Jennifer Bourque, GSE ’17
Program: Early Childhood and Childhood General Education
Hometown: Greenwich, CT
Email: jbourque@bankstreet.edu
Undergraduate Institution & Major: Bard College (Psychology, Film, and Electronic Arts)
“I had heard stories about Bank Street from friends and professors long before I began to research and pursue my path to becoming an educator. As I met with Bank Street faculty during the course of the interview process and attending open houses, I was overcome with a feeling that Bank Street is a place that truly supports growth for all different types of learners. I chose Bank Street because I wanted to continue my education in an environment that welcomes the exchange between learners and facilitators, adults and children, theory and practice. Bank Street’s programs emphasize reflection and have presented me with a space where I can share my growing understanding and my experiences in the classroom with my colleagues while being challenged to think deeply about the current issues in education and the ways that progressive pedagogy and the developmental-interaction approach can continue to inform my work as an educator.”
“I chose Bank Street for its strong Bilingual Education program, which was something that I was very much interested in pursuing. I met Dr. Luisa Costa, who explained that as part of an introductory bilingual course at Bank Street, students would be asked to write an autobiography of sorts, outlining their own personal bilingual journey. I believe that the commitment that Bank Street professors have to their students, their practice, and to New York City schools is outstanding. I am also a career changer (having been an actor), yet Bank Street encourages students like me to bring their knowledge and expertise into their teaching practice.”
“I earned my Master’s in Museum and Childhood Education from the Bank Street College of Education in May 2012. I currently work as the Coordinator of Youth & Family Programs at the Rubin Museum of Art. Prior to this, I worked as the Teen Programs Assistant at the Museum of Modern Art and as an educator for the New York Public Library. For my Master’s Thesis, I created an original picture book for children, “Beatrice the Butterfly Visits the New York Public Library,” which is now available in the Bank Street Library. In addition, I student-taught in New York City public and private schools, where I worked with first and fourth graders. I infuse my teaching, be it in the classroom or in a museum, with creativity and art, and seek to inspire students to express themselves, look closely, imagine, wonder, and become curious lifelong learners. I am active with the New York City Museum Educators Roundtable (NYCMER) and am eager to help and advise any and all prospective Bank Street students.”
“I was drawn to Bank Street during my graduate school search process for numerous reasons. First, I loved the Bank Street philosophy of education. The idea that teachers must learn about their students as whole children (about their cultures, languages, values, interests, etc.) aligned with my beliefs. I believe that children are more than spellers, readers, scientists, and mathematicians. They are people learning how to behave and participate in a community with respect and kindness, and the classroom is truly the place to learn—and the teacher’s job to scaffold. Additionally, I was drawn to the supportive community within Bank Street. The small class sizes and the personal advising program were appealing. The conference group year was a unique aspect of the Bank Street program that allows for teacher growth and support and that I thought would give me the confidence I needed to one day run my own classroom.”
“I chose Bank Street for multiple reasons and I know that it was a wonderful decision. The faculty at Bank Street are so attentive and supportive of my academic goals as well as my professional development. In particular, my advisor has been a constant confidant and individual to whom I can bring any questions or inquiries. Additionally, the hands-on approach to learning has been such an informative way of educating future teachers. I have been pushed to consider lessons for a diverse population of learners with an array of academic and social-emotional needs. It is just one of the many ways in which the course work and class conversations educated me on how to become a more conscientious and thoughtful teacher.”
“Bank Street provides an intimate and exciting learning experience. If you are a learner who thrives in a group setting where your ideas and values are respected and encouraged, then Bank Street is the place for you. My advisor and teachers greet me by name and with a smile when we encounter one another within the walls of Bank Street and outside.
“I chose Bank Street because I loved seeing all of the children’s work during the tour.The classrooms at the Bank Street School for Children was a game changer for me because I knew in my heart that student-driven work that’s organic and thoughtfully documented was at the heart of authentic teaching and learning. I graduated in 2012 from the Early Childhood Special Education program and was hired as a K-2 SETTS teacher at a charter school in Brooklyn.
“I found Bank Street by chance through a recommendation from a mentor-colleague during my first year of teaching at a charter school in Brooklyn. I enrolled in a literacy class at Bank Street in the spring of that year as a non-matriculated student and found approaches to engaging with children, myself, and colleagues that resonated deeply with me. Our work in that course was grounded in detailed, objective observation of students, followed by application of evidence-based theory and thoughtful individual and collaborative reflection. My subsequent coursework at Bank Street has built upon these themes: always weaving together theory (past and current), practice, and reflection to shape our practices. I value Bank Street’s approach to teacher preparation because it recognizes that our work as educators is inextricably linked to how well we understand, honor, and engage with the many facets of our own identity, including biases, and the identities of our students and colleagues.”
