I Enjoyed Everything About My Experience at Bank Street—The People, the Classes, Assignments, Readings

Home , Bank Street (Ottawa)

1 Bank Street College of Education, established as the Bureau of Educational Experiments in 1916, began preparing teachers in 1930. The credo below is a living statement that continues to inspire the students, faculty, and staff at Bank Street today.

Our Credo What potentialities in human beings—children, teachers, and ourselves—do we want to develop? • A zest for living that comes from taking in the world with all five senses alert • Lively intellectual curiosities that turn the world into an exciting laboratory and keep one ever a learner • Flexibility when confronted with change and ability to relinquish patterns that no longer fit the present 2 • The courage to work, unafraid and efficiently, in a world of new needs, new problems, and new ideas • Gentleness combined with justice in passing judgments on other human beings • Sensitivity, not only to the external formal rights of the “other fellow,” but to him or her as another human being seeking a good life through his or her own standards • A striving to live democratically, in and out of schools, as the best way to advance our concept of democracy Our credo demands ethical standards as well as scientific attitudes. Our work is based on the faith that human beings can improve the society they have created.

Lucy Sprague Mitchell Founder, Bank Street College of Education Dear Current or Prospective Student:

I offer you a warm welcome to Bank Street College of Education. This catalog will provide you with important information about our many programs for those interested in pursuing a graduate degree in education. Whether you are new to the field of education, an

Shael Polakow-Suransky, President established teacher, or considering a career change, Bank Street has much to offer. At Bank Street, you will not only develop the skills necessary to create rich, challenging learning environments, but you will learn to inspire children and guide them towards a lifelong love of learning.

Since its inception a century ago, Bank Street College has focused on understanding and expanding the conditions under which children best learn and develop. By drawing upon the remarkable resources available in our on-site School for Children and Family Center (which serve children from infancy through adolescence), our Head Start center, and our many partnerships with schools, museums, and hospitals, Bank Street faculty and students are 3 able to test and refine the Bank Street framework through deep practice-based learning.

The cornerstone of a Bank Street graduate education is advisement, a process unique to Bank Street in which students in small groups are mentored in their field experiences. In advisement—and in our courses—students connect theory with practice in ways that directly support their development as thinkers and educators. As a graduate of the Bank Street Graduate School, I can personally affirm that the Bank Street experience is transformative, practical, and specifically attuned to your learning needs.

In the words of Bank Street’s founder Lucy Sprague Mitchell, “we see in education the opportunity to build a better society.” At Bank Street, you have the opportunity to join a powerful educational institution—one that supports experiential learning, engages and supports your development, and offers you an opportunity to shape the future through the creation of lifelong learners.

Shael Polakow-Suransky President, Bank Street College of Education Table of Contents Academic Calendar ...... 7 Bank Street College Graduate School of Education Overview ...... 9 Academic Programs Coursework ...... 13 Supervised Fieldwork/Advisement ...... 13 Integrative Master’s Project ...... 14 Credit Hour Assignment Policy ...... 14 Teaching and Learning Department Overview ...... 16 Curriculum and Instruction Program Curriculum and Instruction: A Program for Students with Initial Certification ...... 17 Infancy Programs Infant and Family Development and Early Intervention (Non-Certification) ...... 19 Infant and Family Development and Early Intervention/Early Childhood Special and General Education Dual Certification . . . .20 Infant and Family Development and Early Intervention/Early Childhood Special Education ...... 21 Infant and Family Development and Early Intervention/Dual Degree with Hunter College School of Social Work ...... 22 Early Childhood Programs Early Childhood General Education ...... 23 Early Childhood Special and General Education Dual Certification ...... 24 Early Childhood Special Education ...... 25 Early Childhood Special Education Advanced Certificate (Non-Degree) ...... 26 Early Childhood Special and General Education Dual Certification/Dual Degree with Columbia University School of Social orkW . 27 Early Childhood Special Education/Dual Degree with Columbia University School of Social Work ...... 28 4 Cross-Age Program Early Childhood and Childhood General Education Dual Certification ...... 29 Childhood Programs Childhood General Education ...... 31 Childhood Special and General Education Dual Certification ...... 33 Childhood Special Education ...... 34 Childhood Special Education Advanced Certificate (Non-Degree) ...... 35 Childhood Special and General Education Dual Certification/Dual Degree with Columbia University School of Social orkW . . . .36 Childhood Special Education/Dual Degree with Columbia University School of Social Work ...... 37 Adolescent Programs Adolescent Mathematics Education, Grades 7-12 ...... 38 Teaching Students with Disabilities 7-12 Generalist ...... 39 Dual Language/Bilingual Education Programs Dual Language/Bilingual Early Childhood General Education ...... 40 Dual Language/Bilingual Early Childhood Special and General Education Dual Certification ...... 41 Dual Language/Bilingual Early Childhood Special Education ...... 42 Dual Language/Bilingual Childhood General Education ...... 43 Dual Language/Bilingual Childhood Special and General Education Dual Certification ...... 44 Dual Language/Bilingual Childhood Special Education ...... 46 Bilingual Extension (Non-Degree) ...... 47 Teaching English to Speakers of Other Languages (TESOL) Program Teaching English to Speakers of Other Languages (TESOL) ...... 48 Museum Education Programs Museum Education (Non-Certification) ...... 49 Museum Education: Childhood ...... 50 Reading and Literacy Programs Teaching Literacy and Childhood General Education Dual Certification ...... 51 Teaching Literacy (birth through grade 6): Focus on Classroom Teaching in Early Childhood or Childhood ...... 53 Teaching Literacy (birth through grade 6): Focus on Clinical Teaching in Early Childhood or Childhood ...... 54 Advanced Literacy Specialization ...... 55 Reading and Literacy: Clinical Practice (Non-Certification) ...... 57 Individualized Master’s Program Studies in Education ...... 58 Child Life Programs Child Life Online ...... 59 Child Life Online - Advanced Standing ...... 61 Teacher Leadership Program Teacher Leader in Mathematics: A Program for Students with Initial Certification ...... 62 Programs in Partnership with Purchase College, The State University of New York Early Childhood General Education with Purchase College, The State University of New York ...... 64 Early Childhood Special and General Education Dual Certification with Purchase College, The State University of New orkY . . . 66 Early Childhood and Childhood General Education Dual Certification with Purchase College, The State University of New orkY . . 68 Childhood General Education with Purchase College, The State University of New York ...... 70 Educational Leadership Department Overview ...... 73 Leadership for Educational Change ...... 74 Principals Institute ...... 76 Early Childhood Leadership Principals Institute ...... 78 Future School Leaders Academy ...... 79 Leadership in Mathematics Education ...... 81 Leadership in Museum Education ...... 83 School District Leadership (Non-Degree) ...... 84 Course Descriptions 5 Education Courses ...... 87 Educational Leadership Courses ...... 112 Continuing Professional Studies: Short-Format Graduate Courses ...... 120 Services and Policies Admissions ...... 123 Financial Aid ...... 125 Registration ...... 132 Tuition and Fees ...... 133 Refund Policy/Liability for Tuition and Fees ...... 133 Graduate School Policies ...... 135 Matriculated Enrollment ...... 135 Status Changes for Matriculated Students ...... 135 Enrollment for Non-Degree Graduate Study ...... 135 Medical Requirement for Enrollment: Matriculated and Nonmatriculated Students ...... 136 Attendance ...... 136 Enrollment Status/Timetable for Completing Degree Requirements ...... 136 Interruptions in Study ...... 136 Transfer Credit from Other Graduate Study ...... 137 Waiving or Substituting a Course ...... 137 Individualized Course ...... 138 Graduation Policies and Practices ...... 138 Matriculation Maintenance ...... 138 Code of Conduct and Professional and Academic Standards ...... 138 Extension of the Code to Online Learning Contexts ...... 139 Professional Standards ...... 139 Consequences for Violation of Code of Conduct and Professional Standards ...... 139 Due Process Procedure ...... 140 Academic Grievance Procedures ...... 140 Academic Standards ...... 141 Satisfactory Academic Achievement ...... 142 Grade Point Average and Academic Probations ...... 142 Satisfactory Academic Progress toward the Degree (SAP) ...... 143 Treatment of Nonstandard Situations ...... 143 Other Academic Policies ...... 144 Grading Policy ...... 144 Grade Reports/Transcripts ...... 144 Release of Transcripts/Access to Students’ Records ...... 145 Institutional Test Score Annual Report for the Academic Year 2015–2016 ...... 145 Student Handbook ...... 145 Campus Drug and Alcohol Policy ...... 145 Campus Security ...... 145 New York State Certification ...... 146 Career Services ...... 147 College Services ...... 147 The Disability Services Office ...... 147 Library and Archives ...... 147 Council of Students (COS) ...... 148 Bookstore ...... 148 Information Technology ...... 148 Business Office Services ...... 148 6 Centers, Institutional Collaborations, and Special Initiatives ...... 149 Faculty, Staff, and Administration ...... 152 Appendix: Notification of Rights Under FERPA for Postsecondary Institutions ...... 160 Appendix: Non-Discrimination Policy ...... 161 Appendix: Campus Safety ...... 161 . . .

“The bilingual/dual language program is like a family. The relationships I developed with my professors and colleagues made the process less arduous, more meaningful and enjoyable. I do not believe I would have

become the educator I am today anywhere else! Ivy, Dual Language/Bilingual Childhood” Special and General Education Academic Calendar 2017 – 2018 Please note: 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. Fall 2017 Thursday, August 31 In-Person Registration for Fall term Monday, September 4 LABOR DAY—COLLEGE CLOSED Tuesday, September 5 / 3:30–7:30 pm All Student Welcome/Orientation—The Barbara Biber Convocation Wednesday, September 6 Faculty/Student Meetings and Orientations Wednesday, September 6 FALL TERM CLASSES BEGIN September 6-19 Period of Late Registration and Add/Drop for Fall term* Wednesday, September 20 ROSH HASHANAH BEGINS AT SUNDOWN—NO CLASSES Thursday, September 21 ROSH HASHANAH—NO CLASSES Friday, September 22 ROSH HASHANAH ENDS AT SUNDOWN—NO CLASSES Friday, September 22 First financial aid distribution date for Fall term Thursday, September 28 / 5:15–7:00 pm Open House for prospective graduate students Friday, September 29 YOM KIPPUR BEGINS AT SUNDOWN Monday, October 9 COLUMBUS DAY—COLLEGE CLOSED Wednesday, October 25 Last day for students to file for a grade of withdrawal (WD) for the Fall term Thursday, October 26 Second financial aid distribution date for Fall term Monday, October 30 / 5:15–7:00 pm Open House for prospective graduate students Wednesday, November 1 Priority deadline for Admissions November 22–24 THANKSGIVING RECESS—NO CLASSES 7 November 27–December 12 WEB REGISTRATION PERIOD for Spring 2018 courses Thursday, November 30, 5:15–7:00 pm Open House for prospective graduate students Tuesday, December 12 Last day of Tuesday classes Monday, December 18 Last day of Monday classes Wednesday, December 20 Last day of Wednesday classes Thursday, December 21 Last day of Thursday classes; FALL TERM CLASSES END

Spring 2018 Wednesday, January 3, 5:15–7:00 pm Open House for prospective graduate students Monday, January 15 MARTIN LUTHER KING, JR. DAY—COLLEGE CLOSED Tuesday, January 16 SPRING TERM CLASSES BEGIN January 16–January 29 Period of Late Registration and Add/Drop for Spring term* Friday, January 19, 2:00–7:00 pm Job Search Support Day Tuesday, January 23 / 5:15–7:00 pm Open House for prospective graduate students Monday, January 29 Last day to register for an Integrative Master’s Project for Spring 2018; Last day to submit Graduation Application to graduate in May, June, July, or August 2018 Thursday, February 1 First financial aid distribution date for Spring term Thursday, February 1 Priority deadline for Admissions and priority deadline for FAFSA and scholarship opportunities Monday, February 19 PRESIDENTS’ DAY—COLLEGE CLOSED Thursday, March 1 / 2:00–8:00 pm Independent Schools Job Fair Friday, March 2 Follow Monday class schedule Wednesday, March 7 Last day for students to file for a grade of withdrawal (WD) for the Spring term Wednesday, March 7 / 2:00–8:00 pm Public and Charter Schools Job Fair

Thursday, March 8 Second financial aid distribution date for Spring term Saturday, March 10 / 9:00 am–12:00 pm Career Services Saturday Workshop Monday, March 12 / 5:15–7:00 pm Open House for prospective graduate students Wednesday, March 28 / 5:30–7:00 pm Career Changer Forum Monday, April 2–Friday, April 6 SPRING BREAK—NO CLASSES April 18–May 1 WEB REGISTRATION PERIOD for Summer 1 and Summer 2 2018 courses Tuesday, April 24 Last day of Tuesday classes Tuesday, April 24 / 5:15–7:00 pm Open House for prospective graduate students Wednesday, April 25 Last day of Wednesday classes Thursday, April 26 Last day of Thursday classes Monday, April 30 Last day of Monday classes; SPRING TERM CLASSES END

Summer 2018 Thursday, May 10 Graduation Monday, May 21 SUMMER 1 TERM CLASSES BEGIN May 21–25 Period of Late Registration and Add/Drop for Summer 1 and Summer 2 terms* Monday, May 28 MEMORIAL DAY—COLLEGE CLOSED Thursday, May 31 First financial aid distribution date for Summer 1 term June 1–18 WEB REGISTRATION PERIOD for Fall 2018 courses Wednesday, June 6 Last day for students to file for a grade of withdrawal (WD) for the Summer 1 term Tuesday, June 12 Second financial aid distribution date for Summer 1 term Tuesday, June 19 Last day of Tuesday classes 8 Wednesday, June 20 Last day of Wednesday classes Thursday, June 21 Last day of Thursday classes Monday, June 25 Last day of Monday classes; SUMMER 1 TERM CLASSES END Friday, June 29 Follow Wednesday class schedule; SUMMER 2 TERM CLASSES BEGIN June 29 –July 5 Period of Late Registration and Add/Drop for Summer 2 term only* Wednesday, July 4 INDEPENDENCE DAY—COLLEGE CLOSED Monday, July 9 First financial aid distribution date for Summer 2 term Wednesday, July 18 Last day for students to file for a grade of withdrawal (WD) for the Summer 2 term Monday, July 23 Second financial aid distribution date for Summer 2 term Monday, July 30 Last day of classes that meet Monday Tuesday, July 31 Last day of classes that meet Tuesday and Monday/Tuesday Wednesday, August 1 Last day of classes that meet Wednesday and Monday/Wednesday Thursday, August 2 Last day of classes that meet Thursday, Tuesday/Thursday and Monday–Thursday; SUMMER 2 TERM CLASSES END August 21–22 Second WEB REGISTRATION PERIOD for Fall 2018 courses

*During this period, except for the first day of each term, the $25 Late Registration fee or a $15 Add/Drop fee will be charged. In order to receive a 100% tuition refund, students must drop a class by the last day of the Add/Drop period. See page 133 for full refund policy and late registration procedures. Students may register for classes up until but not after the second class session. Bank Street College Graduate School of Education Bank Street College is a small, vibrant institution organized understand that children do not all learn at the same rate or into two main programmatic divisions: the Graduate School in the same way. We also understand that learning is social, of Education and Children’s Programs. Both divisions share and that children learn in interaction with others in their en- a common sense of purpose. vironment. Finally, we believe that the Bank Street approach leads to a lifetime of learning. Mission Statement The mission of Bank Street College is to improve the education Through its innovative programs, unique philosophy, and of children and their teachers by applying to the educational commitment to quality education for all, Bank Street influ- process all available knowledge about learning and growth and ences thousands of children, youth, parents, and educators by connecting teaching and learning meaningfully to the outside throughout the United States and abroad. world. In so doing, we seek to strengthen not only individuals, but the community as well, including family, school, and the larger Bank Street Connections society in which adults and children, in all their diversity, interact Children’s Programs includes the School for Children—a and learn. We see in education the opportunity to build a better highly respected, innovative independent school for children society. aged three to fourteen—and the Family Center for infants and toddlers. Many graduate students work alongside The Bank Street Approach the School’s and the Center’s excellent faculty as student Bank Street’s creative approach to teaching and learning teachers and assistant teachers. Several of the School for recognizes that children learn best when they are actively Children faculty teach courses in the Graduate School. This engaged with materials, ideas, and people. Using this interaction between divisions allows students to participate approach, Bank Street teachers in the educational process that they learn about in their encourage children to be curious, courses. love learning, be respectful and tolerant of human differences, The Division of Innovation, Policy and Research (IPR) is engage with the world around focused on exploring new directions and possibilities for 9 them, and prepare to lead lives of Bank Street and supporting teams across the College in the consequence. development and launch of new programs. A critical part of this work is the innovative direct service programs to chil- Referred to as either the “Bank dren and young families at its Head Start Center in the East Street approach” or the “devel- Village and Liberty LEADs Program at West 112th Street. Cecelia Traugh, Dean of the Graduate School opmental-interaction approach,” Other key programs and initiatives include: a Center for our educational philosophy begins with sound develop- Cultural Responsiveness, the Sustainable Funding Project, mental principles and learning through experience. It sees the Learning Agenda and the Centennial Innovation Fund. the teacher as one who facilitates learning, develops clear The Division of IPR also oversees the Occasional Papers - a educational objectives, and encourages learning through series that produces research, practice and policy-based discovery and thoughtful engagement. papers on critical themes in education, and the Library, including the Center for Children’s Literature. We strive to foster children’s development in the broadest sense by providing diverse opportunities for physical, social, The Graduate School, through the office of Continuing emotional, and cognitive growth. We respect children as ac- Professional Studies, provides continuing education course- tive learners, experimenters, explorers, and artists. We work, outreach and professional development to schools,

