduction to Disability Theory, Disability Law and Respon | 2 | Online | Sean O'Shea | T 7:00-9:00 PM | ||
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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.
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This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
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| EDUC868ESR-1ESR | Approaches to Teaching Decoding to Diverse Learners | 2 | Online | Marylen Townley Massen | TH 7:00-9:00 PM | ||
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This section is for students enrolled in fully online programs. This course will meet synchronously and asynchronously. 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.
|
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| EDUC994ESR-1ESR | Extended Field Experiences | 1 | Online | Cristian Solorza | W 7:00-9:05 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. For students in fully-online programs only.
|
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|
This section is for students enrolled in fully online programs. This course has an on ground field-based student teaching component and will meet synchronously online on the dates listed. All students need to be cleared through the NYCPS Personnel Eligibility Tracking System (PETS) process prior to the first day of the placement/classes.
|
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| IMP3ESR-1ESR | IMP: Mentored Directed Essay | 0 | Online | Staff TBD | See mentor | ||
|
Students choosing to do a Mentored Directed Essay work with an assigned faculty mentor to design an essay that is based on existing, program-specific prepared questions. These questions are designed to help you think and write about the salient issues pertaining to your chosen area of study. Working with your mentor, you may adapt questions to support the distinctive needs of your professional growth, interests, and current work situation. This option is designed to provide structure and focus with maximum flexibility, and is intended to be completed within a single semester. This option is offered all semesters. For students in fully-online programs only.
|
|||||||
|
Students will receive the name of their faculty mentor no later than the end of the add/drop period. Students completing a Mentored Directed Essay (MDE) should find the essay for their program and become familiar with the project before meeting with their mentors. To access the MDE, log into myBSC and go to Resources > Integrative Master's Project (IMP).
|
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| IS500ESR-1ESR | IMP: Independent Study | 0 | Online | Staff TBD | See mentor | ||
|
The Independent Study is an original work that you initiate, often growing out of a meaningful course assignment or an idea, question, or experience rooted in a fieldwork or work setting. Students work with a faculty mentor who has expertise in the particular area of study. The Independent Study usually includes two semesters of research and writing, and is most closely aligned with a traditional master’s thesis. Independent Studies are made accessible to the public though the Bank Street Library's online catalogue. For students in fully-online programs only.
|
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|
This IMP is for students who have not yet begun their Independent Study. Students continuing an Independent Study from a previous semester should contact the Registrar for registration. A second semester is optional. In order to be registered for an Independent Study (IS500) you must have already secured a faculty mentor who has reviewed your Independent Study (IS) proposal and has committed to serve as your IS mentor. Please look out for an email from Karina Miranda, which will include a Google Form for you to share your mentor's name. If you do not complete this Google Form, you will be dropped from this IMP at the end of the add/drop period. |
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Adolescent Special Education Teaching Fellows: Cohort 38
This course is for students in the NYC Teaching Fellows Cohort 38 only
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC652FR-1FR | Special Study: Introduction to Education Systems Part 2 (New Teacher Advisory) | 3 | Online | Maria Herrera | W 5:00-9:00 PM | 5/14, 5/21, 5/28, 6/4, 6/11, 6/18, 6/25 | |
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This section is for students enrolled in the Fellows program. This course will meet synchronously and asynchronously online. This course requires 9 additional hours of asynchronous work. 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.
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Adolescent Special Education Teaching Fellows: Cohort 39
These courses are for students in the NYC Teaching Fellows Cohort 39 only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| EDUC532F-1F | Human Development | 2 | Genevieve Lowry | M-F 12:00-4:00 PM | 6/16, 6/17, 6/18, 6/20, 6/23, 6/24, 6/25, 6/26, 6/27 | ||
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This section is for students enrolled in the Fellows program only. Please note, your first session on 6/16 will meet asynchronously. All remaining sessions will meet synchronously. Additionally, you will have 1.5 out-of-class instructional hours to fulfill.
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| EDUC532F-2F | Human Development | 2 | Katherine Lepley Ross | M-F 12:00-4:00 PM | 6/16, 6/17, 6/18, 6/20, 6/23, 6/24, 6/25, 6/26, 6/27 | ||
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This section is for students enrolled in the Fellows program only. Please note, your first session on 6/16 will meet asynchronously. All remaining sessions will meet synchronously. Additionally, you will have 1.5 out-of-class instructional hours to fulfill.
|
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| EDUC532F-3F | Human Development | 2 | Jamali Moses | M-F 12:00-4:00 PM | 6/16, 6/17, 6/18, 6/20, 6/23, 6/24, 6/25, 6/26, 6/27 | ||
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This section is for students enrolled in the Fellows program only. Please note, your first session on 6/16 will meet asynchronously. All remaining sessions will meet synchronously. Additionally, you will have 1.5 out-of-class instructional hours to fulfill.
|
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| EDUC532F-4F | Human Development | 2 | Staff TBD | M-F 12:00-4:00 PM | 6/16, 6/17, 6/18, 6/20, 6/23, 6/24, 6/25, 6/26, 6/27 | Cancelled | |
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This section is for students enrolled in the Fellows program only.