“I first heard about Bank Street College from a friend who had just finished her first year. We attended the same undergraduate school and mentioned how similar both institutions were, such as its class size, support, and resources. During that time, I was deciding whether I should go to NYU or Bank Street. I then decided to take a tour and talk to the director of the program I was hoping to be part of. After these two opportunities, I knew Bank Street was the choice for me. This is my second year and I feel that I have grown as a student, learner, and teacher for my students. Due to my advisor, professors, and mentors, I feel prepared to continue to advocate for myself and to use my teaching philosophy in any school I teach in.”
“I chose Bank Street because the Child Life program was highly recommended by many Certified Child Life Specialists who have had years of experience in the field. While at Bank Street, what stood out to me was the level of support that all students received from their professors. The amount and quality of the support provided was just outstanding, and something that I will never forget. The professors at Bank Street are wonderful professionals who are dedicated to your learning and growth as you become an expert in the field. At Bank Street, there is also a strong focus on bridging theory to practice, and the coursework and field placement timeline that is established for students truly reflects the importance of this connection.”
“I was first introduced to Bank Street by an alumna of SUNY Oneonta during a phone conversation. I then began to look into Bank Street through its website and I attended an Open House as well as a Career Changers panel discussion. I also completed the Admissions Informational Interview and had a tour of the building. I fell in love! I loved the positive energy of all of the staff, as well as the fact that the building houses two major children’s programs as well as the graduate school. I also liked that the classes were nightly as opposed to weekends. The major thing that really caught my attention was the conference groups during fieldwork. They allowed me and my colleagues to meet on a regular basis with people on similar career paths and be observed by and meet with my advisor regularly.
“To be perfectly honest, I did not know much about progressive education when I began thinking about making a career change. I spoke to several friends who are in the education world and they all suggested I look at Bank Street. Between their recommendations, attending the career-changer forum, and looking through the school website, Bank Street was of high interest to me. What made me realize that Bank Street would be the best fit for me was going through the application process, which requires much more meaningful writing and self-reflection than any other program to which I applied. This seemed indicative of the approach taken in the graduate school. My hunch was right! The program encourages reflection and deep learning; it was a perfect fit and I am so thankful for my time at Bank Street.”
“I decided to pursue a degree in Early Childhood Education after many years of working as a paralegal. As I began looking into different graduate degree programs, my sister had recommended that I look into Bank Street because of the school’s exceptional programs. I attended multiple Open Houses and felt most supported at Bank Street. The professors and staff members available at the Open House truly believed in and were passionate about the work that was being accomplished at Bank Street, with a goal to educate the whole child. As I walked out of the Open House, I knew that I wanted to attend Bank Street.
“I chose Bank Street because I wanted to know more about what students are learning and engaging with in the classroom. I previously worked as an educational researcher with children and knew a lot about children’s development and assessment. However, I wanted to know more about progressive education and how to teach children in a dynamic and experiential way. Bank Street was the perfect place for me because the Literacy & General Education program was a perfect combination of both my interest and passion for children’s learning.”
“I am currently a second-year student in the Infant and Family Development Early Intervention Special & General Education Program. I completed my first year and student teaching in a toddler room and now teach both in the classroom and in music at Brotherhood Synagogue Nursery School. Bank Street is a wonderful place to learn and grow. It truly exemplifies the way that we should treat and teach children and the way that they teach and treat us.”
“I am originally from Atlanta, Georgia, and I moved to New York City to build my craft as a classroom teacher. Before coming to Bank Street, I was fortunate to be a New York City Teaching Fellow, teaching middle school in Fort Greene and elementary school in Coney Island. I spent a lot of time looking for a leadership program that set meeting the needs of students with disabilities as a priority and found that here at Bank Street. I also found an opportunity to be a part of an amazing, diverse cohort of learners who share a similar commitment to best practices and inclusiveness. I completed my program at Bank Street in December 2012 and my School District Leader coursework in 2013.
“Immediately after I graduated college I did not know if I planned to teach or not. I worked as a nanny for three years and learned more about children. I was spending my day with three little girls aged 1 to 5 years. I enjoyed learning about them and watching them grow; they were little sponges that wanted to learn and explore everything. I realized that I did want to continue my education and pursue my master’s degree. I started to research programs and I came across Bank Street. As I was reading about the program I became very excited. I felt like Bank Street’s philosophy paralleled mine. I realized I was very interested in its unique approach to education and the broad spectrum of master’s programs. I thought the focus of hands-on experience and class offerings fit the type of program I wanted. Bank Street’s approach to education focuses not only on the child but also on the family. I really liked the family development aspect of the degree. From the first phone call I made to set up a meeting with admissions to my interview to be accepted into the program, I felt comfortable. I felt like the staff really listened to me and helped me choose the program that would help me reach my goals. I wasn’t just another grad student—I felt like the staff and professors really cared about me as not only a student but as a person. I have not been disappointed. I am proud to say I am pursuing my degree at Bank Street.”