“When researching graduate schools, Bank Street always stood out for me as a place where the purpose was to understand better how to educate children, not just get a degree and get out.” Tova, Teaching Literacy and Childhood General Education districts, and other agencies. The professional development Graduate students enroll each term at Bank Street either as efforts link the College to communities on both local and matriculated students, which means that they have applied national levels through direct service programs, staff devel- to and been accepted into a degree-granting program, or as opment, courses for professionals, research, advocacy, and nonmatriculated students, taking courses in the Graduate technical assistance to other agencies and national groups School of Education but not enrolled in a degree program. launching pilot projects. The graduate-level short-format Individuals with bachelor’s degrees are welcome to come courses offered through Continuing Professional Studies are and take courses as nonmatriculated students. available either with or without credit for teachers, administrators, and others who work with children and youth. Degree programs lead to the Master of Science (M.S.), Master of Science in Education (M.S.Ed.), or the advanced Bank Street College has a historical and philosophical Master of Education (Ed.M.). commitment to encourage diversity in our student body, staff, and programs. As a matter of policy and as required All programs are registered with the New York State De- by law, we do not discriminate in admissions decisions or in partment of Education, and most lead to New York State any educational program or activities on the basis of color, certification. Please refer to the section on New York State creed, ethnicity, disability, gender, age, marital status, or certification (page 146) and to the detailed program descrip- sexual preference. tions for additional certification information and prerequisites. At times minor revisions in programs may be pending For a century, Bank Street College of Education has been a New York State Department of Education approval. These leader in learner-centered education, as exemplified in our are denoted in the program descriptions. Graduate School and in our Children’s Programs. The Gradu- ate School provides outstanding master’s degree programs that blend theory with practice through close integration Accreditations and Affiliations of academic study and field-based experiences. These The Graduate School of Education is accredited by the programs prepare adults for professional work in schools, National Council for Accreditation of Teacher Education museums, hospitals, community organizations, and/or (NCATE) for meeting or exceeding national standards of public service. 10 quality for teacher and leadership preparation. As part of NCATE accreditation, individual programs leading to Our master’s degree programs closely coordinate academic certification are accredited by the respective national work with field-based practice, preparing students for vari- specialized professional accreditation agencies (SPAs): ous roles as educators and leaders in schools. In addition, Association for Childhood Education International Bank Street prepares educators for centers of learning that (ACEI), Council for Exceptional Children (CEC), include museums, child life centers in hospitals, and other Educational Leadership Constituent Council (ELCC), community organizations. We offer many special opportu- International Literacy Association (ILA), and nities for our graduate students, including teach abroad/ National Association for the Education of Young study abroad options, transformative progressive pedagogy Children (NAEYC). in online learning, and a range of experiential workshops that provide students with settings to engage with experts, The Graduate School is also accredited by the Middle practitioners, and other educators (page 149). States Commission of Higher Education and holds memberships in the Commission of Independent Some graduate students come to Bank Street having Colleges and Universities of the State of New York, the just finished undergraduate study, some have worked as Council of Higher Educational Institutions in New York teachers for several years, some are moving from teaching City, the American Association of Colleges for Teacher to leadership, and some are making a career change into Education, and the American Council on Education. the teaching profession. In 2016–2017, over 600 graduate The College is chartered by the Board of Regents of the students were enrolled; 34% of the students were African State of New York. American, Hispanic, Asian, or Native American. The faculty of the Graduate School are scholars and practitioners, researchers, and teachers. Their work with Bank Street graduate students is their first concern. “What stood out to me about my program was the fact that students are able to tailor their course of study according to their particular interests. I also appreciated that faculty were attentive and supportive of my professional and academic goals. Not only did I make life-long friends during my time at Bank Street, the school also made me a more

conscientious and dedicated teacher of young children.” Rita, Early Childhood Special Education Academic Programs flective insight into their own practice as teachers or leaders. Academic Programs They learn to apply theoretical constructs from coursework to their practice and to reflect on this process. Students are ex- All graduate degree programs include three components: pected to participate as responsible professionals in all facets coursework; supervised fieldwork/advisement; and a culmi- of supervised fieldwork/advisement. nating integrative project. There are four academic terms: Fall, Spring, Summer 1, and Summer 2. Some programs, including most Educational Leadership programs and some Special Education programs, have a different Coursework structure for supervised fieldwork/advisement. See individual Courses provide students with the opportunity to engage in program listings for the description of their respective super- readings, discussions, and experiences that address endur- vised fieldwork/advisement structures. ing and current aspects of education. The coursework in all degree programs emphasizes human development and its Supervised Fieldwork/Advisement Options for Students in variations; the historical, philosophical, and social founda- General, Special, Dual Language/Bilingual and/or TESOL tions of education; and curriculum and inquiry. Through Programs a variety of intellectual and experiential means, students Graduate students in General Education, Special and General acquire understanding of the role of education in promoting Education, Dual Language/Bilingual Education or Teaching appreciation of human diversity. Course instructors challenge English to Speakers of Other Languages (TESOL) programs students through assignments, problem-solving tasks, and may choose to do supervised fieldwork/advisement as models of active learning. student teachers, assistant teachers, or head teachers. In addition to the supervised fieldwork/advisement semester(s), Graduate courses are generally held during weekday evenings many programs leading to state certification require addi- (Monday through Thursday) once a week. In the Summer 1 tional supervised experiences during the summer terms or term, courses are generally held twice a week in the evening. during the school year. See individual program descriptions In the Summer 2 term, courses are offered during the day in for details. An explanation of the differences among the field- a variety of configurations as well as twice a week in the eve- work options follows. ning. Courses designed for the Museum Education, Museum Leadership, and summer-residency master’s programs follow Student Teachers 13 a different timetable. The course schedule, which is available Student teachers are typically placed in two to four different online, provides the schedule details for each term. public and independent school sites over the course of the supervised fieldwork/advisement year. Students, advisors, and Supervised Fieldwork/Advisement the program director discuss placements, and decisions are One component of a Bank Street education, unique to this made based on the availability of placements, with consider- College, is supervised fieldwork/advisement (SFW/A), a ation of the student’s professional needs and interests. Typi- multifaceted process that enables students to integrate the cally, the student-teaching schedule requires three full days study of theory with practice. This includes work as a student per week (unpaid); however, in some rare cases other schedul- teacher, an assistant teacher, a head teacher, an educational ing arrangements equivalent to three full days are made. leader, a museum intern, or a child life intern. Assistant Teachers During the period of supervised fieldwork/advisement, in most Assistant teachers are typically employed by a school five programs, the advisor visits the student in fieldwork settings days a week. This site must be approved by the Bank Street for half-days at least once a month. If the student is a student program director as a supervised fieldwork setting appropri- teacher or assistant teacher, advisors also work closely with the ate to the student’s program. Since the assistant teacher’s cooperating classroom teacher. The advisor and student also own classroom is the training site during supervised field- meet twice monthly for in-depth consultations. work, and the faculty advisor will be making regular visits, the school principal/director must approve of the assistant In addition to meeting with each student individually, the ad- teacher’s participation in the program. The principal/director visor meets with his or her small group of advisees as a whole also needs to be aware that the assistant teacher’s instruc- weekly. This “conference group” provides a setting in which tional approaches and curriculum in the class may change as students collaborate with fellow learners as they explore the the result of the advisement process. The supervised field- challenging issues that face them as educators in their field work/advisement process entails collaboration among the placements. Throughout this crucial time of supervision, an graduate faculty advisor, assistant teacher, and head teacher. advisor supports and encourages each student to develop his Arrangements are made within individual programs for as- or her professional capacity. Through individual and group sistant teachers to expand their supervised experiences to meetings, students learn more about their practice while include other age groups and diverse student populations and being supported by others, and they gain perspective and re- school environments. Students are responsible for obtaining an assistant teaching position on their own. Head Teachers Mentored Directed Essay: Students who register for this Individuals who are head teachers in public or independent option will be assigned a mentor by program faculty and will schools may be supervised in their own classrooms upon meet with their mentor in person and via phone/email four the Graduate School’s approval of the school site or center. times during the semester. The completed essay will be read Since the teacher’s own classroom is the training site during by the mentor. Mentored Directed Essay questions for each supervised fieldwork, and the faculty advisor will be making program are posted online. This IMP option is available Fall, regular visits, the school principal/director must approve of Spring, and combined Summer 1 and 2 semesters. Students the teacher’s participation in the program. The principal/di- register online or in person during the registration period for rector also needs to be aware that the teacher’s instructional each semester. approaches and curriculum in the class may change as the result of the advisement process. The faculty advisor and the Site-Based Inquiry and Collaborative Student-Faculty In- program director communicate with the school administration quiry: In both options, a faculty mentor will work with a group as appropriate. Where necessary, head teachers in General or of 4–6 students, meeting four times during a semester to Special Education programs expand their supervised experi- define and carry out a small-scale site-based research study. ences to include other age groups and diverse student popula- Students electing to do a Site-Based Inquiry will define the tions and school environments. focus of their individual inquiry. For the Collaborative Stu- dent-Faculty Inquiry, the faculty mentor chooses the group Integrative Master’s Project topic within which students identify a specific area of focus. Bank Street degree programs require students to complete an Students present their projects in January (Fall semester) or Integrative Master’s Project (IMP). As the culminating com- before graduation (Spring semester). Faculty mentors and ponent of the degree, the IMP is expected to be a significant, meeting schedules for the two inquiry options as well as spe- academically rigorous body of work that integrates many cific topics for the Collaborative Student-Faculty Inquiry will facets of the student’s experiences in the field and at Bank be posted before registration begins each semester. Available Street. This work will showcase how students apply theoreti- Fall and Spring semesters only. cal knowledge to their current and future work as educators and educational leaders. Students are encouraged to discuss For students in selected Educational Leadership programs, their IMP choices with their advisors early in their studies the Leadership Professional Seminar or a program-specific 14 at Bank Street. A full description of each IMP option can be portfolio is the culminating activity. Because of culminating accessed at bankstreet.edu/imp. Students in all the General, work at Hunter, students in the Infancy Dual Degree program Special and Dual Language/Bilingual, and Teaching English with Hunter College School of Social Work are exempt from to Speakers of Other Languages (TESOL) programs, the Child the Integrative Master’s Project requirement. Life program, the Curriculum and Instruction program, the Studies in Education program, and some Educational Leader- Credit Hour Assignment Policy ship programs choose one of the options described briefly Bank Street Graduate School of Education credit hour calcula- below. tions for degree and certificate programs follow NYSED guidelines, which are based on the U.S. Department of Education’s Independent Study: This is a student-initiated project or definition of credit hour. Please view the Credit Hour Assignment formal study guided by a faculty mentor. The schedule for Policy on the course schedule webpage for more information. this option varies, but students generally work on it over two semesters. In order to register for the Independent Study, students must have already secured a faculty mentor who has reviewed their Independent Study proposal and committed to serve as mentor. Students register online or in person during the registration period for each semester. Students have the opportunity to present their independent studies to faculty, peers, and families.

Portfolio: Students write reflective essays on artifacts (documents, student papers, videos, objects, etc.) from their professional and academic experiences, organize and present those artifacts thematically, and frame them with introductory and concluding essays. Individual mentoring and monthly small peer-group meetings take place at Bank Street throughout the year. Students present their portfolios to faculty, peers, and families the evening before graduation. (The application for this option is due by the preceding June 30th.) Teaching and Learning Department

15 Teaching and Learning Department Valentine Burr, Department Chair: 212-875-4791, [email protected]

Overview The programs in the Teaching and Learning Department they are encouraged to tap into their innate human curiosity prepare graduate students to become teachers; learning, and when learning is vital, active, and creative. literacy, and curriculum specialists; museum educators; or child life practitioners, among a range of career pathways. We work to develop practitioners who think carefully about What connects each of the programs is the orientation that and plan for the needs and capabilities of a broad range of a deep understanding of human development—informed by children within diverse contexts, and in collaboration with observation, experience, research, and theory —is essential colleagues and families. Our graduate students examine the to thoughtful practice with infants, children, adolescents, historical, social, political, and cultural forces that impact and their families. their varied possible work environments—e.g., schools, communities, museums, and hospitals—and the children, Through course and fieldwork, we support our graduate families, and professionals within those environments. students in developing a broad repertoire of instructional methods and strategies aimed at reaching all learners. Our The department offers a range of teacher preparation graduate students reflect deeply on their own practice, programs, which align with national and state standards. learning to ask critical questions and seek answers. We work These include Infancy, Early Childhood (birth through 2nd to develop a practitioner’s capacity to advocate for and with grade), Childhood (grades 1st through 6th) and Cross-Age all children and families, and to see themselves as agents of (Early Childhood and Childhood), General and Special Edu- social justice and change. cation, Adolescent Special Education (grades 7th through 12th), Bilingual/Dual Language Education, Museum Edu- 16 Bank Street’s curriculum, in keeping with the mission of our cation, Reading and Literacy, Curriculum and Instruction, founders, is rooted in a progressive philosophy. Our ap- and Teachers of English to Speakers of Other Languages proach holds that development occurs within social con- (TESOL). We have initial, professional, and non-certification texts, in which learner and environment alike are shaped options, along with partnership programs with Hunter and through reciprocal processes. The practitioner’s role in this Colombia’s schools of social work, and Purchase College, framework is to construct environments and experiences State University of New York (SUNY). In addition we have a for and with children and their families that engage them Studies in Education program as well as a fully online Child in critical exploration of themselves, others, and the wider Life program. world in which they live. We know that people learn when

“Bank Street is a learning environment for all ages; starting from the very young children of the Family Center, up through the School for Children, and right up to the Graduate School. The educators are specialists in their field and will bend over backwards to help any and all students reach their full potential and meet their educational goals. Bank Street is a paradigm for all educators to continuously study their craft and learn about the growth, learning and development of children. Bank Street not only teaches you how to be a well-rounded educator but illustrates it as well.”

Shavon, Early Childhood Special Education Curriculum and Instruction: A Program for Students with Initial Certification

Sue Carbary, Director: 212–875–4509; [email protected] Admissions Requirements 32 credits See page 123 for graduate school admissions criteria and ap- Master of Science in Education (M .S .Ed .) plication process. Applicants for this program must have New The program in Curriculum and Instruction is designed for York State initial certification in Early Childhood or Childhood individuals who currently hold initial New York State certifica- General or Special Education or dual certification. Out of state tion in General Education or General and Special Education certification holders must apply for reciprocity with New York at the early childhood level (birth through grade 2) or at the (if applicable) when applying to this program. childhood level (grades 1 through grade 6). It provides students with opportunities to explore and deepen their under- Certification standing of curriculum in child-centered classrooms through Graduates are eligible for a professional certificate in their continuous and purposeful interactions within coursework, initial certification area(s) after completing all New York State fieldwork, conference group, and consultations with program requirements. See page 146 for more detailed certification advisors. Students in this program have the opportunity to information. Completion or evidence of completion of the delve deeply into areas that are of professional interest to three New York State mandated workshops in Child Abuse them, shaping their own program of study. Students may Identification, School Violence Prevention, and Harassment, choose to concentrate their coursework and fieldwork in Bullying, and Discrimination Prevention is a requirement of areas such as child development, curricular studies, children’s this program. literature, or math and the sciences. Some students choose to complete this program in one year.

17 Curriculum and Instruction (continued)

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. FOUNDATIONAL COURSES: minimum of 5 credits EDUC 500 Child Development 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 604 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of the instructor] REQUIRED CURRICULUM COURSES: minimum of 3 credits from each area, for a total of 12 credits Social Studies Curriculum (3 – 6 credits) EDUC 510 Curriculum in Early Childhood Education (Grades N – 3) 3 EDUC 511 Curriculum Development through Social Studies (Elementary and Middle School) 3 EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities Science, Math, and Technology Curriculum (3 – 6 credits) SCIE 510 Explorations of Nature 2 EDUC 525 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 551 Science Inquiry for Children in the Natural Environment 3 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 3 NSCI 500 Topics in Science 3 English Language Arts (3 – 6 credits) EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 EDUC 565 Children’s Literature in a Balanced Reading Program (a Focus on Grades 3 – 8) 3 Elective credits as needed to complete the requirements of the program 3 EDUC 946 Curriculum and Instruction Supervised Fieldwork/Advisement (2 semesters) 12 18 Integrative Master’s Project 0 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Sample Electives EDUC 517 Geography in the Social Studies Curriculum 3 EDUC 535 Science for Teachers (Grades N – 6) 2 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 EDUC 573 Storytelling with Children 1 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings (Grades N – 6) EDUC 865 Children’s Literature for Grades 3 – 6 [Prerequisite: EDUC 564 or permission of instructor] 1 EDUC 866 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades [Prerequisite: EDUC 510 or EDUC 514] 1

“Bank Street allows freedom for a teacher to think outside of the box but also emphasizes the need to always strive to learn and to have a foundation in

sound research in all that you teach.” Julie, Early Childhood Special Education Infant and Family Development and Early Intervention (Non-Certification)

Marjorie Brickley, Director: 212-875-4721; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and 39 Credits application process. Applicants for this program must have Master of Science in Education (M .S .Ed .) experience with infants and toddlers.

This program is designed for working and prospective teach- Certification ers who do not seek certification in early childhood educa- Graduates of this program are not eligible for certification. tion but who want to understand the typical and atypical Courses in this program are aligned with the competencies development of infants and toddlers. of the New York State Infant Mental Health Endorsement.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 519 Educating Infants and Toddlers: Environments 3 EDUC 520 Educating Infants and Toddlers: Programs and Activities and Emergent Literacy 3 EDUC 613 Understanding and Working with Families of Infants and Toddlers 2 EDUC 801 The World of the Infant: The First Year of Life [Prerequisite: EDUC 500 or EDUC 800] 3 EDUC 802 The World of Toddlers and Twos: The Second and Third Years of Life [Prerequisite: EDUC 500 or EDUC 800] 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 891 Practicum in Developmental Assessment of Infants and Toddlers [Prerequisites: EDUC 801 and EDUC 802] 3 EDUC 894 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts [Prerequisites: EDUC 500 2 or EDUC 800; EDUC 803] EDUC 895 Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, 2 Planning, and Instruction [Prerequisite: EDUC 894] 19 Elective credits as needed to complete the requirements of the program 1 EDUC 954 Infant and Family Development and Early Intervention Supervised Fieldwork/Student Teaching/Advisement 12 Integrative Master’s Project 0 TOTAL CREDITS 39

“Bank Street is a wonderful place to learn and grow. They truly exemplify the way that we should treat children and teach children in the way that they

teach and treat us.” Katie, Infant & Family Development & Early Intervention Infant and Family Development and Early Intervention/ Early Childhood Special and General Education Dual Certification

Marjorie Brickley, Director: 212-875-4721; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and 50 Credits application process. Applicants for this program must have Master of Science in Education (M .S .Ed .) experience with very young children.

This program is for those interested in working with infants Certification and toddlers and who wish to work as early interventionists. Graduates are eligible for New York State certification in This curriculum-rich program provides insights and knowl- Early Childhood General Education and in Teaching Stu- edge about the physical, social, emotional, and intellectual dents with Disabilities, birth through grade 2. See page 146 needs of young children. Students learn about the particular for more detailed certification information. Completion or characteristics of very young children and also learn how to evidence of completion of the three New York State mandat- assess and provide for the needs of children who develop ed workshops in Child Abuse Identification, School Violence atypically, including those with specific disabilities. Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program. Courses in this program are aligned with the competencies of the New York State Infant Mental Health Endorsement.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 519 Educating Infants and Toddlers: Environments 3 20 or EDUC 520 Educating Infants and Toddlers: Programs and Activities and Emergent Literacy 3 EDUC 530 Foundations of Modern Education 3 or EDUC 531 Principles and Problems in Elementary and Early Childhood Education 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities EDUC 613 Understanding and Working with Families of Infants and Toddlers 2 EDUC 801 The World of the Infant: the First Year of Life [Prerequisite: EDUC 500 or EDUC 800] 3 EDUC 802 The World of Toddlers and Twos: The Second and Third Years of Life [Prerequisite: EDUC 500 or EDUC 800] 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for Disability 2 [Prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505] EDUC 891 Practicum in Developmental Assessment of Infants and Toddlers [Prerequisites: EDUC 801 and EDUC 802] 3 EDUC 894 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts [Prerequisites: EDUC 500 2 or EDUC 800; EDUC 803] EDUC 895 Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, 2 Planning, and Instruction [Prerequisite: EDUC 894] EDUC 954 Infant and Family Development and Early Intervention Supervised Fieldwork/Student Teaching/Advisement 12 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 50 Infant and Family Development and Early Intervention/Early Childhood Special Education

Marjorie Brickley, Director: 212-875-4721; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and 36 Credits application process. Applicants for this program must have Master of Science in Education (M .S .Ed .) or valid New York State initial certification in Early Childhood Master of Education (Ed .M .) General Education.