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| EDUC651F-1F | Special Study: Introduction to Education Systems (New Teacher Advisory) | 3 | Shawna Hansford | M-F 8:00-11:30 AM | 6/16, 6/17, 6/18, 6/20, 6/23, 6/24, 6/25, 6/26, 6/27 | ||
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This section is for students enrolled in the Fellows program. This course will meet on all days listed. 8:00-9:00am will be asynchronous work (your participation on-ground is expected). 9:00-11:30am will be synchronous.
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| EDUC651F-2F | Special Study: Introduction to Education Systems (New Teacher Advisory) | 3 | Martha Andrews | M-F 8:00-11:30 AM | 6/16, 6/17, 6/18, 6/20, 6/23, 6/24, 6/25, 6/26, 6/27 | ||
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This section is for students enrolled in the Fellows program. This course will meet on all days listed. 8:00-9:00am will be asynchronous work (your participation on-ground is expected). 9:00-11:30am will be synchronous.
|
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| EDUC651F-3F | Special Study: Introduction to Education Systems (New Teacher Advisory) | 3 | Jose Jimenez | M-F 8:00-11:30 AM | 6/16, 6/17, 6/18, 6/20, 6/23, 6/24, 6/25, 6/26, 6/27 | ||
|
This section is for students enrolled in the Fellows program. This course will meet on all days listed. 8:00-9:00am will be asynchronous work (your participation on-ground is expected). 9:00-11:30am will be synchronous.
|
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| EDUC651F-4F | Special Study: Introduction to Education Systems (New Teacher Advisory) | 3 | Staff TBD | M-F 8:00-11:30 AM | 6/16, 6/17, 6/18, 6/20, 6/23, 6/24, 6/25, 6/26, 6/27 | Cancelled | |
|
This section is for students enrolled in the Fellows program. This course will meet on all days listed. 8:00-9:00am will be asynchronous work (your participation on-ground is expected). 9:00-11:30am will be synchronous.
|
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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 |
|---|---|---|---|---|---|---|---|
| LEAD530ER-1ER | Education Policy, Advocacy, and Law | 3 | Online | Mark Nagasawa | M 7:00-9:00 PM | ||
| LEAD537ER-1ER | Organizational Development: Implications for Educational Leadership | 3 | Online | Mark Nagasawa | TH 7:00-9:00 PM | ||
|
This course examines theory, research, and practice related to organizational development. It covers a wide range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies. For students in the Early Childhood Leadership Advanced Certificate Online Program only.
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LEAP Program
These courses are for students in the LEAP program only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD537L-1L | Organizational Development: Implications for Educational Leadership | 3 | Jameela Horton, Marion Wilson | M-F 9:00-12:00 PM | |||
| LEAD873L-1L | Special Education Leadership: Meeting the Needs of all Students | 1 | Jameela Horton, Marion Wilson | M-F 2:00-4:00 PM | |||
| LEAD912L-1L | Leadership Supervised Fieldwork/Advisement | 2 | Jameela Horton, Marion Wilson | M-F 12:00-2:00 PM |
Progressive Leadership Online Program - Cohorts 52 & 53
Progressive Leadership Program Cohort 52 & 53 students only.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD530PR-1PR | Education Policy, Advocacy, and Law | 3 | Online | Ron Woo | M 6:00-8:00 PM | ||
| LEAD621PR-1PR | Fiscal Management for Educational Leaders | 1 | Online | Danielle Kolker | TH 6:00-7:30 PM | TBD | |
| PLPF500PR-1PR | IMP: Progressive Leadership Program Portfolio | 0 | Online | Staff TBD | See mentor |
School District Leadership Online Program
Courses within this program are for online students only.
| 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 | 5/27 | |
|
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data. For students in the Online School District Leadership program only.
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| LEAD862SR-1SR | Leading a School District II | 1 | Online | Alice Gottlieb, Brian Monahan | T 5:00-6:00 PM | 6/10 | |
|
This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement. For students in the Online School District Leadership program only.
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| LEAD863SR-1SR | Leading a School District III | 1 | Online | Alice Gottlieb, Brian Monahan | T 5:00-6:00 PM | 6/24 | |
|
This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board. For students in the Online School District Leadership program only.
|
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| LEAD864SR-1SR | Leading a School District IV | 1 | Online | Alice Gottlieb, Brian Monahan | T 5:00-6:00 PM | 7/8 | |
|
This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
|
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| LEAD870SR-1SR | Special Education Leadership: The District Perspective | 1 | Online | Alice Gottlieb, Brian Monahan | T 5:00-6:00 PM | 7/22 | |
|
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
|
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| LEAD9082SR-1ESR | School District Leadership Supervised Fieldwork/Advisement | 3 | Lydia Colón León | See advisor | |||
|
Fieldwork in an appropriate setting with supervision and advisement. This is part two of two semesters of supervised fieldwork. The first part is LEAD9081SR.
|
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New Leaders - Cohort 3
These courses are only for students in Cohort 3 of the National Aspiring Principals (New Leaders) program.