This program is designed for individuals who currently hold Certification initial New York State certification in general education Graduates are eligible for New York State certification in at the early childhood level. The program provides early Teaching Students with Disabilities, birth through grade 2. childhood educators with the broad preparation they need See page 146 for more detailed certification information. to work with infants, toddlers, and their families. For those Completion or evidence of completion of the three New York students with a prior master’s degree in education, this State mandated workshops in Child Abuse Identification, program leads to the Master of Education (Ed.M.) degree. School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program. Courses in this program are aligned with the competencies of the New York State Infant Mental Health Endorsement.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and 3 Experiences for Children of Diverse Backgrounds and Abilities EDUC 519 Educating Infant and Toddlers: Environments 3 EDUC 520 Educating Infants and Toddlers: Programs and Activities and Emergent Literacy 3 EDUC 613 Understanding and Working with Families of Infants and Toddlers 2 EDUC 801 The World of the Infant: The First Year of Life [Prerequisite: EDUC 500 or EDUC 800] 3 21 EDUC 802 The World of Toddlers and Twos: the Second and Third Years of Life [Prerequisite: EDUC 500 or EDUC 800] 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for Disability 2 [Prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505] EDUC 891 Practicum in Developmental Assessment of Infants and Toddlers [Prerequisites: EDUC 801 and EDUC 802] 3 EDUC 894 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts [Prerequisites: EDUC 500 2 or EDUC 800; EDUC 803] EDUC 895 Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, 2 Planning, and Instruction [Prerequisite: EDUC 894] Elective credits as needed to complete the requirements of the program 2 EDUC 953 Infant and Family Development and Early Intervention/Early Childhood Special Education Supervised 6 Fieldwork/Student Teaching/Advisement STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 36 Infant and Family Development and Early Intervention/ Dual Degree with Hunter College School of Social Work

Marjorie Brickley, Director: 212-875-4721; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and 34 Credits application process. Applicants for this program must have Master of Science in Education (M .S .Ed .) experience with infants and toddlers. Applicants must apply and be admitted to each degree program at both Bank This program is designed for those who wish to prepare for Street and Hunter College. careers working with infants and parents and their families and who hope to combine their interest in child development Certification and education with their interest in social work. Students in Graduates of this program are not eligible for teaching this unique program earn two degrees, a Master of Science certification. Courses in this program are aligned with the in Education (M.S.Ed.) and a Master of Social Work (M.S.W.). competencies of the New York State Infant Mental Health The program has additional course requirements for the so- Endorsement. cial work degree from Hunter College School of Social Work.

Students in the program must complete all the requirements of both institutions in order to be awarded the Bank Street College master’s degree.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 519 Educating Infants and Toddlers: Environments 3 22 or EDUC 520 Educating Infants and Toddlers: Programs and Activities and Emergent Literacy 3 EDUC 613 Understanding and Working with Families of Infants and Toddlers 2 EDUC 801 The World of the Infant: The First Year of Life [Prerequisite: EDUC 500 or EDUC 800] 3 EDUC 802 The World of Toddlers and Twos: The Second and Third Years of Life [Prerequisite: EDUC 500 or EDUC 800] 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of instructor] EDUC 891 Practicum in Developmental Assessment of Infants and Toddlers [Prerequisites: EDUC 801 and EDUC 802] 3 EDUC 954 Infant and Family Development Supervised Fieldwork/Student Teaching/Advisement 12 TOTAL CREDITS 34 Early Childhood General Education

Stan Chu, Director: 212-875-4499; [email protected] Admissions Requirements (for prospective head or assistant teachers) See page 123 for graduate school admissions criteria and Michele Ryan, Director: 212-875-4588; [email protected] application process. Applicants for this program must (for those who will be student teachers) demonstrate a background in the liberal arts and sciences. 45 Credits Master of Science in Education (M .S .Ed .) Certification Graduates are eligible for New York State certification in This program sequence is for those teachers and prospective Early Childhood General Education, birth through grade 2. teachers who wish to work with young children, focusing See page 146 for more detailed certification information. on preschool through second grade. Students learn a Completion or evidence of completion of the three New York developmental-interaction approach to early childhood State mandated workshops in Child Abuse Identification, education that enables them to support the growth, School Violence Prevention, and Harassment, Bullying, and development, and learning of the whole child. Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 530 Foundations of Modern Education 3 or EDUC 531 Principles and Problems in Elementary and Early Childhood Education 3 EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 23 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive 2 Settings (Grades N – 6) EDUC 510 Curriculum in Early Childhood Education (Grades N–3) 3 or EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities EDUC 604 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of instructor] Elective credits as needed to complete the requirements of the program 1 – 3 EDUC 955 Early Childhood Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 991 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences (for students 1 completing fieldwork as head or assistant teachers [with some exceptions]) STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 45 Early Childhood Special and General Education Dual Certification

Sue Carbary, Director: 212-875-4509; [email protected] Admissions Requirements 50 Credits See page 123 for graduate school admissions criteria and ap- Master of Science in Education (M .S .Ed .) plication process. Applicants for this program must demonstrate a background in the liberal arts and sciences. This sequence is for teachers and prospective teachers wishing to work with young children of varying developmental ability Certification (birth through grade 2). By studying the cycle of observation, Graduates are eligible for New York State certification in assessment, and instructional planning, students will be able Early Childhood General Education and Teaching Students to help young children realize their functional and educational with Disabilities, birth through grade 2. See page 146 for potential. Bank Street’s interdisciplinary approach and devel- more detailed certification information. Completion or evi- opmental-interaction philosophy of early childhood education dence of completion of the three New York State mandated will enable students to support the growth, development, and workshops in Child Abuse Identification, School Violence learning of the whole child in the context of family and commu- Prevention, and Harassment, Bullying, and Discrimination nity. Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 530 Foundations of Modern Education 3 or EDUC 531 Principles and Problems in Elementary and Early Childhood Education 3 EDUC 535* Science for Teachers (Grades N – 6) 2 or EDUC 551* Science Inquiry for Children in the Natural Environment 3 24 or TEED 648N* The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities EDUC 629 Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention 1 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 823 Play Techniques for Early Childhood Settings [Prerequisite: EDUC 803] 1 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for Disability 2 [Prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505] EDUC 893 Approaches to Early Childhood Assessment [Prerequisite: EDUC 803 or EDUC 894] 2 EDUC 894 Early Childhood Practicum I: Observing a Child Through Family/Cultural Contexts [Prerequisites: EDUC 500 2 or EDUC 800; EDUC 803] EDUC 895 Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, 2 Planning, and Instruction [Prerequisite: EDUC 894] Elective credits as needed to complete the requirements of the program 0 – 3 EDUC 963 Early Childhood Special and General Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 992 Summer Supervised Fieldwork/Advisement for Early Childhood Special Education Head and Assistant 3 Teachers STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 50 * Because head and assistant teachers are required to take EDUC 992, they are advised to select EDUC 535 or TEED 648N for 2 credits in order to remain within the 50-credit requirement. Early Childhood Special Education

Sue Carbary, Director: 212-875-4509; [email protected] Admissions Requirements 32 Credits See page 123 for graduate school admissions criteria and Master of Science in Education (M .S .Ed .) or application process. Applicants for this program must have Master of Education (Ed .M .) New York State initial certification in Early Childhood Gen- eral Education. This program in Early Childhood Special Education is designed for individuals who currently hold initial New York State certifi- Certification cation in general education at the early childhood level. This Graduates are eligible for New York State certification in master’s program sequence meets the needs of those teachers Teaching Students with Disabilities, birth through grade who wish to work with young children with developmental 2. See page 146 for more detailed certification information. and learning variations, preschool through grade 2, and with Completion or evidence of completion of the three New York their families. For those students with a prior master’s degree State mandated workshops in Child Abuse Identification, in education, this program leads to the Master of Education School Violence Prevention, and Harassment, Bullying, and (Ed.M.) degree. Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for Children 3 of Diverse Backgrounds and Abilities EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 603 Assistive Technology in Early Childhood Inclusive and Special Education Settings 1 EDUC 629 Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention 1 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 823 Play Techniques for Early Childhood Settings [Prerequisite: EDUC 803] 1 25 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for Disability 2 [Prerequisites: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505] EDUC 893 Approaches to Early Childhood Assessment [Prerequisite: EDUC 803 or EDUC 894] 2 EDUC 894 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts [Prerequisites: 2 EDUC 500 or EDUC 800; EDUC 803] EDUC 895 Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, 2 Planning, and Instruction [Prerequisite: EDUC 894] Elective credits as needed to complete the requirements of the program. (The variation in elective credits is due to fieldwork requirements for those who teach in general education settings.) 3 – 6 EDUC 970 Early Childhood Special Education Supervised Fieldwork/Student Teaching/Advisement 6 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 992 Summer Supervised Fieldwork/Advisement for Early Childhood Special Education Head and Assistant 3 Teachers STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 32 Early Childhood Special Education Advanced Certificate (Non-Degree)

Sue Carbary, Director: 212-875-4509; [email protected] higher from an accredited institution of higher education and 15-21 Credits already hold New York State initial/professional teaching Certificate Program certification in Early Childhood General Education.

This certificate program is designed for teachers who are Certification interested in adding Early Childhood Special Education Students who complete this sequence are eligible for New teaching certification to their existing New York State teach- York State certification in Teaching Students with Disabili- ing certification. Supervised Fieldwork/Student Teaching/ ties, birth through grade 2. See page 146 for more detailed Advisement is not required for those students who have certification information. This certificate does not lead to a previous experience teaching in an inclusion or special edu- master’s degree, but students may apply for the Early Child- cation setting. hood Special Education master’s degree program (page 25) should they wish to continue their studies. Completion or Admissions Requirements evidence of completion of the three New York State mandat- See page 123 for graduate school admissions criteria and ed workshops in Child Abuse Identification, School Violence application process. Applicants for this certificate program Prevention, and Harassment, Bullying, and Discrimination must have a master’s degree in education with a 3.0 GPA or Prevention is a requirement of this program.

Course Requirements Note: All prerequisites have been waived for this certificate program. EDUC 603 Assistive Technology in Early Childhood Inclusive and Special Education Settings 1 EDUC 605 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 EDUC 629 Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention 1 EDUC 803 Developmental Variations 2 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for Disability 2 EDUC 893 Approaches to Early Childhood Assessment 2 26 EDUC 894 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts 2 EDUC 895 Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, 2 Planning, and Instruction Elective credits as needed to complete the requirements of the program 0-2 EDUC 970* Early Childhood Special Education Supervised Fieldwork/Student Teaching/Advisement 6 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 TOTAL CREDITS 15 – 21*

* A 15-credit certificate program assumes that the supervised fieldwork requirement has been met via a previous experience in an inclusion or special education setting. Approval of the experience will be made by the program director or designee. Early Childhood Special and General Education Dual Certification/ Dual Degree with Columbia University School of Social Work

Sue Carbary, Director: 212-875-4509; [email protected] cants must apply and be admitted to each degree program at 45 credits both Bank Street and Columbia University. Master of Science in Education (M .S .Ed .) Certification Students in this unique program earn two degrees, a Master Graduates are eligible for New York State certification in of Science in Education (M.S.Ed.) and a Master of Social Early Childhood General Education and in Teaching Stu- Work (M.S.W.). The Columbia University portion of the dual dents with Disabilities, birth through grade 2. See page 146 degree program is at least 48 credits. for more detailed certification information. See the Colum- bia University School of Social Work catalog for additional Admissions Requirements information. Completion or evidence of completion of the See page 123 for graduate school admissions criteria and ap- three New York State mandated workshops in Child Abuse plication process. Applicants for this program must demon- Identification, School Violence Prevention, and Harass- strate a background in the liberal arts and sciences. Appli- ment, Bullying, and Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 530 Foundations of Modern Education 3 or EDUC 531 Principles and Problems in Elementary and Early Childhood Education 3 EDUC 535 Science for Teachers (Grades N – 6) 2 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 27 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities EDUC 629 Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention 1 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for 2 Disability [Prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505] EDUC 893 Approaches to Early Childhood Assessment [Prerequisite: EDUC 803 or EDUC 894] 2 Elective credits as needed to complete the requirements of the program. Head and assistant 0 – 3 teachers will use three of these credits for their summer student teaching experience. EDUC 963 Early Childhood Special and General Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 992 Summer Supervised Fieldwork/Advisement for Early Childhood Special Education Head and Assistant 3 Teachers STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 45 Early Childhood Special Education/ Dual Degree with Columbia University School of Social Work

Sue Carbary, Director: 212-875-4509; [email protected] application process. Applicants for this program must 32 credits have New York State initial certification in Early Childhood Master of Science in Education (M .S .Ed .) or General Education. Applicants must apply and be admitted Master of Education (Ed .M .) to each degree program at both Bank Street and Columbia University. Students in this unique program earn two degrees, a Master of Science in Education (M.S.Ed.) or a Master of Education Certification (Ed.M.), and a Master of Social Work (M.S.W.) (For those Graduates are eligible for New York State certification in with a prior master’s degree in education, this program Teaching Students with Disabilities, birth through grade 2. leads to the Ed.M.) The Columbia University portion of the See page 146 for more detailed certification information. dual degree program is at least 48 credits. Completion or evidence of completion of the three New York State mandated workshops in Child Abuse Identification, Admissions Requirements School Violence Prevention, and Harassment, Bullying, and See page 123 for graduate school admissions criteria and Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 28 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) EDUC 603 Assistive Technology in Early Childhood Inclusive and Special Education Settings 1 EDUC 629 Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention 1 EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for Disability 2 [Prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505] EDUC 893 Approaches to Early Childhood Assessment [Prerequisite: EDUC 803 or EDUC 894] 2 Elective credits as needed to complete the requirements of the program 3 – 6 EDUC 970 Early Childhood Special Education Supervised Fieldwork/Student Teaching/Advisement 6 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 992 Summer Supervised Fieldwork/ Advisement for Early Childhood Special Education Head 3 and Assistant Teachers STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 32 Early Childhood and Childhood General Education Dual Certification

Michele Ryan, Director: 212-875-4588; [email protected] Supervised Fieldwork/Advisement 46 Credits Students in this program must be student teachers during Master of Science in Education (M .S .Ed .) their year of supervised fieldwork/advisement.

This program sequence is for those prospective teachers Certification who seek preparation to work with children from preschool Graduates are eligible for New York State certification in through grade 6. Note that this program is restricted to stu- both Early Childhood, birth through grade 2, and Childhood, dent teachers, since dual certification students need to gain grades 1 through 6, General Education. See page 146 for classroom experience across a broad range of grade levels. more detailed certification information. Completion or evidence of completion of the three New York State mandated Admissions Requirements workshops in Child Abuse Identification, School Violence See page 123 for graduate school admissions criteria and ap- Prevention, and Harassment, Bullying, and Discrimination plication process. Applicants for this program must demon- Prevention is a requirement of this program. strate a background in the liberal arts and sciences.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 530 Foundations of Modern Education 3 or EDUC 531 Principles and Problems in Elementary and Early Childhood Education 3 EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 29 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Choose one of the following reading and literacy pairs: EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 and EDUC 867 The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6) 1 [Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor] OR EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 and EDUC 867 The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6) 1 [Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor] Choose one of the following language and literature pairs: EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 and EDUC 865 Children’s Literature for Grades 3–6 [Prerequisite: EDUC 564 or permission of instructor] 1 OR EDUC 565 Children’s Literature in a Balanced Reading Program (A Focus on Grades 3 – 8) 3 and EDUC 864 Emergent Literacy and Selecting Literature for Young Children [Prerequisite: EDUC 565] 1 OR EDUC 565 Children’s Literature in a Balanced Reading Program (A Focus on Grades 3 – 8) 3 and TEED 505N Selecting and Evaluating Recently Published Children’s Books (PreK – 4) 1 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive 2 Settings (Grades N – 6) Choose one of the following curriculum pairs: EDUC 510 Curriculum in Early Childhood Education (Grades N–3) 3 and EDUC 866 A Developmental Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 [Prerequisite: EDUC 510 or EDUC 514 OR EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities and EDUC 866 A Developmental Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 [Prerequisite: EDUC 510 or EDUC 514] OR (continued on page 30) Early Childhood and Childhood General Education Dual Certification(continued)

Course Requirements (continued from page 29) EDUC 511 Curriculum Development through Social Studies (Elementary and Middle School) 3 and EDUC 606 Blockbuilding and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 OR EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 and EDUC 606 Blockbuilding and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 OR EDUC 517 Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years) 3 and EDUC 606 Blockbuilding and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 EDUC 604 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of instructor] Elective credits as needed to complete the requirements of the program 0 – 1 EDUC 958 Early Childhood and Childhood General Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 46

30 Childhood General Education

31 Childhood General Education (continued)

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 530 Foundations of Modern Education 3 or EDUC 531 Principles and Problems in Elementary and Early Childhood Education 3 EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Choose one of the following reading/literacy and language/literature pairs: EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 and EDUC 565 Children’s Literature in a Balanced Reading Program (A Focus on Grades 3 – 8) 3 OR EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 and EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings (Grades N – 6) 2 Choose one of the following curriculum pairs: EDUC 510 Curriculum in Early Childhood Education (Grades N – 3) 3 and EDUC 866 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 [Prerequisite: EDUC 510 or EDUC 514] OR EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities 32 and EDUC 866 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 [Prerequisite: EDUC 510 or EDUC 514] OR EDUC 511 Curriculum Development through Social Studies (Elementary and Middle School) 3 and EDUC 606 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 OR EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 and EDUC 606 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 OR EDUC 517 Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years) 3 and EDUC 606 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 EDUC 604 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of instructor] Elective credits as needed to complete the requirements of the program 0 – 2 EDUC 956 Childhood General Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 991 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences (for students 1 completing fieldwork as head or assistant teachers [with some exceptions]) STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 45 Childhood Special and General Education Dual Certification

Jess Wontropski, Director: 212-875-4474; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and ap- 52 Credits plication process. Applicants for this program must demon- Master of Science in Education (M .S .Ed .) strate a background in the liberal arts and sciences.

This program sequence is for those teachers and prospec- Certification tive teachers who wish to work with children from grades 1 Graduates are eligible for New York State certification in through 6 in general, inclusion, or special education set- Childhood General Education and in Teaching Students tings. This program provides an understanding of a broad with Disabilities, grades 1 through 6. See page 146 for more range of learning styles so that students can identify and detailed certification information. Completion or evidence of nurture each child’s learning style and build home/school completion of the three New York State mandated work- connections. shops in Child Abuse Identification, School Violence Preven- tion, and Harassment, Bullying, and Discrimination Preven- tion is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 525 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 EDUC 530 Foundations of Modern Education 3 or EDUC 531 Principles and Problems in Elementary and Early Childhood Education 3 EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 33 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 or EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 or EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 EDUC 605 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 805 Developmental Variations II: Emotional and Behavioral Development [Prerequisites: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803] 2 EDUC 807 Communication Disorders in School-Age Children [Prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870] 2 EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 EDUC 863 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 [Prerequisites: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542] or EDUC 873 Summer Practicum in Teaching Children with Variations in Learning, Language, and Literacy Development 3 [Prerequisites: EDUC 803; EDUC 860; Supervised Fieldwork/Student Teaching/Advisement] Elective credits as needed to complete the requirements of the program 0 – 1 EDUC 964 Childhood Special and General Education Supervised Fieldwork/Student Teaching/Advisement 12 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 52 Childhood Special Education

Jess Wontropski, Director: 212-875-4474; Completion or evidence of completion of the three New York [email protected] State mandated workshops in Child Abuse Identification, 36 Credits School Violence Prevention, and Harassment, Bullying, and Master of Science in Education (M .S .Ed .) or Discrimination Prevention is a requirement of this program. Master of Education (Ed .M .) New York City Department of Education (NYC DOE) This program in Childhood Special Education is designed Bilingual Cohort for individuals who currently hold initial New York State Please note that candidates in the NYC DOE Bilingual Co- certification in general education at the childhood level. This hort must be admitted into the NYC DOE Graduate Scholar- master’s program prepares those teachers who wish to work ship Program (www.teachnycprograms.net) and meet the with children in grades 1 through 6 who have special needs. requirements set forth by the New York City Department of For those students with a prior master’s degree in educa- Education Scholarships, Incentives and Speech Programs. tion, this program leads to the Master of Education (Ed.M.) The NYC DOE Bilingual Cohort takes a variation of the degree. Childhood Special Education program sequence. Cohort candidates do not take EDUC 505: Language Acquisition and Admissions Requirements Learning in a Linguistically Diverse Society (2 credits) nor do See page 123 for graduate school admissions criteria and they take 2 elective credits. Instead, candidates take EDUC application process. Applicants for this program must have 515: Curriculum Development and Sheltered Instruction in New York State initial certification in Childhood General Dual Language/Bilingual Classrooms (3 credits) and EDUC Education. 651 Language Series (1 credit). Candidates in this cohort have completed equivalent coursework to EDUC 505 and Certification therefore EDUC 505 is waived as a prerequisite for courses in Graduates are eligible for New York State certification in this program. Cristian Solorza, Director, Dual Language Bilin- Teaching Students with Disabilities, grades 1 through 6. See gual/TESOL Programs, NYC DOE Bilingual Cohort Coordinator: page 146 for more detailed certification information. (212) 875-4553; [email protected] 34

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 EDUC 525 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 576 Writing in the Elementary Grades 2 or EDUC 868 Approaches to Teaching Decoding to Diverse Learners [Prerequisite: EDUC 860] 2 or SPED585N The Essential Orton-Gillingham 2 EDUC 605 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of the instructor] 2 EDUC 805 Developmental Variations II: Emotional and Behavioral Development [Prerequisites: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803] 2 EDUC 807 Communication Disorders in School-Age Children [Prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870] 2 EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 EDUC 863 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 [Prerequisites: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542] or EDUC 873 Summer Practicum in Teaching Children with Variations in Learning, Language, and Literacy Development 3 [Prerequisites: EDUC 803; EDUC 860; Supervised Fieldwork/Student Teaching/Advisement] Elective credits as needed to complete the requirements of the program 2 EDUC 971 Childhood Special Education Supervised Fieldwork/Student Teaching/Advisement 6 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 36 Childhood Special Education Advanced Certificate (Non-Degree)

Jess Wontropski, Director: 212-875-4474; higher from an accredited institution of higher education and [email protected] already hold New York State initial/professional teaching 15-21 Credits certification in Childhood General Education. Certificate Program Certification This certificate program is designed for teachers who are Students who complete this sequence are eligible for New interested in adding Childhood Special Education teaching York State certification in Teaching Students with Disabili- certification to their existing New York State teaching cer- ties, grades 1 through 6. See page 146 for more detailed tification. Supervised Fieldwork/Student Teaching/Advise- certification information. This certificate does not lead to ment is not required for those students who have previous a master’s degree, but students may apply for the Child- experience teaching in an inclusion or special education hood Special Education master’s degree program (page 34) setting. should they wish to continue their studies. Completion or evidence of completion of the three New York State mandat- Admissions Requirements ed workshops in Child Abuse Identification, School Violence See page 123 for graduate school admissions criteria and Prevention, and Harassment, Bullying, and Discrimination application process. Applicants for this certificate program Prevention is a requirement of this program. must have a master’s degree in education with a 3.0 GPA or

Course Requirements Note: All prerequisites have been waived for this certificate program. EDUC 525 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 EDUC 605 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 EDUC 629 Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention 1 EDUC 803 Developmental Variations 2 EDUC 805 Developmental Variations II: Emotional and Behavioral Development 2 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 35 EDUC 863 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 Elective credits as needed to complete the requirements of the program 0-2 EDUC 971* Childhood Special Education Supervised Fieldwork/Student Teaching/Advisement 6 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0

TOTAL CREDITS 15 – 21*

“The Bank Street experience I had really enhanced my ability to teach students in the classroom. The fieldwork experiences allow for extensive and in depth analysis of my teaching methodology. The courses allowed for a wide array of learning different styles of teaching different content.”

Jill, Childhood General and Special Education Childhood Special and General Education Dual Certification/ Dual Degree with Columbia University School of Social Work

Jess Wontropski, Director: 212-875-4474; strate a background in the liberal arts and sciences. Appli- [email protected] cants must apply and be admitted to each degree program at 43-46 Credits* both Bank Street and Columbia University. Master of Science in Education (M .S .Ed .) Certification Students in this unique program earn two degrees, a Master Graduates are eligible for New York State certification in of Science in Education (M.S.Ed.) and a Master of Social Childhood General Education and in Teaching Students Work (M.S.W.) The Columbia University portion of the dual with Disabilities, grades 1 through 6. See page 146 for more degree program is at least 48 credits. detailed certification information. See Columbia University School of Social Work catalog for additional information. Admissions Requirements Completion or evidence of completion of the three New York See page 123 for graduate school admissions criteria and ap- State mandated workshops in Child Abuse Identification, plication process. Applicants for this program must demon- School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 530 Foundations of Modern Education 3 or EDUC 531 Principles and Problems in Elementary and Early Childhood Education 3 EDUC 535* Science for Teachers (Grades N – 6)* 2 36 or EDUC 551* Science Inquiry for Children in the Natural Environment* 3 or TEED 648N* The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 or EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 or EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 807 Communication Disorders in School-Age Children [Prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870] 2 EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 Elective credits as needed to complete the requirements of the program 0 – 1 EDUC 964 Childhood Special and General Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990* Extended Field Experiences with Diverse Learners (for students in fieldwork as student teachers)* 0 (Students lacking the requisite classroom experience for certification will have to take EDUC 873)* or EDUC 873* Summer Practicum in Teaching Children with Variations in Learning, Language, and Literacy Development 3 [Prerequisites: EDUC 803; EDUC 860; Supervised Fieldwork/Student Teaching/Advisement]* STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 43 – 46* * The range of credits is due to the need for head or assistant teachers to complete EDUC 873 (3 credits) rather than EDUC 990 (0 credits). Students who need to take EDUC 873 can select the EDUC 535 (2 credits) or TEED 648N (2 credits) science option in order to keep their credit total at 45 credits. Students who do not need to take EDUC 873 can graduate with 43 credits. Childhood Special Education/ Dual Degree with Columbia University School of Social Work

Jess Wontropski, Director: 212-875-4474; application process. Applicants for this program must have [email protected] New York State initial certification in Childhood General 36 Credits Education. Applicants must apply and be admitted to each Master of Science in Education (M .S .Ed .) or degree program at both Bank Street and Columbia Univer- Master of Education (Ed .M .) sity.

Students in this unique program earn two degrees, a Master Certification of Science in Education (M.S.Ed.) or a Master of Education Graduates are eligible for New York State certification in (Ed.M.), and a Master of Social Work (M.S.W.). (For those Teaching Students with Disabilities, grades 1 through 6. See with a prior master’s degree in education, this program page 146 for more detailed certification information. Comple- leads to the Ed.M.) The Columbia University portion of the tion or evidence of completion of the three New York State dual degree program is at least 48 credits. mandated workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrim- Admissions Requirements ination Prevention is a requirement of this program. See page 123 for graduate school admissions criteria and

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 EDUC 525 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 576 Writing in Elementary Grades 2 37 or EDUC 868 Approaches to Teaching Decoding to Diverse Learners [Prerequisite: EDUC 860] 2 or SPED 585N The Essential Orton-Gillingham 2 EDUC 605 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 805 Developmental Variations II: Emotional and Behavioral Development [Prerequisites: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803] 2 EDUC 807 Communication Disorders in School-Age Children [Prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870] 2 EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 EDUC 863 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 [Prerequisites: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542] or EDUC 873 Summer Practicum in Teaching Children with Variations in Learning, Language, and Literacy Development 3 [Prerequisites: EDUC 803; EDUC 860; Supervised Fieldwork/Student Teaching/Advisement] Elective credits as needed to complete the requirements of the program 2 EDUC 971 Childhood Special Education Supervised Fieldwork/Student Teaching/Advisement 6 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 36 Adolescent Mathematics Education, Grades 7-12

Robin Hummel, Director: 212-875-4640; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and ap- 39 Credits plication process. Applicants are expected to have breadth Master of Science in Education (M .S .Ed .) across the liberal arts curriculum, as well as eighteen semester hours (or the equivalent) of study in math content This program is designed for those applicants seeking courses. preparation to teach mathematics in schools, grades 7-12. Certification This program will prepare students to teach mathematics Graduates of this program will be eligible for New York for conceptual understanding, with a focus on student- State certification in Adolescent Education: Mathematics, centered pedagogies appropriate for adolescent develop- Grades 7-12. No prior teaching certification is necessary for ment. This blended program includes a cohort model, which this program. See page 146 for more detailed certification supports a sustained learning community throughout the information. Completion or evidence of completion of the student’s tenure in the program. three New York State mandated workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

Course Requirements 1st Summer 2 MATH 641 Integrated Mathematics I for Middle and High School Teachers 3 1st Summer 2 EDUC 545 Math for Middle and High School Teachers in Diverse and Inclusive Classrooms 3 1st Fall EDUC 502 Human Development 3 1st Fall and EDUC 985 Supervised Fieldwork and Advisement 6 1st Spring 38 1st Spring MATH 642 Integrated Mathematics II for Middle and High School Teachers [Prerequisite: MATH 641] 3 1st Spring EDUC 804 Supporting Language and Literacy Development across the Curriculum: 7-12 [Prerequisite: EDUC 502] 3 1st Summer 1 EDUC 543 Diverse Learners in Specialized and Inclusive Settings [Prerequisite: EDUC 500, EDUC 502 or EDUC 800] 3 2nd Summer 2 EDUC 528 Curriculum and Assessment for Adolescent Mathematics 3 2nd Summer 2 MATH 643 Integrated Mathematics III for Middle and High School Teachers [Prerequisites: MATH 641 and MATH 642] 3 2nd Fall MATH 644 Integrated Mathematics IV for Middle and High School Teachers [Prerequisites: MATH 641, MATH 642, and MATH 643] 3 2nd Fall EDUC 985 Adolescent Mathematics Supervised Fieldwork and Advisement Year 1 6 2nd Spring EDUC 986 Adolescent Mathematics Supervised Fieldwork and Advisement Year 2 6 2nd Spring Integrative Master’s Project 0 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 TOTAL CREDITS 39 Teaching Students with Disabilities 7-12 Generalist

Mimi Rosenberg, Director: 212-875-4544; across the liberal arts curriculum, as well as an undergradu- [email protected] ate concentration (ten courses or thirty credits) in one of the 42-45 Credits liberal arts or sciences. Applicants must also have com- Master of Science in Education (M .S .Ed .) pleted six semester hours of study in science, social studies, English language arts and mathematics. The Teaching Students with Disabilities 7-12 Generalist program is designed for applicants seeking to teach adoles- Certification cents with disabilities in grades 7-12. This program prepares Graduates are eligible for New York State certification in candidates to become resource room teachers, consultant Teaching Students with Disabilities 7-12 Generalist. No prior teachers, integrated coteachers and to teach students who teaching certification is necessary for this program See page receive alternate assessments. 146 for more detailed certification information. Completion or evidence of completion of the three New York State mandat- Admissions Requirements ed workshops in Child Abuse Identification, School Violence See page 123 for graduate school admissions criteria and ap- Prevention, and Harassment, Bullying, and Discrimination plication process. Applicants are expected to have breadth Prevention is a requirement of this program.

Course Requirements 1st Fall EDUC 502 Human Development 3 1st Fall EDUC 530 Foundations of Modern Education 3 1st Spring EDUC 543 Diverse Learners in Specialized and Inclusive Settings [Prerequisite: EDUC 500, EDUC 502 or EDUC 800] 3 1st Spring EDUC 861 Formal and Informal Assessment of Adolescents with Disabilities 3 1st Summer 1 EDUC 516 Teaching English: Curriculum, Methods and Assessment for Adolescents with Disabilities 3 39 1st Summer 2 EDUC 872 Advocacy, Collaboration and Transition: Negotiating Adolescents’ Identities across School, Family and Community [Prerequisites: EDUC 502 and EDUC 543] 3 1st Summer 2 EDUC 804 Supporting Language and Literacy Development across the Curriculum: 7-12 [Prerequisite: EDUC 502] 3 2nd Fall EDUC 806 Social Emotional Variations in Adolescence: Creating Supportive Classroom Environments [Prerequisites: EDUC 502 and EDUC 543] 3 2nd Fall EDUC 512 Teaching Social Studies and Study Skills: Curriculum, Assessment and Methods for Adolescents with Disabilities 3 2nd Fall Integrative Master’s Project 0 2nd Fall and EDUC 951 Teaching Students with Disabilities 7-12 Supervised Fieldwork/Student Teaching/Advisement 12 2nd Spring 2nd Spring EDUC 526 Teaching Mathematics, Science and Technology: Curriculum, Methods and Assessment for Adolescents with Disabilities 3 2nd Summer 1 EDUC 993* Summer Special Education Supervised Fieldwork/Advisement for 7-12 Head Teachers and Assistant Teachers 3 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 TOTAL CREDITS 42-45* *Students who complete Supervised Fieldwork/Advisement as head or assistant teachers must complete a 3-credit summer field placement. Dual Language/Bilingual Early Childhood General Education

Cristian Solorza, Director: 212–875–4553; fluent in both Spanish or Mandarin and English and demon- [email protected] strate a background in the liberal arts and sciences. 48 Credits Master of Science in Education (M .S .Ed .) Certification Graduates are eligible for New York State certification in This program is designed for teachers and prospective Early Childhood General Education, birth through grade 2, teachers who are interested in working with young children with the bilingual extension. See page 146 for more detailed (birth through grade 2) for whom Spanish or Mandarin is the certification information. Completion or evidence of comple- primary language. tion of the three New York State mandated workshops in Child Abuse Identification, School Violence Prevention, and Admissions Requirements Harassment, Bullying, and Discrimination Prevention is a See page 123 for graduate school admissions criteria and requirement of this program. application process. Applicants for this program must be

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. Courses marked with an asterisk (*) are common to all Dual Language/Bilingual programs. EDUC 500 Child Development 3 EDUC 535 Science for Teachers (Grades N – 6) 2 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse & Inclusive Settings 2 (Grades N – 6) EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 40 Children of Diverse Backgrounds and Abilities EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of instructor] EDUC 515* Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms* 3 [Prerequisites: EDUC 511 or EDUC 513 or EDUC 514 or permission of instructor] TESL 530* Theoretical Foundations: Social, Cultural, & Linguistic Diversity in School Communities* 3 EDUC 560* Native Language Literacy for Spanish-Speaking Children* [Prerequisites: TESL 530 and EDUC 561 or 2 permission of instructor] or EDUC 559* Native Language Literacy for Mandarin Chinese-Speaking Children* [Prerequisites: TESL 530 and 2 EDUC 561 or permission of instructor] EDUC 561* Linguistics: Implications for Teachers* 1 TESL 862* Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations* 3 EDUC 870* The Teaching of English as a New Language* 3 Elective credits as needed to complete the requirements of the program 0–1 EDUC 960 Dual Language/Bilingual Early Childhood Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 991 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences (for students 1 completing fieldwork as head or assistant teachers [with some exceptions]) STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 48 Dual Language/Bilingual Early Childhood Special and General Education Dual Certification

Cristian Solorza, Director: 212–875–4553; application process. Applicants for this program must be [email protected] fluent in both Spanish or Mandarin and English and must 54 Credits demonstrate a background in the liberal arts and sciences. Master of Science in Education (M .S .Ed .) This program is designed for teachers and prospective Certification teachers who are interested in working with young children Graduates are eligible for New York State certification in Early (birth through grade 2), including those with special needs, Childhood General Education and Teaching Students with for whom Spanish or Mandarin is the primary language. Disabilities, birth through grade 2, with the bilingual exten- Students will learn to teach in general education, self-con- sion. See page 146 for more detailed certification information. tained special education, and inclusion settings. Completion or evidence of completion of the three New York State mandated workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Admissions Requirements See page 123 for graduate school admissions criteria and Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. Courses marked with an asterisk (*) are common to all Dual Language/Bilingual programs. EDUC 500 Child Development 3 EDUC 535 Science for Teachers (Grades N – 6) 2 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 or EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse & Inclusive Settings (Grades N – 6) 2 EDUC 514 Curriculum in Early Childhood: Developing Learning Environments and Experiences for Children of Diverse 3 Backgrounds and Abilities 41 EDUC 629 Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention 1 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 823 Play Techniques for Early Childhood Settings [Prerequisite: EDUC 803] 1 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for 2 Disability [Prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505 (waived for this program)] EDUC 893 Approaches to Early Childhood Assessment [Prerequisite: EDUC 803 or EDUC 894] 2 EDUC 894 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts [Prerequisites: EDUC 500 2 or EDUC 800; EDUC 803] EDUC 895 Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, 2 Planning, and Instruction [Prerequisite: EDUC 894] EDUC 515* Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms* 3 [Prerequisites: EDUC 511 or EDUC 513 or EDUC 514 or permission of instructor] TESL 530* Theoretical Foundations: Social, Cultural, & Linguistic Diversity in School Communities* 3 EDUC 560* Native Language Literacy for Spanish-Speaking Children* [Prerequisites: TESL 530 and EDUC 561 or 2 permission of instructor] or EDUC 559* Native Language Literacy for Mandarin Chinese-Speaking Children* [Prerequisites: TESL 530 and 2 EDUC 561 or permission of instructor] EDUC 561* Linguistics: Implications for Teachers* 1 TESL 862* Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations* 3 EDUC 870* The Teaching of English as a New Language* 3 Elective credits as needed to complete the requirements of the program 0 – 3 EDUC 966 Dual Language/Bilingual Early Childhood Special and General Education Supervised Fieldwork/Student 12 Teaching/ Advisement EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 992 Summer Supervised Fieldwork/Advisement for Early Childhood Special Education Head and Assistant 3 Teachers STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 54 Dual Language/Bilingual Early Childhood Special Education