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| LEAD530WR-1WR | Education Policy, Advocacy, and Law | 3 | Online | Wilfredo Benitez | T 6:00-8:30 PM | ||
|
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
|
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| LEAD530WR-2WR | Education Policy, Advocacy, and Law | 3 | Online | Daniella Phillips | T 6:00-8:30 PM | ||
|
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
|
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| LEAD530WR-3WR | Education Policy, Advocacy, and Law | 3 | Online | Johan Powell | T 6:00-8:30 PM | ||
|
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
|
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| LEAD530WR-4WR | Education Policy, Advocacy, and Law | 3 | Online | Anita Walls | T 6:00-8:30 PM | ||
|
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
|
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| LEAD530WR-5WR | Education Policy, Advocacy, and Law | 3 | Online | Tammy Holloway | T 6:00-8:30 PM | ||
|
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
|
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| LEAD539WR-1WR | Education Resource Management | 3 | Online | Sebrina Lindsay-Law | TH 6:00-8:30 PM | ||
|
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539WR-2WR | Education Resource Management | 3 | Online | D'Andre Weaver | TH 6:00-8:30 PM | ||
|
This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539WR-3WR | Education Resource Management | 3 | Online | Marcus Brannon | TH 6:00-8:30 PM | ||
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This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539WR-4WR | Education Resource Management | 3 | Online | Kelvin Moore | TH 6:00-8:30 PM | ||
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This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539WR-5WR | Education Resource Management | 3 | Online | Louis Garcia | TH 6:00-8:30 PM | ||
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This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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New Leaders - Cohort 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 |
|---|---|---|---|---|---|---|---|
| LEAD530WR-6WR | Education Policy, Advocacy, and Law | 3 | Online | Monica Gaines | T 6:00-8:30 PM | ||
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Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
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| LEAD530WR-7WR | Education Policy, Advocacy, and Law | 3 | Online | Jack Perry | T 6:00-8:30 PM | ||
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Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
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| LEAD530WR-8WR | Education Policy, Advocacy, and Law | 3 | Online | Gloria Rosario Wallace | T 6:00-8:30 PM | ||
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Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
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| LEAD530WR-9WR | Education Policy, Advocacy, and Law | 3 | Donna Gray | T 6:00-8:30 PM | |||
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Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed. This section for National Aspiring Principals students only.
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| LEAD539WR-6WR | Education Resource Management | 3 | Online | Malissa Mootoo | TH 6:00-8:30 PM | ||
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This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539WR-7WR | Education Resource Management | 3 | Online | Kimberly Washington | TH 6:00-8:30 PM | ||
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This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539WR-8WR | Education Resource Management | 3 | Online | Daniella Phillips | TH 6:00-8:30 PM | ||
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This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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| LEAD539WR-9WR | Education Resource Management | 3 | Cara Tait-Fanor | TH 6:00-8:30 PM | |||
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This course prepares you as Fellows to plan for the principalship by examining the role of the principal as an operational leader who manages staff, facilities, budgets, and district strategy to align with the school’s vision, mission, and values.
The course begins by defining the process and purpose of school improvement planning within operational leadership. This type of strategic planning involves engaging critical stakeholders, analyzing data, and performing an equity audit of how your school is performing across all student groups.
You will then move from school improvement planning to learning to manage your greatest resource—the people in the school building. Managing human resources means recruiting, selecting, onboarding, and retaining aligned staff who will realize the vision for excellence and equity in your school community.
Module 2 builds on your understanding of resource equity and operational leadership by discussing the management of time and money. First, you will look at how each minute of the school's master schedule, and your personal schedule, can be used to maximize all aspects of teaching and learning and prioritize equitable access for underserved students. Then we will turn to school finance and budgeting. You will be prepared to ensure that the school’s financial resources are supporting school goals and positively impacting the student experience.
Finally, in Module 3, you will focus on managing the physical school building to facilitate excellence in learning and teaching. How do you manage facilities to create a student experience where all students are successful and feel safe, valued, and honored? The course concludes with a focus on your role as an advocate. A key aspect of operational leadership is communicating with district leaders and stakeholders to advocate for the resources of your students, staff, families, and community. This section is for students in the National Aspiring Principals program. |
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Matriculation Maintenance
| Section | Title | Credits | Rooms | Instructor | Days/Times | Dates | Status |
|---|---|---|---|---|---|---|---|
| MMNT500-1 | Matriculation Maintenance | 0 | N/A | Staff TBD | Not applicable | ||
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A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
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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.
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| MMNT500R-1R | Matriculation Maintenance | 0 | Online | Staff TBD | Not applicable | ||
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A degree can only be conferred for currently enrolled students. If students are not registered for classes, the Integrative Master's Project, or supervised fieldwork in the semester they intend to graduate, they must register for matriculation maintenance by the end of the add/drop period. This situation might occur, for example, if students are completing coursework for a prior class in which they received a grade of Incomplete.
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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.
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