Cristian Solorza, Director: 212–875–4553; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and 39 Credits application process. Applicants for this program must be Master of Science in Education (M .S .Ed .) or fluent in both Spanish or Mandarin and English languages Master of Education (Ed .M .) and have New York State initial certification in Early Child- This program in Dual Language/Bilingual Early Child- hood General Education. hood Special Education is designed for bilingual teachers who currently hold New York State certification in general Certification education at the early childhood level and who want to work Graduates are eligible for New York State certification in in special education or inclusion settings with very young Teaching Students with Disabilities, birth through grade 2, children (ages birth through grade 2) for whom Spanish or with the bilingual extension. See page 146 for more detailed Mandarin is the primary language. For those with a prior certification information. Completion or evidence of comple- master’s degree in education, this program leads to the tion of the three New York State mandated workshops in Ed.M. degree. Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. Courses marked with an asterisk (*) are common to all Dual Language/Bilingual programs. EDUC 514 Curriculum in Early Childhood: Developing Learning Environments and Experiences for Children of Diverse 3 Backgrounds and Abilities EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 603 Assistive Technology in Early Childhood Inclusive and Special Education Settings 1 EDUC 629 Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention 1 42 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 823 Play Techniques for Early Childhood Settings [Prerequisite: EDUC 803] 1 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for 2 Disability [Prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505] EDUC 893 Approaches to Early Childhood Assessment [Prerequisite: EDUC 803 or EDUC 894] 2 EDUC 894 Early Childhood Practicum I: Observing a Child through Family/Cultural Contexts [Prerequisites: 2 EDUC 500 or EDUC 800; EDUC 803] EDUC 895 Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, 2 Planning, and Instruction [Prerequisite: EDUC 894] EDUC 515* Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms* 3 [Prerequisites: EDUC 511 or EDUC 513 or EDUC 514 or permission of instructor] TESL 530* Theoretical Foundations: Social, Cultural, & Linguistic Diversity in School Communities* 3 EDUC 560* Native Language Literacy for Spanish-Speaking Children* [Prerequisites: TESL 530 and EDUC 561 or 2 permission of instructor] or EDUC 559* Native Language Literacy for Mandarin Chinese-Speaking Children* [Prerequisites: TESL 530 and 2 EDUC 561 or permission of instructor] EDUC 561* Linguistics: Implications for Teachers* 1 TESL 862* Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations* 3 EDUC 870* The Teaching of English as a New Language* 3 EDUC 973 Dual Language/Bilingual Early Childhood Special Education Supervised Fieldwork/Student 6 Teaching/Advisement STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 39 Dual Language/Bilingual Childhood General Education

Cristian Solorza, Director: 212–875–4553; application process. Applicants for this program must be [email protected] fluent in both Spanish or Mandarin and English and demon- 45 Credits strate a background in the liberal arts and sciences. Master of Science in Education (M .S .Ed .) Certification This program is designed for teachers and prospective Graduates are eligible for New York State certification in teachers who are interested in working in elementary class- Childhood General Education, grades 1 through 6, with the rooms (grades 1 through 6) with children for whom Spanish bilingual extension. See page 146 for more detailed certifi- or Mandarin is the primary language cation information. Completion or evidence of completion of the three New York State mandated workshops in Child Admissions Requirements Abuse Identification, School Violence Prevention, and See page 123 for graduate school admissions criteria and Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. Courses marked with an asterisk (*) are common to all Dual Language/Bilingual programs. EDUC 500 Child Development 3 EDUC 535 Science for Teachers (Grades N – 6) 2 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 or EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) 43 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of instructor] EDUC 515* Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms* 3 [Prerequisites: EDUC 511 or EDUC 513 or EDUC 514 or permission of instructor] TESL 530* Theoretical Foundations: Social, Cultural, & Linguistic Diversity in School Communities* 3 EDUC 560* Native Language Literacy for Spanish-Speaking Children* [Prerequisites: TESL 530 and EDUC 561 or 2 permission of instructor] or EDUC 559* Native Language Literacy for Mandarin Chinese-Speaking Children* [Prerequisites: TESL 530 and 2 EDUC 561 or permission of instructor] EDUC 561* Linguistics: Implications for Teachers* 1 TESL 862* Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations* 3 EDUC 870* The Teaching of English as a New Language* 3 Elective credits as needed to complete the requirements of the program 0 – 1 EDUC 961 Dual Language/Bilingual Childhood General Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 991 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences (for students 1 completing fieldwork as head or assistant teachers [with some exceptions]) STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 45 Dual Language/Bilingual Childhood Special and General Education Dual Certification

Cristian Solorza, Director: 212–875–4553; application process. Applicants for this program must be [email protected] fluent in both Spanish or Mandarin and English languages 58 Credits and must demonstrate a background in the liberal arts and Master of Science in Education (M .S .Ed .) sciences. This program is designed for those who want to work in elementary classrooms (grades 1 through 6) with children, includ- Certification ing those with special needs, for whom Spanish or Mandarin is Graduates are eligible for New York State certification in the primary language. Students will learn to teach in general Childhood General Education and Teaching Students with education, self-contained special education, and inclusion Disabilities, grades 1 through 6, with the bilingual extension. settings. See page 146 for more detailed certification information. Completion or evidence of completion of the three New York State mandated workshops in Child Abuse Identification, Admissions Requirements See page 123 for graduate school admissions criteria and School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

44 Dual Language/Bilingual Childhood Special and General Education Dual Certification(continued)

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. Courses marked with an asterisk (*) are common to all Dual Language/Bilingual programs. EDUC 500 Child Development 3 EDUC 525 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 EDUC 535 Science for Teachers (Grades N – 6) 2 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 or EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 or EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) EDUC 605 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 805 Developmental Variations II: Emotional and Behavioral Development [Prerequisites: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803] 2 EDUC 807 Communication Disorders in School-Age Children [Prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870] 2 EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 EDUC 863 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 [Prerequisites: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542] or EDUC 873 Summer Practicum in Teaching Children with Variations in Learning, Language, and Literacy Development 3 45 [Prerequisites: EDUC 803; EDUC 860; Supervised Fieldwork/Student Teaching/Advisement] EDUC 515* Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms* 3 [Prerequisites: EDUC 511 or EDUC 513 or EDUC 514 or permission of instructor] TESL 530* Theoretical Foundations: Social, Cultural, & Linguistic Diversity in School Communities* 3 EDUC 560* Native Language Literacy for Spanish-Speaking Children* [Prerequisites: TESL 530 and EDUC 561 or 2 permission of instructor] or EDUC 559* Native Language Literacy for Mandarin Chinese-Speaking Children* [Prerequisites: TESL 530 and 2 EDUC 561 or permission of instructor] EDUC 561* Linguistics: Implications for Teachers* 1 TESL 862* Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations* 3 EDUC 870* The Teaching of English as a New Language* 3 EDUC 967 Dual Language/Bilingual Childhood Special and General Education Supervised Fieldwork/Student 12 Teaching/Advisement STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 58 Dual Language/Bilingual Childhood Special Education

Cristian Solorza, Director: 212–875–4553; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and ap- 42 Credits plication process. Applicants for this program must be fluent Master of Science in Education (M .S .Ed .) or in both Spanish or Mandarin and English languages and have Master of Education (Ed .M .) New York State initial certification in Childhood General Educa- tion. This program in Dual Language/Bilingual Childhood Special Education is designed for bilingual teachers who currently Certification hold initial New York State certification in general education Graduates are eligible for New York State certification in at the childhood level and who want to work in special edu- Teaching Students with Disabilities, grades 1 through 6, cation and inclusion settings (grades 1 through 6), with the with the bilingual extension. See page 146 for more detailed option of teaching in bilingual classrooms. For those with certification information. Completion or evidence of comple- a prior master’s degree in education, this program leads to tion of the three New York State mandated workshops in the Ed.M. degree. Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. Courses marked with an asterisk (*) are common to all Dual Language/Bilingual programs. EDUC 525 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 EDUC 542 Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator 2 EDUC 576 Writing in the Elementary Grades 2 or EDUC 868 Approaches to Teaching Decoding to Diverse Learners [Prerequisite: EDUC 860] 2 or SPED 585N The Essential Orton–Gillingham (Grades 1 – 6) 2 EDUC 605 Designing and Managing Classroom Environments in Inclusive and Special Education Settings 3 46 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 807 Communication Disorders in School-Age Children [Prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870] 2 EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 EDUC 863 Collaboration and Differentiation in the Instruction of Children with Learning Variations 3 [Prerequisites: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542] or EDUC 873 Summer Practicum in Teaching Children with Variations in Learning, Language, and Literacy Development 3 [Prerequisites: EDUC 803; EDUC 860; Supervised Fieldwork/Student Teaching/Advisement] EDUC 515* Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms* 3 [Prerequisites: EDUC 511 or EDUC 513 or EDUC 514 or permission of instructor] TESL 530* Theoretical Foundations: Social, Cultural, & Linguistic Diversity in School Communities* 3 EDUC 560* Native Language Literacy for Spanish-Speaking Children* [Prerequisites: TESL 530 and EDUC 561 or 2 permission of instructor] or EDUC 559* Native Language Literacy for Mandarin Chinese-Speaking Children* [Prerequisites: TESL 530 and 2 EDUC 561 or permission of instructor] EDUC 561* Linguistics: Implications for Teachers* 1 TESL 862* Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations* 3 EDUC 870* The Teaching of English as a New Language* 3 EDUC 974 Dual Language/Bilingual Childhood Special Education Supervised Fieldwork/Student Teaching/Advisement 6 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 42

Bilingual Extension (Non-Degree)

Cristian Solorza, Director: 212–875–4553; Applicants for this sequence must already hold a New York [email protected] State professional teaching certification and must be fluent 15 Credits in both Spanish or Mandarin and English languages. Certificate Program Certification This sequence is designed for teachers who are interested Students who complete this sequence are eligible for the in adding the bilingual extension to their New York State bilingual extension to New York State teaching certification. certification. Supervised Fieldwork/Student Teaching/Ad- See page 146 for more detailed certification information. This visement is not required. sequence does not lead to a master’s degree; therefore, it will not provide graduates with professional certification in Admissions Requirements education. Upon completion of this sequence, students must See website for admissions criteria and application process. apply for the bilingual extension through the Registrar’s Of- fice.

Course Requirements Note: These courses are common to all Dual Language/Bilingual programs. EDUC 515 Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms 3 [Prerequisites: EDUC 511 or EDUC 513 or EDUC 514 or permission of instructor] TESL 530 Theoretical Foundations: Social, Cultural, & Linguistic Diversity in School Communities 3 EDUC 560 Native Language Literacy for Spanish-Speaking Children [Prerequisites: TESL 530 and EDUC 561 or 2 permission of instructor] or EDUC 559 Native Language Literacy for Mandarin Chinese-Speaking Children* [Prerequisites: TESL 530 and 2 EDUC 561 or permission of instructor] EDUC 561 Linguistics: Implications for Teachers 1 TESL 862 Assessment and Differentiation for Linguistically Diverse Students with Developmental Variations 3 EDUC 870 The Teaching of English as a New Language 3 47 TOTAL CREDITS 15

“One facet of the Dual Language/Bilingual program I really appreciate is that it’s so well rounded. While we certainly focus on the theory behind bilingual education and spend time designing dual language curricula, there is also a cultural and linguistic aspect to the program that allows us to focus on being culturally responsive in the classroom, exploring our own connection to Latino culture, and developing our own Spanish language skills. As a

non-native speaker, I have really valued these experiences..” Emily, Dual Language/Bilingual Childhood Special and General Education Teaching English to Speakers of Other Languages (TESOL)

Cristian Solorza, Director: 212–875–4553; concentration (ten courses or thirty credits) in one of the liberal [email protected] arts or sciences. As part of their general education coursework, 42 – 45 Credits applicants must also have completed at least 12 semester hours Master of Science in Education (M .S .Ed .) or the equivalent of study of a language other than English.

The Teaching English to Speakers of Other Languages Certification (TESOL) program is designed for teachers and prospective Graduates are eligible for New York State certification in TE- teachers who are interested in working with students learn- SOL, grades K-12. No prior teaching certification is necessary ing English as a new language. for this program. See page 146 for more detailed certification information. Completion or evidence of completion of the Admissions Requirements three New York State mandated workshops in Child Abuse See page 123 for graduate school admissions criteria and appli- Identification, School Violence Prevention, and Harassment, cation process. Applicants are expected to have breadth across Bullying, and Discrimination Prevention is a requirement of the liberal arts curriculum, as well as an undergraduate this program.

Course Requirements EDUC 502 Human Development 3 TESL 530 Theoretical Foundations: Social, Cultural, & Linguistic Diversity in School Communities 3 TESL 561 Linguistics in Education [Prerequisite: TESL 530] 3 TESL 563 The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12) [Prerequisite: TESL 530] 3 TESL 870 The Teaching of English Grammars & Discourse in ENL Settings [Prerequisite: TESL 561] 3 EDUC 543 Diverse Learners in Specialized and Inclusive Settings [Prerequisite: EDUC 500, EDUC 502 or EDUC 800] 3 48 TESL 660 TESOL Methodologies (PreK-6) [Prerequisite: TESL 870] 3 TESL 862 Understanding Assessment, Evaluation, and Differentiation for Linguistically Diverse Students with Developmental Variations 3 TESL 900 Supervised Fieldwork (PreK-6) 6 TESL 900 Supervised Fieldwork (7-12) 6 TESL 661 TESOL Research and Methodologies (7-12) [Prerequisite: TESL 660] 3 TESL 515 ENL Case Management: Creating Access through Programming and Curriculum [Prerequisite: TESL 660] 3 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TESL 992* Alternative Summer Supervised Fieldwork/Advisement for Head Teachers and Assistant Teachers 3 TOTAL CREDITS 42-45* *Students who complete Supervised Fieldwork/Advisement as head or assistant teachers must complete a 3-credit summer field placement. Museum Education (Non-Certification)

Cathleen Wiggins, Director: 212–875–4529: Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and 42 Credits application process. Master of Science in Education (M .S .Ed .) Certification This program is designed for individuals preparing for a Graduates of this program are not eligible for certification. career in museum education but not seeking certification as a classroom teacher.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 518 School/Museum Curriculum Development (K – 8) 3 EDUC 533 Seminar in Museum Education I 2 EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 or EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 510 Curriculum in Early Childhood Education (Grades N – 3) 3 or EDUC 511 Curriculum Development through Social Studies (Elementary and Middle School) 3 49 or EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 or EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities or EDUC 517 Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years) 3 EDUC 614 Exhibition Development and Evaluation 2 EDUC 616 Introduction to Research and Evaluation Practice in Museum Education 2 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of the 2 instructor] EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of instructor] EDUC 815 Seminar in Museum Education II [Prerequisite: EDUC 533] 2 Elective credits as needed to complete the requirements of the program 3 – 4 EDUC 982 Museum Education Supervised Fieldwork/Student Teaching/Museum Internship/Advisement 12 Integrative Master’s Project 0 TOTAL CREDITS 42

“Bank Street has given me the vocabulary that I need to not only talk about what I do but why it’s important. It helped me to solidify what I believe in as an educator and determine what kind of educator I am. ”

Charissa, Museum Education Program Museum Education: Childhood

Cathleen Wiggins, Director: 212–875–4529; application process. Applicants for this program must dem- [email protected] onstrate a background in the liberal arts and sciences. 47 Credits Master of Science in Education (M .S .Ed .) Certification Graduates are eligible for New York State certification in This program prepares individuals for two professional roles: Childhood General Education, grades 1 through 6. See page that of a museum educator knowledgeable about children and 146 for more detailed certification information. Completion or schools and that of a classroom teacher in grades 1 through 6, evidence of completion of the three New York State mandat- skilled in making effective use of museum resources. ed workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Admissions Requirements Prevention is a requirement of this program. See page 123 for graduate school admissions criteria and

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 or EDUC 800 The Social Worlds of Childhood [Prerequisite: EDUC 500 or EDUC 501 or permission of instructor] 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 518 School/Museum Curriculum Development (K –8) 3 EDUC 533 Seminar in Museum Education I 2 EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 or EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) 50 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Choose one of the following reading/literacy and language/literature pairs: EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 and EDUC 565 Children’s Literature in a Balanced Reading Program (A Focus on Grades 3 – 8) 3 OR EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 and EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 510 Curriculum in Early Childhood Education (Grades N – 3) 3 or EDUC 511 Curriculum Development through Social Studies (Elementary and Middle School) 3 or EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 or EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities or EDUC 517 Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years) 3 EDUC 614 Exhibition Development and Evaluation 2 EDUC 616 Introduction to Research and Evaluation Practice in Museum Education 2 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of the 2 instructor] EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of instructor] EDUC 815 Seminar in Museum Education II [Prerequisite: EDUC 533] 2 Elective credits as needed to complete the requirements of the program 0 – 1 EDUC 980 Childhood General and Museum Education Supervised Fieldwork/Student Teaching/Museum 12 Internship/Advisement EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 47 Teaching Literacy and Childhood General Education Dual Certification

Lynne Einbender, Director: 212–875–4754; [email protected] Admissions Requirements 52 – 55 Credits See page 123 for graduate school admissions criteria and ap- Master of Science in Education (M .S .Ed .) plication process. Applicants for this program must demon- This program is designed for individuals who do not have teach- strate a background in the liberal arts and sciences. ing certification and who want to work with children both as a classroom teacher and as a reading and literacy specialist. Certification Graduates are eligible for New York State certification in Students learn to develop age-appropriate curricula that Childhood General Education, grades 1 through 6, and Lit- encourage children to explore the full range of subject eracy, birth through grade 6. See page 146 for more detailed areas (literacy, math, science, social studies, and the arts). certification information. Completion or evidence of comple- Students gain a theoretical understanding of language tion of the three New York State mandated workshops in development and the reading and writing processes; learn Child Abuse Identification, School Violence Prevention, and to recognize when children are having difficulty with the Harassment, Bullying, and Discrimination Prevention is a processes of learning to read and write; and learn to develop requirement of this program. instruction that meets diverse children’s needs. Students develop the skills necessary to make links between assessment and instruction and to work effectively with other professionals.

51 Teaching Literacy and Childhood General Education Dual Certification(continued)

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 535 Science for Teachers (Grades N – 6) 2 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 EDUC 536 Foundations: The Influence of Culture and Politics on Literacy Theory and Practice 2 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 1 of the following reading/literacy and language/literature pairs, to be selected in consultation with advisor: EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 and EDUC 565 Children’s Literature in a Balanced Reading Program (A Focus on Grades 3 –8) 3 OR EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 and EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 576 Writing in the Elementary Grades 2 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings (Grades N – 6) 2 EDUC 510 Curriculum in Early Childhood Education (Grades N – 3) 3 or EDUC 511 Curriculum Development through Social Studies (Elementary and Middle School) 3 or EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 or EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for Children 3 of Diverse Backgrounds and Abilities EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of the instructor] EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 52 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 EDUC 867 The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6) 1 [Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor] EDUC 868 Approaches to Teaching Decoding to Diverse Learners [Prerequisite: EDUC 860] 2 LEAD 561 Supervising and Supporting Literacy Instruction in Diverse Settings 1 Elective credits as needed to complete the requirements of the program 1 EDUC 942 Childhood General Education and Teaching Literacy Supervised Fieldwork/Student Teaching/Advisement 12 (2 semesters, concurrent with EDUC 871) [Pre- or corequisite: EDUC 860] EDUC 874 Clinical Practicum/Advisement for Reading & Literacy, Clinical Teaching (for students completing supervised fieldwork as working teachers) 3 EDUC 990 Extended Field Experiences with Diverse Leaders (for students completing fieldwork as student teachers) 0 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 52 – 55* *Students who complete Supervised Fieldwork/Advisement as head or assistant teachers must complete a 3-credit clinical practicum. Teaching Literacy (birth through grade 6): Focus on Classroom Teaching in Early Childhood or Childhood

This program is designed for individuals who have initial cer- Certification tification in Early Childhood and/or Childhood Education and Graduates are eligible for New York State certification in Lit- who are seeking a master’s degree in Teaching Literacy. Most eracy, birth through grade 6. See page 146 for more detailed applicants are currently teaching in early childhood or child- certification information. Completion or evidence of comple- hood classrooms and are hoping to deepen their understand- tion of the three New York State mandated workshops in ing of the reading and writing process. This specialization will Child Abuse Identification, School Violence Prevention, and help classroom teachers to identify and address children’s Harassment, Bullying, and Discrimination Prevention is a language issues and difficulties in learning to read and write. requirement of this program. It will also enable them to support other teachers in their literacy practices.

*Students who complete Supervised Fieldwork/Advisement as head or assistant teachers must complete a 3-credit clinical practicum. Teaching Literacy (birth through grade 6): Focus on Clinical Teaching in Early Childhood or Childhood

Lynne Einbender, Director: 212–875–4754; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and 37 – 40 Credits application process. Applicants for this program must have Master of Science in Education (M .S .Ed .) initial New York State certification in classroom teaching and two years of classroom experience. This program is designed for individuals who have had at least two years of classroom experience and who want to be- Certification come literacy specialists in schools, clinics, private practice, Graduates are eligible for New York State certification in Lit- or other professional environments. Students learn to use eracy, birth through grade 6. See page 146 for more detailed their knowledge of language and literacy theory to identify certification information. Completion or evidence of comple- strengths and needs of diverse learners in order to design tion of the three New York State mandated workshops in effective and individualized strategies for teaching. This focus Child Abuse Identification, School Violence Prevention, and requires a clinical placement during the school year. Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. DEVELOPMENT COURSES: 3 credits (determined with advisor based on undergraduate work) EDUC 500 Child Development 3 or EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of the instructor] REQUIRED COURSES 54 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 536 Foundations: The Influence of Culture and Politics on Literacy Theory and Practice 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 or EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 576 Writing in the Elementary Grades 2 EDUC 807 Communication Disorders in School-Age Children [Prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870] 2 EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 EDUC 867 The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6) 1 [Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor] EDUC 868 Approaches to Teaching Decoding to Diverse Learners [Prerequisite: EDUC 860] 2 LEAD 561 Supervising and Supporting Literacy Instruction in Diverse Settings 1 LANGUAGE ARTS ELECTIVE COURSES 1 credit (determined with advisor based on undergraduate work) EDUC 573 Storytelling with Children 1 or EDUC 865 Children’s Literature for Grades 3 – 6 1 or SETE 513N Bibliotherapy in the Early Childhood Setting 1 or TEED 593N Words that Move Us: Teaching Language Arts Kinesthetically 1 or EDUC 561 Linguistics: Implications for Teachers 1 EDUC 941 Teaching Literacy Supervised Fieldwork/Student Teaching/Advisement (2 semesters, concurrent with 12 EDUC 871) [Pre- or corequisite: EDUC 860] EDUC 874* Clinical Practicum/Advisement for Reading & Literacy, Clinical Teaching (for students completing supervised fieldwork as working teachers) 3 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 37 – 40* *Students who complete Supervised Fieldwork/Advisement as head or assistant teachers must complete a 3-credit clinical practicum. Advanced Literacy Specialization Lynne Einbender, Director: 212–875–4754; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and 30 – 33 Credits application process. Applicants for this program must have Master of Education (Ed .M .) a master’s degree in education and initial New York State This program is designed for those who hold a master’s certification in classroom teaching. degree in education and wish to become literacy specialists in schools, clinics, private practice, or other professional Certification settings and to take on leadership positions. The curriculum Graduates are eligible for New York State certification in Lit- has been designed to develop students’ instructional and eracy, birth through grade 6. See page 146 for more detailed leadership strategies and an understanding of the academic, certification information. Completion or evidence of comple- intellectual, and emotional needs of children. Students tion of the three New York State mandated workshops in deepen their theoretical and practical knowledge of language Child Abuse Identification, School Violence Prevention, and and literacy theory so that they are able to identify strengths Harassment, Bullying, and Discrimination Prevention is a and needs of diverse learners. This program requires students requirement of this program. to serve as a course assistant in a literacy course as part of the fieldwork.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 536 Foundations: The Influence of Culture and Politics on Literacy Theory and Practice 2 EDUC 807 Communication Disorders in School-Age Children [Prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870] 2 EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 EDUC 867 The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6) 1 55 [Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor] EDUC 868 Approaches to Teaching Decoding to Diverse Learners [Prerequisite: EDUC 860] 2 LEAD 561 Supervising and Supporting Literacy Instruction in Diverse Settings 1 Select 4 credits from the following: CONCENTRATION IN CURRICULUM EDUC 576 Writing in the Elementary Grades 2 EDUC 865 Children’s Literature for Grades 3 – 6 1 EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 EDUC 573 Storytelling with Children 1 SETE 513N Bibliotherapy in the Early Childhood Setting (Grades Pre-School – 3) 1 TEED 593N Words that Move Us: Teaching Language Arts Kinesthetically 1 CONCENTRATION IN LEADERSHIP LEAD 510 Leadership in Curriculum and Instruction 3 LEAD 534 Foundations of Educational Leadership: Adult Development 1 LEAD 528N Dynamic Leadership: Inspiring and Supporting Your Teaching Faculty 1 CONCENTRATION IN LINGUISTIC DIVERSITY EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 561 Linguistics: Implications for Teachers 1 EDUC 651 Special Study: Strategies for Language and Concept Development 1 TESL 530 Theoretical Foundations: Social, Cultural, and Linguistic Diversity in School 3 TESL 862 Understanding Assessment, Evaluation, and Differentiation for Linguistically Diverse Students with Developmental Variations 3 CONCENTRATION IN SPECIAL EDUCATION EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor.] 2 EDUC 863 Collaboration and Differentiation in the Instruction of Children with Learning Variations [Prerequisites: EDUC 803; EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542.] 3 SPED 585N The Essential Orton-Gillingham 2 EDUC 525 Integrating Technology into the Curriculum in Inclusive and Special Education Settings 1 (continued on page 56) Advanced Literacy Specialization (continued)

Course Requirements (continued from page 55) EDUC 941 Teaching Literacy Supervised Fieldwork/Student Teaching/Advisement (2 semesters, concurrent with 12 EDUC 871) [Pre- or corequisite: EDUC 860] EDUC 874* Clinical Practicum/Advisement for Reading & Literacy, Clinical Teaching (for students completing supervised fieldwork as working teachers) 3 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 30 – 33**

*Students who complete Supervised Fieldwork/Advisement as head or assistant teachers must complete a 3-credit clinical practicum. **A 30-credit program assumes prerequisites in Child Development, Language Acquisition, and the Teaching of Literacy have already been met prior to admission

56 Reading and Literacy: Clinical Practice (Non-Certification)

Lynne Einbender, Director: 212–875–4754; Admissions Requirements [email protected] See page 123 for graduate school admissions criteria and 42 – 45 Credits application process. Master of Science in Education (M .S .Ed .) Certification This non-certification program is designed for individuals Graduates of this program are not eligible for certification. who want to become literacy specialists in private schools, clinics, private practice, or other professional environments. Students learn to use their knowledge of language and literacy theory to identify the strengths and needs of diverse learners in order to design effective and individualized strategies for teaching.

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 500 Child Development 3 EDUC 505 Language Acquisition and Learning in a Linguistically Diverse Society 2 EDUC 536 Foundations: The Influence of Culture and Politics on Literacy Theory and Practice 2 1 or 2 of the following to be selected in consultation with advisor: EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 or EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 or EDUC 565 Children’s Literature in a Balanced Reading Program (A Focus on Grades 3 – 8) 3 EDUC 576 Writing in the Elementary Grades 2 Communication Disorders in School-Age Children [Prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870] EDUC 807 2 57 EDUC 808 The Study of Children in Diverse and Inclusive Educational Settings through Observation and Recording 3 [Prerequisite: EDUC 500 or EDUC 800 or permission of the instructor] EDUC 860 Assessment and Instruction in Teaching Literacy to Children with Language and Learning Variations [Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568] 3 EDUC 862 Assessment, Diagnosis, and Evaluation of Children with Developmental Variations 3 EDUC 867 The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6) 1 [Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor] EDUC 868 Approaches to Teaching Decoding to Diverse Learners [Prerequisite: EDUC 860] 2 Choose one of the following: 1 credit EDUC 573 Storytelling with Children 1 or EDUC 865 Children’s Literature for Grades 3 – 6 1 or SETE 513N Bibliotherapy in the Early Childhood Setting (Grades Pre-School – 3) 1 or TEED 593N Words that Move Us: Teaching Language Arts Kinesthetically 1 EDUC 941 Teaching Literacy Supervised Fieldwork/Student Teaching/Advisement (2 semesters, concurrent with 12 EDUC 871) [Pre- or corequisite: EDUC 860] EDUC 874* Clinical Practicum/Advisement for Reading & Literacy, Clinical Teaching (for students completing supervised fieldwork as working teachers) 3 Integrative Master’s Project 0 TOTAL CREDITS 42 – 45*

*Students who complete Supervised Fieldwork/Advisement as head or assistant teachers must complete a 3-credit clinical practicum. Studies in Education: An Individualized Master’s Program

Sue Carbary, Director: 212–875–4509; [email protected] for children, creating developmentally appropriate content 30 Credits: Master of Science in Education (M .S .Ed .) for television and media, science education in the elementary 30 Credits: Master of Education (Ed .M .) school, and arts education programs, to name only a few.

Overview Prospective students are invited to discuss their interest in While most of the master’s degree programs at Bank Street this program with Sue Carbary to explore individual areas of College lead to certification in a particular field, a few of our concentration. programs are non-certification programs designed to provide flexibility for those seeking alternative master’s programs in Supervised Fieldwork/Advisement education designed to meet individual academic and career During one or two semesters, while students take courses, needs. they gain appropriate experience and intensive advisory support through supervised fieldwork/advisement. Students Studies in Education is our most flexible program. This pro- will enroll in supervised fieldwork for one semester (6 cred- gram allows you to put together a program that meets your its) or two semesters (12 credits). The fieldwork placements needs by choosing courses across programs at Bank Street, or will be selected with the student’s special focus in mind. For by going into more depth in an area of professional interest. students already working in an appropriate setting, this may This program is designed for students who wish to pursue an become the major work site for supervision. See page 13 for individualized course of study across the programmatic spec- a full description of supervised fieldwork/advisement. trum or in some area of concentration. It prepares professionals for a range of roles and does not lead to certification. Admissions Requirements See page 123 for graduate school admissions criteria and ap- Together, the student and the program director will plan an plication process. Applicants for this program must demon- appropriate course of study based on the student’s stated strate a strong interest in studying children, the way they goals. The program may include transfer credits and/or learn, and the adults who provide materials and leadership 58 individual study. During the year of supervised fieldwork/ for them. To qualify for the Ed.M. track, applicants must hold advisement, the student works closely with an advisor, who a prior master’s degree. may call on other faculty with expertise in the field of the student’s special interest. Students in Studies in Education Certification have pursued programs in areas such as writing for children, Graduates of this program are not eligible for certification. educational policy and advocacy, educational environments

Course Requirements (M .S .Ed .) (Ed .M) All students in the program take courses from a few core areas: 18 – 24 • human development • philosophy of education • curriculum development The remaining academic credits are taken in courses relevant to the student’s particular interests, including up to six approved graduate credits transferred into the program from other institutions. GSTD 960 Studies in Education Supervised Fieldwork/Student Teaching/Advisement 6 – 12 Integrative Master’s Project 0 TOTAL CREDITS 30 Child Life Online

Troy Pinkney-Ragsdale, Director: 212–875–4473; that meets Association of Child Life Professionals (ACLP) [email protected] standards of practice. Students are expected to apply for 42 Credits their internship the first spring after their date of matricula- Master of Science (M S. ). tion and must secure, begin and successfully complete an internship no later than the end of the 3rd fall semester after Overview their date of matriculation. Students must accumulate a to- The child life program prepares students for careers as tal of 600 hours in this setting by the completion of their in- child life specialists in both hospital and community health ternship. Students who are unable to meet this requirement care environments. Students develop the skills necessary will be unable to complete the program. Bank Street cannot to promote family-centered, developmentally appropriate guarantee an internship placement. Successful completion of care, and learn how to work with children and their families an internship is a mandatory component of the program. who are living with acute or chronic illness, surgery, trauma, injuries, and disabilities. Admissions Requirements See page 123 for graduate school admissions criteria and Throughout the program, students integrate theory and application process. Applicants for this program must have practice, grounding their work in a deep understanding completed a bachelor’s degree and demonstrate experience of child and adolescent development. Students learn to working with children. Additionally, applicants must com- advocate for and with children and their families, prepare plete at least 100 hours of volunteer work in a child life setting children for medical procedures, teach children and their and submit documentation of these hours to be considered families about their diagnosis and treatment, minimize for admission. It is recommended that students complete a stress and anxiety for children and their families, create child life practicum prior to applying for an internship. Intern- opportunities that strengthen self-esteem and indepen- ships are highly competitive; students who have completed dence, provide non pharmacological techniques to comfort volunteer hours with well and sick children under the direc- children, and provide life experiences that promote optimal tion of a Certified Child Life Specialist are likely to secure a growth and development. site placement. Practicum hours cannot be substituted for 59 volunteer hours. Clinical Experience and Supervised Fieldwork/Advisement During the semester of supervised fieldwork/advisement, Applicants will need to submit at least one letter of recom- students are interns in child life health care settings where mendation from a Certified Child Life Specialist (we recom- they are mentored by a Bank Street advisor and supervised mend that this be the supervisor of the volunteer or practicum by Certified Child Life Specialists in their fieldwork place- experience). Applicants must have a dedicated computer ment. Supervised fieldwork students participate in a weekly or tablet and reliable internet access to participate in this synchronous online conference group and ongoing advise- program. ment, which are instrumental in supporting professional growth and development during their internship. Certification The Association of Child Life Professionals grants child life Securing an Approved Internship Position professional certification. Upon successful completion of All child life students are required to secure an internship po- our child life master’s degree program including internship, sition in a clinical setting. Internships are either full time for graduates will be prepared to sit for the ACLP certification one semester; or part time for the full year. To gain this highly examination. For more information, contact the Associa- competitive position, child life students are strongly encour- tion of Child Life Professionals at (301) 881–7090 or (800) aged apply to a minimum of ten internship placements. Each 252–4515 or http://www.childlife.org. student must be interviewed for and accepted into a setting

“My introduction to Child Life Online was truly an eye opener for me, not only in the field of Child Life, but in the individualized attention that Bank

Street offers every student” Rachel, Child Life Online Child Life Online (continued)

Course Requirements Note: Students in the Child Life program follow a cohort model, taking courses in a prescribed sequence and timeline. 1st Fall EDUC 500 Child Development 3 1st Fall EDUC 821 Child Life in the Healthcare Setting: A Family-Centered Care Approach [Prerequisite or corequisite: EDUC 500] 3 1st Fall EDUC 826 Medical Aspects of Illness: A Child Life Perspective [Prerequisite or corequisite: EDUC 500] 3 1st Spring EDUC 503 Development: Adolescence through Emerging Adulthood [Prerequisite: EDUC 500] 3 1st Spring EDUC 829 Therapeutic Play Techniques for Child Life Specialists [Prerequisite: EDUC 500] 3 1st Spring EDUC 828 Loss in Children’s Lives: Implications for Schools, Hospitals, and Home [Prerequisite: EDUC 500] 3 1st Summer 1 EDUC 832 Cross-Cultural Perspectives: Families and Ethical Issues in Child Life Practice [Prerequisite: EDUC 500] 3 1st Summer 2 EDUC 621 Introduction to Child Life Documentation [Prerequisite: EDUC 500] 3 2nd Fall EDUC 822 Children with Special Healthcare Needs: In the Hospital, at Home and in School [Prerequisites: EDUC 500 and EDUC 821] 3 2nd Fall LEAD 825 Child Life Program Development and Administration [Prerequisite: EDUC 500] 3 2nd Spring EDUC 830 Research for Child Life Specialists [Prerequisite: EDUC 500] 3 2nd Spring EDUC 825 The Role of Child Life Beyond the Hospital: A Local, National, and Global View 3 2nd Fall, 2nd EDUC 950 Clinical Experience and Supervised Fieldwork: Children in Healthcare Settings 6 Spring or 3rd Fall STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 2nd Fall or 2nd Spring Integrative Master’s Project 0 TOTAL CREDITS 42

60 Child Life Online – Advanced Standing

Troy Pinkney-Ragsdale, Director: 212–875–4473; teach children and their families about their illness, mini- [email protected] mize stress and anxiety for children and their families, cre- 30 Credits ate opportunities that strengthen self-esteem and indepen- Master of Science (M S. ). dence, provide non-pharmacological techniques to comfort children, and provide life experiences that promote optimal Overview growth and development. The Advanced Standing program is designed for students who have experience working as Certified Child Life Special- Admissions Requirements ists in both hospital and community healthcare environ- See page 123 for graduate school admissions criteria and ments and wish to obtain a master’s degree to further their application process. Applicants for this program must have skills or career. Students strengthen the skills necessary to completed a bachelor’s degree and be employed as a Certified promote family-centered care and learn additional methods Child Life Specialist, in a hospital or healthcare setting. At to work with children and their families who are living with least one letter of recommendation must be from a Certified the realities of acute or chronic illness, surgery, trauma, Child Life Specialist (most likely your current supervisor). injuries, and disabilities. Students integrate theory and Applicants must have a dedicated computer or tablet and reli- practice as they learn developmentally appropriate ways of able internet access to participate in this program. working with children and their families in healthcare settings. Students learn to advocate for and with children and Certification their families, prepare children for medical procedures, This program does not lead to certification.

Course Requirements Note: Students in the Child Life program follow a cohort model, taking courses in a prescribed sequence and timeline. 1st Fall EDUC 500 Child Development 3 1st Fall EDUC 826 Medical Aspects of Illness: A Child Life Perspective [Prerequisite or corequisite: EDUC 500] 3 1st Spring Development: Adolescence through Emerging Adulthood [Prerequisite: EDUC 500] EDUC 503 3 61 1st Spring EDUC 829 Therapeutic Play Techniques for Child Life Specialists [Prerequisite: EDUC 500] 3 1st Spring EDUC 828 Loss in Children’s Lives: Implications for Schools, Hospitals, and Home [Prerequisite: EDUC 500] 3 1st Summer 1 EDUC 832 Cross-Cultural Perspectives: Families and Ethical Issues in Child Life Practice [Prerequisite: EDUC 500] 3 2nd Fall EDUC 822 Children with Special Healthcare Needs: In the Hospital, at Home and in School [Prerequisites: EDUC 500 and EDUC 821] 3 2nd Fall LEAD 825 Child Life Program Development and Administration [Prerequisite: EDUC 500] 3 2nd Fall Integrative Master’s Project 0 2nd Spring EDUC 830 Research for Child Life Specialists [Prerequisite: EDUC 500] 3 2nd Spring EDUC 825 The Role of Child Life Beyond the Hospital: A Local, National, and Global View 3 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 TOTAL CREDITS 30

Teacher Leader in Mathematics Education

Robin Hummel, Director: 212–875–4640; [email protected] Once admitted to this program, students must complete a 33 credits course in child or human development before graduating Master of Science in Education (M .S .Ed .) from this program.

This program is designed for elementary and middle school Supervised Fieldwork/Advisement teachers who wish to prepare for leadership roles in their This component of the program is completed during the schools while bolstering their own capacity to do mathemat- two intervening academic years between the three summer ics knowledgeably and confidently. It is appropriate for those residency periods. Through supervised fieldwork/advise- who want to continue classroom teaching or for those who ment, candidates synthesize theory and practice, enhance wish to become math coaches or staff developers in their their classroom teaching, and explore new approaches to schools. Candidates grapple together with the big ideas of mathematics pedagogy. At the same time, they explore the mathematics, exploring how diverse children and adults possibilities of the teacher leader role. Candidates are visited learn this content, and how to provide professional develop- in their settings twice a semester each year if they are close to ment for teachers and administrators. They delve deeply into the New York metropolitan area; otherwise, advisement is fa- mathematics pedagogy, explore mathematics curricula, and cilitated by means of video and synchronous online meetings. experience the use of action research to improve mathematics practice. Certification This program is designed for teachers who have initial New Candidates enroll in three consecutive Summer 2 sessions, York State teacher certification and wish to earn professional taking intensive coursework in mathematics and mathemat- classroom certification. Candidates with initial certification in ics leadership. During the intervening two academic years, early childhood general education and/or childhood general candidates engage in supervised fieldwork in their own education will be recommended for professional certification schools, continuing their teaching responsibilities while as- in either of these areas once they have successfully com- suming a range of leadership tasks related to peer support pleted the program. With permission of the program director, 62 and collaboration, coaching, professional development, and candidates may transfer into the Leadership in Mathematics curriculum development. Because the coursework is offered Education program (see page 81) after beginning the program, in three consecutive Summer 2 terms, the program is open or may pursue School Building Leader (SBL) certification both to people in the New York metropolitan area and to at a later time, but will be required to complete the addi- those who live at a distance. tional coursework and fieldwork experiences required by the second program. See page 146 for more detailed certification Admissions Requirements information. Completion or evidence of completion of the See page 123 for graduate school admissions criteria and three New York State mandated workshops in Child Abuse application process. This program does not require a back- Identification, School Violence Prevention, and Harassment, ground in mathematics. Applicants for this program should Bullying, and Discrimination Prevention is a requirement of have at least one full year of teaching experience; strong this program. candidates in their first year of teaching will be considered. Teacher Leader in Mathematics Education (continued)

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with program director or advisor. LEAD 510 Leadership in Curriculum and Instruction 3 LEAD 534 Foundations of Educational Leadership: Adult Development 1 LEAD 611 Professional Development for Mathematics Leaders 3 LEAD 661 Research for Mathematics Leaders I 1 LEAD 662 Research for Mathematics Leaders II [Prerequisite LEAD 661] 1 LEAD 840 Practicum in Mathematics Leadership I 3 LEAD 841 Practicum in Mathematics Leadership II 3 LEAD 842 Practicum in Mathematics Leadership III 0 MATH 525 Mathematics for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners 3 MATH 541 Integrated Mathematics I 3 MATH 542 Integrated Mathematics II [Prerequisite: MATH 541] 3 MATH 543 Integrated Mathematics III [Prerequisite: MATH 542] 3 LEAD 940 Mathematics Leadership Supervised Fieldwork/Advisement (2 years) 6 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 MAPF 500 Integrative Master’s Project 0 TOTAL CREDITS 33

63 Early Childhood General Education with Purchase College, The State University of New York

This program is designed for students enrolled at Purchase Certification College, The State University of New York (Purchase Col- Graduates are eligible for New York State certification in lege, SUNY). Eligible students are those who have taken Early Childhood General Education, birth through grade 2. specified courses as undergraduates (see below). The 20 See page 146 for more detailed certification information. credits earned for the courses taken at Purchase College, Completion or evidence of completion of the three New York SUNY count towards the completion of 10 Master’s degree State mandated workshops in Child Abuse Identification, credits in Early Childhood General Education. School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

Purchase College, SUNY Course Titles and Credits PSY 2650 20. Child Development and one of the following: 4 and PSY3330 .20 Social Development or PSY 3845 20. Gender Development or 64 PSY 3725 20. Development Psychopathology or PSY 3345 20. Cognitive Development 4 (Note: The above requirement stands in for EDUC 500 Child Development 3 credits) PSY 3490 .20 Development of Language 4 SOC 3500 20. Sociology of Education 4 PSY 3850 20. Practicum/Internship in Early Childhood Development 4

TOTAL CREDITS 20 (continued on page 65)

“What I appreciate most about my program at Bank Street is the balance between coursework and fieldwork. There is the expectation that the theory that you learn in class will be applied in a real setting, which has truly

prepared me for professional practice.” Amanda, Early Childhood and Childhood General Education Early Childhood General Education with Purchase College, The State University of New York (continued)

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive 2 Settings (Grades N – 6) EDUC 510 Curriculum in Early Childhood Education (Grades N–3) 3 or EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities EDUC 633 Social and Historical Foundations of Early Childhood Education (Pending approval of the Curriculum 1 Committee) EDUC 634 Working with Emergent Bilingual Learners (Pending approval of the Curriculum Committee) 1 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 Elective credits as needed to complete the requirements of the program 2 – 4 EDUC 955 Early Childhood Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 991 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences (for students 1 completing fieldwork as head or assistant teachers [with some exceptions]) STMD 100 State Mandated Training on School Violence Prevention 0 65 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 35 Early Childhood Special and General Education Dual Certification with Purchase College, The State University of New York

Sue Carbary, Director: 212-875-4509; [email protected] Admissions Requirements 40-43 Credits See page 123 for graduate school admissions criteria and Master of Science in Education (M .S .Ed .) application process. Applicants for this program must demonstrate a background in the liberal arts and sciences. This program is designed for students enrolled at Purchase Students must have a GPA of 3.0 overall and in the early College, The State University of New York (Purchase Col- childhood courses taken at Purchase College, SUNY. lege, SUNY). Eligible students are those who have taken specified courses as undergraduates (see below). The 20 Certification credits earned for the courses taken at Purchase College, Graduates are eligible for New York State certification in SUNY count towards the completion of 10 Master’s degree Early Childhood General Education and Teaching Students credits in Early Childhood Special and General Education with Disabilities, birth through grade 2. See page 146 for Dual Certification. more detailed certification information. Completion or evidence of completion of the three New York State mandated workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

Purchase College, SUNY Course Titles and Credits PSY 2650 20. Child Development and one of the following: 4 and PSY3330 .20 Social Development or PSY 3845 20. Gender Development 66 or PSY 3725 20. Development Psychopathology or PSY 3345 20. Cognitive Development 4 (Note: The above requirement stands in for EDUC 500 Child Development 3 credits) PSY 3490 .20 Development of Language 4 SOC 3500 20. Sociology of Education 4 PSY 3850 20. Practicum/Internship in Early Childhood Development 4 TOTAL CREDITS 20 (continued on page 67) Early Childhood Special and General Education Dual Certification with Purchase College, The State University of New York (continued)

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 (Grades N – 6) EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities EDUC 629 Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention 1 EDUC 633 Social and Historical Foundations of Early Childhood Education 1 EDUC 634 Working with Emergent Bilingual Learners 1 EDUC 803 Developmental Variations [Prerequisite: EDUC 500* or EDUC 501 or EDUC 800 or permission of instructor] 2 EDUC 823 Play Techniques for Early Childhood Settings [Prerequisite: EDUC 803] 1 EDUC 869 Early Language and Literacy in Sociocultural Contexts: Supporting Development and Adapting for Disability 2 [Prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505*] EDUC 893 Approaches to Early Childhood Assessment [Prerequisite: EDUC 803 or EDUC 894] 2 EDUC 895 Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, 2 Planning, and Instruction [Prerequisite: EDUC 894*] Elective credits as needed to complete the requirements of the program 0 – 1 67 EDUC 963 Early Childhood Special and General Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 992** Summer Supervised Fieldwork/Advisement for Early Childhood Special Education Head and Assistant 3 Teachers STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 40-43** * Candidates in this program are assumed to have completed equivalent coursework to EDUC 500, EDUC 505 and EDUC 894 and therefore these courses have been waived as a prerequisite for courses in this program. ** Students who complete Supervised Fieldwork/Advisement as head or assistant teachers must complete a 3-credit summer field placement.

Early Childhood and Childhood General Education Dual Certification with Purchase College, The State University of New York

Stan Chu, Director: 212-875-4499; [email protected] Admissions Requirements (for prospective head or assistant teachers) See page 123 for graduate school admissions criteria and Michele Ryan, Director: 212-875-4588; [email protected] application process. Applicants for this program must (for those who will be student teachers) demonstrate a background in the liberal arts and sciences. 36 Credits Students must have a GPA of 3.0 overall and in the early Master of Science in Education (M .S .Ed .) childhood/childhood courses taken at Purchase College, SUNY. This program is designed for students enrolled at Purchase College, The State University of New York (Purchase Col- Certification lege, SUNY). Eligible students are those who have taken Graduates are eligible for New York State certification in specified courses as undergraduates (see below). The 20 Early Childhood General Education, birth through grade credits earned for the courses taken at Purchase College, 2, and Childhood General Education, grades 1 through 6. SUNY count towards the completion of 10 Master’s degree See page 146 for more detailed certification information. credits in Early Childhood and Childhood General Education Completion or evidence of completion of the three New York Dual Certification. State mandated workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention is a requirement of this program.

Purchase College, SUNY Course Titles and Credits PSY 2650 20. Child Development and one of the following: 4 and PSY3330 .20 Social Development 68 or PSY 3845 20. Gender Development or PSY 3725 20. Development Psychopathology or PSY 3345 20. Cognitive Development 4 (Note: The above requirement stands in for EDUC 500 Child Development 3 credits) PSY 3490 .20 Development of Language 4 SOC 3500 20. Sociology of Education 4 PSY 3850 20. Practicum/Internship in Early Childhood Development 4 TOTAL CREDITS 20 (continued on page 69) Early Childhood and Childhood General Education Dual Certification with Purchase College, The State University of New York (continued)

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Choose one of the following reading/literacy and language/literature pairs: EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 and EDUC 867 The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6) 1 [Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor] OR EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 –6) 3 and EDUC 867 The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6) 1 [Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor] Choose one of the following language and literature pairs: EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 and EDUC 865 Children’s Literature for Grades 3–6 [Prerequisite: EDUC 564 or permission of instructor] 1 OR EDUC 565 Children’s Literature in a Balanced Reading Program (A Focus on Grades 3 – 8) 3 and EDUC 864 Emergent Literacy and Selecting Literature for Young Children [Prerequisite: EDUC 565] 1 OR EDUC 565 Children’s Literature in a Balanced Reading Program (A Focus on Grades 3 – 8) 3 and TEED 505N Selecting and Evaluating Recently Published Children’s Books (PreK – 4) 1 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings 2 69 (Grades N – 6) Choose one of the following curriculum pairs: EDUC 510 Curriculum in Early Childhood Education (Grades N – 3) 3 and EDUC 866 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 [Prerequisite: EDUC 510 or EDUC 514] OR EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities and EDUC 866 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 [Prerequisite: EDUC 510 or EDUC 514] OR EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 and EDUC 606 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 OR EDUC 517 Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years) 3 and EDUC 606 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 EDUC 633 Social and Historical Foundations of Early Childhood and Childhood Education 1 EDUC 634 Working with Emergent Bilingual Learners 1 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 Elective credits as needed to complete the requirements of the program 1 – 2 EDUC 958 Early Childhood and Childhood General Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 36 Childhood General Education with Purchase College, The State University of New York

This program is designed for students enrolled at Purchase Certification College, The State University of New York (Purchase Col- Graduates are eligible for New York State certification in lege, SUNY). Eligible students are those who have taken Childhood General Education, grades 1 through 6. See page specified courses as undergraduates (see below). The 20 146 for more detailed certification information. Comple- credits earned for the courses taken at Purchase College, tion or evidence of completion of the three New York State SUNY count towards the completion of 10 Master’s degree mandated workshops in Child Abuse Identification, School credits in Childhood General Education. Violence Prevention, and Harassment, Bullying, and Dis- crimination Prevention is a requirement of this program.

Purchase College, SUNY Course Titles and Credits PSY 2650 20. Child Development and one of the following: 4 and PSY3330 .20 Social Development or PSY 3845 20. Gender Development 70 or PSY 3725 20. Development Psychopathology or PSY 3345 20. Cognitive Development 4 (Note: The above requirement stands in for EDUC 500 Child Development 3 credits) PSY 3490 .20 Development of Language 4 SOC 3500 20. Sociology of Education 4 PSY 3850 20. Practicum/Internship in Early Childhood Development 4

TOTAL CREDITS 20 (continued on page 71) Childhood General Education with Purchase College, The State University of New York (continued)

Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the program director or advisor. EDUC 535 Science for Teachers (Grades N – 6) 2 or EDUC 551 Science Inquiry for Children in the Natural Environment 3 or TEED 648N The Delicate Connection of People and the Biology of the Rainforest 2 or 3 EDUC 540 Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6) 2 Choose one of the following reading/literacy and language/literature pairs: EDUC 563 The Teaching of Reading, Writing, and Language Arts (Grades K – 3) 3 and EDUC 565 Children’s Literature in a Balanced Reading Program (A Focus on Grades 3 – 8) 3 OR EDUC 564 Language, Literature, and Emergent Literacy (A Focus on Grades N – 3) 3 and EDUC 568 Teaching Literacy in the Elementary Grades (Grades 2 – 6) 3 EDUC 590 Arts Workshop for Teachers (Grades N – 6) 2 or EDUC 591 Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings (Grades N – 6) 2 Choose one of the following curriculum pairs: EDUC 510 Curriculum in Early Childhood Education (Grades N – 3) 3 and EDUC 866 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 [Prerequisite: EDUC 510 or EDUC 514] OR EDUC 514 Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for 3 Children of Diverse Backgrounds and Abilities and EDUC 866 A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades 1 [Prerequisite: EDUC 510 or EDUC 514] OR EDUC 511 Curriculum Development through Social Studies (Elementary and Middle School) 3 and EDUC 606 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 OR 71 EDUC 513 Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6) 3 and EDUC 606 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 OR EDUC 517 Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years) 3 and EDUC 606 Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum 1 EDUC 633 Social and Historical Foundations of Early Childhood and Childhood Education 1 EDUC 634 Working with Emergent Bilingual Learners 1 EDUC 803 Developmental Variations [Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor] 2 Elective credits as needed to complete the requirements of the program 1 – 3 EDUC 956 Childhood General Education Supervised Fieldwork/Student Teaching/Advisement 12 EDUC 990 Extended Field Experiences with Diverse Learners (for students completing fieldwork as student teachers) 0 or EDUC 991 Integrative Seminar in High Needs Educational Settings: Extended Field Experiences (for students 1 completing fieldwork as head or assistant teachers [with some exceptions]) STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 35 Educational Leadership Department

72 Educational Leadership Department Anthony Conelli, Department Chair: 212-875-4710 [email protected]

Overview The Educational Leadership Department seeks to enhance transformational educational change. Candidates consider learning in early childhood and PreK–12 programs as well as the sociopolitical realities that frame the work of schools, the museum settings by preparing leaders who have the knowl- ethical and moral dimensions of leadership, the role of leader edge, skills, and commitment needed to engage learners, as researcher, and the practices of school administration. strengthen professional practice, and guide continuous organizational improvement. Our Educational Leadership programs align with national and state leadership standards. Programs of study include The Department views leadership as transformative, hu- Leadership for Educational Change, Principals Institute, mane, collaborative, and personal. It expects candidates Future School Leaders Academy, Early Childhood Leader- to bring insight into child development to their studies and ship, Leadership in Mathematics Education, Leadership in to gain a wide range of conceptual understandings and Museum Education, and School District Leadership. A Special skills—including those related to adult development, to the Education Leadership focus and a focus on Leadership in the sociocultural, historical, and political foundations of school Arts are available to qualified candidates in the Leadership leadership, to organizational development, to leadership in for Educational Change program. curriculum and instruction, and to the school change process—needed to succeed as school leaders. The Department offers the Master of Science in Education (M.S.Ed.) and the Master of Education (Ed.M.) degrees. Drawing heavily upon the philosophy of progressivism elabo- The M.S.Ed. requires from 30 to 42 credits (depending on rated by Bank Street’s founders, our approach challenges the program). The Ed.M., an advanced degree program for leaders to attend both to the unique qualities and potential candidates who already have a master’s degree in education, each learner brings to the classroom and to the educator’s requires 30–36 credits of study at Bank Street. 73 role in creating a more caring, just society. Our programs enable candidates to explore the complexities and dynamics of

“I enjoyed everything about my experience at Bank Street—the people, the classes, assignments, readings. I feel that I was stretched and challenged, and that my classmates were as interested as I was in grappling with substantive issues in education...The teachers are skilled, knowledgeable,

and compassionate; it’s a vibrant community.” Edward, Leadership for Educational Change Leadership for Educational Change

Gil Schmerler, Director: 212–875–4709; [email protected] School Building Leader Certification 39 credits: Master of Science in Education (M .S .Ed .) Graduates are eligible for New York State School Building 36 credits*: Master of Education (Ed .M .) Leader (SBL) certification. To be eligible for certification, *Holders of prior Bank Street master’s degrees and school principals/ candidates must have successfully completed three years of directors are each eligible for a 3 credit reduction of this requirement, teaching or pupil personnel service work in PreK–12 settings which can in no case be less than 30 credits. and pass both the New York State School Building Leader Assessment and the Educating All Students exam. See page The Leadership for Educational Change program prepares 146 for more detailed certification information. Completion or flexible, creative, and responsive leaders for a wide range evidence of completion of the three New York State mandat- of leadership positions within educational institutions. The ed workshops in Child Abuse Identification, School Violence program is based on the premise that leaders must under- Prevention, and Harassment, Bullying, and Discrimination stand the ever-changing human, organizational, and societal Prevention is a requirement of this program. contexts of education and use change in the service of more effective and humane schooling for children. Candidates are School District Leader Certification teachers and practicing leaders in public and independent Qualified graduates of the Leadership for Educational Change schools (preschool through high school) in New York City and program will also be recommended for School District Lead- the surrounding districts. Graduates are school principals, as- ership (SDL) certification if they successfully complete the sistant principals, district leaders, curriculum and profession- optional five-credit SDL sequence (described on page 84) and al developers, and teacher leaders throughout the country. if they can document successful completion of a total of 60 graduate credits. These five one-credit courses may be taken as There are two primary master’s degree options for those in electives within the basic Leadership for Educational Change Leadership for Educational Change programs: a 39-credit program, or may be taken over and above those program M.S.Ed. for those who do not yet hold a master’s degree requirements. Graduates must complete the SDL sequence and a 36 credit Ed.M. for those who already hold a master’s within eight years of graduation to qualify for this option. To 74 degree in education or leadership. (See footnote above for qualify for the SDL certificate, candidates must pass the cor- exceptions to the 36 credit Ed.M.) responding New York State Assessment.

Supervised Fieldwork/Advisement Focus on Leadership in Special Education During one academic year, candidates practice leadership in Candidates in Leadership for Educational Change who want their work settings or in supervised placements with expert to focus on special education may use their elective credits leaders, with considerable on-site support from both their to take a six-credit sequence (two courses) in Leadership in Bank Street advisor and their site supervisor. During super- Special Education (see list of suggested electives, next page). vised fieldwork/advisement, candidates work closely with Candidates who pursue this option will integrate special edu- their advisor and peers in integrating theory and practice. cation issues and experiences into their supervised fieldwork/ advisement and Professional Seminar project. Admissions Requirements See page 123 for graduate school admissions criteria and Focus on Leadership in the Arts application process. Applicants for this program should have Candidates in Leadership for Educational Change who want at least two years of teaching or pupil personnel experience to focus on the arts may use their elective credits to take up (PreK-12) and have demonstrated leadership capacity in their to six credits in arts courses at our partner institution, Sarah work. Lawrence College. Candidates who pursue this option will integrate arts issues and experiences into their supervised fieldwork/advisement and Integrative Master’s Project. Dur- ing supervised fieldwork/advisement, there will be opportunities to visit cultural/arts institutions. Leadership for Educational Change (continued)

Course Requirements M .S .Ed . Degree: 39 credits LEAD 503 Adult Development: Implications for Educational Leadership 3 LEAD 510 Leadership in Curriculum and Instruction 3 LEAD 530 Education Policy, Advocacy, and Law 3 LEAD 615 Processes of Supervision and Professional Development 3 LEAD 660 Research for Educational Change 3 LEAD 770 Leadership Professional Seminar (satisfies the Integrative Master’s Project requirement) 3 Elective credits as needed to complete the requirements of the program (see below) 9 LEAD 900 Leadership for Educational Change Supervised Fieldwork/Advisement 12 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Communications Skills Seminar 0 TOTAL CREDITS 39

Course Requirements Ed .M . Degree: 36 Credits* LEAD 503 Adult Development: Implications for Educational Leadership 3 LEAD 510 Leadership in Curriculum and Instruction 3 LEAD 530 Education Policy, Advocacy, and Law 3 LEAD 615 Processes of Supervision and Professional Development 3 LEAD 660 Research for Educational Change 3 LEAD 770 Leadership Professional Seminar (satisfies the Integrative Master’s Project requirement) 3 Elective credits as needed to complete the requirements of the program (see below) 6* LEAD 900 Leadership for Educational Change Supervised Fieldwork/Advisement 12 STMD 100 State Mandated Training on School Violence Prevention 0 75 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Communications Skills Seminar 0 TOTAL CREDITS 36 * A prior Bank Street master’s degree - and experience as a school principal/director - may each reduce the requirement for the Ed.M. by three (3) credits, but in no case less than 30 credits.

Possible Electives To be taken as needed to fulfill the program requirements and the number of credits required for degree. Select in consultation with, and approval of, advisor. EDUC 604 Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings 2 LEAD 560 Literacy and Leadership 3 LEAD 561 Supervising and Supporting Literacy Instruction in Diverse Settings 1 LEAD 601 Team Building and Collaborative Decision Making: Practices of Democratic Schooling 3 LEAD 603 School Change: The Transformational Leader 3 LEAD 621 Fiscal Management for Educational Leaders 1 LEAD 630 Law for School Leaders 3 LEAD 650 Leadership Individual Study 1/2/3 LEAD 861 Leading a School District I 1 LEAD 862 Leading a School District II 1 LEAD 863 Leading a School District III 1 LEAD 864 Leading a School District IV 1 LEAD 870 Special Education Leadership: The District Perspective 1 LEAD 871 Special Education Leadership I: Implementation of IDEA 3 LEAD 872 Special Education Leadership II: Leading Inclusive Communities of Learners 3 Principals Institute

Ellis Scope, Director: 212–875–4521; [email protected] Street advisors work with mentor principals to ensure that 39 credits: Master of Science in Education (M .S .Ed .) the individual needs of each candidate are met, and work 36 credits: Master of Education (Ed .M .) with candidates to process the internship experience and gauge progress. The mentor principal supports the candidate Established in 1989, the Principals Institute is committed to through a developmental learning experience. preparing leaders who will initiate and nurture progressive practices in New York City public schools and offers tuition Admissions Requirements subsidies to qualified applicants. A cohort program enrolling See page 123 for graduate school admissions criteria and ap- groups of 20–25 New York City public school professionals, plication process. Applicants for this program should have at the program leads to a Master of Science in Education, or for least three years of teaching experience (PreK-12). applicants with a prior master’s degree, a Master of Educa- Certification tion degree, with a concentration in school leadership, and to Graduates are eligible for New York State School Building New York State certification as a School Building Leader. The Leader (SBL) certification. To be eligible for certification, program is generally completed in 16 months, including one candidates must have successfully completed three years of summer. teaching or pupil personnel service work in PreK–12 settings. Candidates are also required to pass both the New York State Supervised Fieldwork/Advisement School Building Leader Assessment and the Educating All Supervised fieldwork/advisement is integrated throughout Students exam. See page 146 for more detailed certification the program, beginning with the first semester. In addition, information. Completion or evidence of completion of the a Summer Internship provides opportunities for candidates three New York State mandated workshops in Child Abuse to experience alternate school placements. Candidates are Identification, School Violence Prevention, and Harassment, supported by a Bank Street advisor in a variety of activities Bullying, and Discrimination Prevention is a requirement of including a school-based internship, conference groups, and this program. on-site meetings. Throughout supervised fieldwork, Bank 76 Course Requirements M .S .Ed . Degree: 39 credits LEAD 503 Adult Development: Implications for Educational Leadership 3 LEAD 510 Leadership in Curriculum and Instruction 3 LEAD 537 Organizational Development: Implications for Educational Leadership 3 LEAD 600 Leadership Communications Seminar 1 LEAD 603 School Change: The Transformational Leader 3 LEAD 604 Development of Educational Policy 1 LEAD 615 Processes of Supervision and Professional Development 3 LEAD 621 Fiscal Management for Educational Leaders 1 LEAD 630 Law for School Leaders 3 LEAD 660 Research for Educational Change 3 LEAD 871 Special Education Leadership I: Implementation of IDEA 3 LEAD 912 Principals Institute Supervised Fieldwork/Advisement 8 LEAD 913 Practicum in Urban School Leadership 1 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Elective credits approved by the program director as needed to complete the requirements of the program 3 TOTAL CREDITS 39 Principals Institute

Course Requirements Ed .M . Degree: 36 Credits LEAD 503 Adult Development: Implications for Educational Leadership 3 LEAD 510 Leadership in Curriculum and Instruction 3 LEAD 537 Organizational Development: Implications for Educational Leadership 3 LEAD 600 Leadership Communications Seminar 1 LEAD 603 School Change: The Transformational Leader 3 LEAD 604 Development of Educational Policy 1 LEAD 615 Processes of Supervision and Professional Development 3 LEAD 621 Fiscal Management for Educational Leaders 1 LEAD 630 Law for School Leaders 3 LEAD 660 Research for Educational Change 3 LEAD 871 Special Education Leadership I: Implementation of IDEA 3 LEAD 912 Principals Institute Supervised Fieldwork/Advisement 8 LEAD 913 Practicum in Urban School Leadership 1 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 TOTAL CREDITS 36

77 Early Childhood Leadership Principals Institute

Denise Prince, Director: 212–875–4585; [email protected] Certification 38 credits Graduates are eligible for New York State School Building Master of Science in Education (M .S .Ed .) Leader (SBL) certification. To be eligible for certification, candidates must have successfully completed three years of The Early Childhood Leadership program is geared to indi- teaching or pupil personnel service work in PreK–12 settings viduals who aspire to leadership positions in early childhood and must pass both the New York State School Building centers and elementary schools. Allied with Bank Street’s Leader Assessment and the Educating All Students exam. See Principals Institute, the program is open to those who aspire page 146 for more detailed certification information. Comple- to leadership positions in NYC public schools (including char- tion or evidence of completion of the three New York State ter schools) and NYC community-based centers. mandated workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimi- Admissions Requirements nation Prevention is a requirement of this program. See page 123 for graduate school admissions criteria and application process. Applicants for this program should have at Dual Certification (SBL and SDL) Option least three years of experience working in an early childhood By taking an additional five credits of coursework in School center in a NYC or tri-state area community-based center or District Leadership (see SDL course requirements on page elementary school (PreK-3). 84), qualified candidates who can document successful completion of a total of 60 graduate credits (including credits Supervised Fieldwork/Advisement earned at Bank Street) may also be recommended for New This component of the program is completed during a full ac- York State School District Leader (SDL) certification. Gradu- ademic year, usually in the first year of the program. Through ates must complete the SDL sequence within eight years of supervised fieldwork/advisement, candidates practice leader- graduation to qualify for this option. They must also pass the ship activities in their work settings and, with guidance from New York State SDL assessment. their advisors and site mentors, develop the ability to 78 synthesize theory and practice.

Course Requirements EDUC 500 Child Development 3 LEAD 510 Leadership in Curriculum and Instruction 3 LEAD 532 Foundations of Educational Leadership: Ethics and Philosophy 1 LEAD 533 Foundations of Educational Leadership: Law, History, and Economics 1 LEAD 534 Foundations of Educational Leadership: Adult Development 1 LEAD 535 Foundations of Educational Leadership: Organizational Development 1 LEAD 615 Processes of Supervision and Professional Development 3 LEAD 621 Fiscal Management for Educational Leaders 1 LEAD 660 Research for Educational Change 3 LEAD 830 Early Childhood Leadership Practicum in Clinical Supervision [Prerequisite: LEAD 615] 3 LEAD 831 Early Childhood Leadership Practicum in Organizational Development [Prerequisite: LEAD 535] 3 LEAD 832 Policy Issues in the Design of Children’s Services [Corequisite: LEAD 833] 1 LEAD 833 Early Childhood Leadership Policy Internship [Corequisite: LEAD 832] 3 LEAD 871 Special Education Leadership I: Implementation of IDEA 3 LEAD 930 Early Childhood Supervised Fieldwork/Advisement (2 semesters) 8 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 Integrative Master’s Project 0 TOTAL CREDITS 38 Future School Leaders Academy

Anthony Conelli, Director, 212–875–4710; [email protected] Admissions Requirements 30 credits See page 123 for graduate school admissions criteria and FSLA Master of Education (Ed .M .) webpage for the application process. Candidates are nomi- nated by a participating school district or BOCES. Applicants The Future School Leaders Academy (FSLA) aims to increase for this program must have a master’s degree in educa- the size, quality, and diversity of the pool of candidates for tion and at least three years of teaching or pupil personnel educational leadership positions in the public schools and dis- experience (PreK-12) and demonstrate leadership ability in an tricts in the lower Hudson Valley region and to enable these educational setting, including a commitment to working with individuals to address leadership challenges and the region’s diverse populations and implementing strategies to close the unique conditions and priorities. The program uses a collab- achievement gap. FSLA offers a Transition D option for school orative, hands-on approach to leadership preparation and is or district staff that have at least three years of experience offered in partnership with Putnam/Northern Westchester that is equivalent to a teacher, administrator or pupil person- BOCES and participating school districts. nel provider; a master’s degree in a relevant field; and who demonstrates promise as an educational leader. FSLA is designed to develop candidates’ ability to lead and manage schools and districts as purposeful, effective, hu- Supervised Fieldwork/Advisement mane organizations, in order to achieve continuous growth, With the aim of helping candidates synthesize theory and equity, and excellence. It seeks to broaden and deepen candi- practice, supervised fieldwork/advisement extends over the dates’ understanding of values, trends, and issues that affect two years of the program. Candidates complete a building learning and teaching, schools, and their communities. There and district leadership internship encompassing a wide range is a specific focus on the challenges of developing learning of activities in their schools, guided by their on-site super- communities and improving achievement in increasingly di- visors and their Bank Street advisors. They participate in verse districts and schools and on how to develop a culture of conference groups on a regular basis. innovation, risk taking, and reflective practice to foster good teaching and learning. Certification 79 FSLA leads to an advanced master’s degree (Ed.M.) and To successfully complete the program, candidates must graduates are eligible for New York State K–12 certifica- complete the 30-credit course of study, a culminating project tion as a School Building Leader (SBL) and a School District and standards-based portfolio, and a 600-hour building and Leader (SDL). To qualify for each certificate, candidates must district leadership internship. The course of study is over two pass the corresponding New York State Assessment and the academic years and the intervening summer and is organized Educating All Students exam. Transition D candidates will around four core themes: leading learning, leading a learning only qualify for certification as a School District Leader (SDL). organization, using a learner-centered approach to manag- See page 146 for more detailed certification information. ing resources and policies, and leading improvement through Completion or evidence of completion of the three New York inquiry and action. State mandated workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention (DASA) is a requirement of this program. Future School Leaders Academy (continued)

Course Requirements LEAD 510 Leadership in Curriculum and Instruction 3 LEAD 532 Foundations of Educational Leadership: Ethics and Philosophy 1 LEAD 534 Foundations of Educational Leadership: Adult Development 1 LEAD 535 Foundations of Educational Leadership: Organizational Development 1 LEAD 603 School Change: The Transformational Leader 3 LEAD 604 Development of Educational Policy 1 LEAD 615 Processes of Supervision and Professional Development 3 LEAD 630 Law for School Leaders 3 LEAD 660 Research for Educational Change 3 LEAD 861 Leading a School District I 1 LEAD 862 Leading a School District II 1 LEAD 863 Leading a School District III 1 LEAD 864 Leading a School District IV 1 LEAD 870 Special Education Leadership: The District Perspective 1 LEAD 906 Future School Leaders Academy Supervised Fieldwork/Advisement 6 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 TOTAL CREDITS 30

80 Leadership in Mathematics Education

Robin Hummel, Director: 212–875–4640; [email protected] their work settings and, with guidance, develop the ability to 37 credits synthesize theory and practice. Candidates are visited in their Master of Science in Education (M .S .Ed .) settings twice a semester each year if they live close to the New York metropolitan area; otherwise, advisement is facili- This program is designed for elementary or middle school tated by means of video and synchronous online meetings. teachers, coaches, or administrators who want to become mathematics leaders and earn New York State School Build- Certification ing Leader certification. It is a unique program that combines Graduates are eligible for New York State School Building opportunities for candidates to learn more mathematics, Leader (SBL) certification. It also offers professional teaching enhance mathematics pedagogy, delve deeply into profes- certification to those who hold NYS initial certification. To be sional development issues, and learn a full range of essential eligible for SBL certification, candidates must have success- school leadership skills.* fully completed three years of teaching or pupil personnel service work in PreK–12 settings and must pass both the Candidates enroll in three consecutive Summer 2 residency New York State School Building Leader Assessment and the sessions, taking intensive coursework in mathematics, math- Educating All Students exam. See page 146 for more detailed ematics leadership, and school building leadership. During certification information. Completion or evidence of comple- the intervening two academic years, candidates engage in tion of the three New York State mandated workshops in supervised fieldwork in their own schools, continuing their Child Abuse Identification, School Violence Prevention, and teaching or administrative responsibilities while assuming a Harassment, Bullying, and Discrimination Prevention is a range of additional leadership tasks with an emphasis on pro- requirement of this program. fessional development in mathematics. Because the courses are offered in three consecutive Summer 2 residency terms, Dual Certification (SBL and SDL) Option the program is open to those who live either in the New York By taking an additional five credits of coursework in School area or at a distance. District Leadership (see SDL course requirements on page 84), qualified candidates who can document successful 81 Admissions Requirements See page 123 for graduate school admissions criteria and ap- completion of a total of 60 graduate credits (including credits plication process. Applicants for this program should have earned at Bank Street) may also be recommended for New at least three years of teaching experience. York State School District Leader (SDL) certification. Gradu- ates must complete the SDL sequence within eight years of Supervised Fieldwork/Advisement graduation to qualify for this option. They must also pass the This component of the program is completed during the two New York State SDL assessment. intervening academic years between the three summer resi- * See also the Teacher Leaders in Mathematics Education Program (page 62). dency periods of coursework. Through supervised fieldwork/ In that program, candidates who have initial certification earn professional advisement, candidates practice leadership activities in certification as classroom teachers while learning innovative ways to bring mathematics to their classrooms and to their schools. Leadership in Mathematics Education (continued)

Course Requirements LEAD 510 Leadership in Curriculum and Instruction 3 LEAD 534 Foundations of Educational Leadership: Adult Development 1 LEAD 535 Foundations of Educational Leadership: Organizational Development 1 LEAD 611 Professional Development for Mathematics Leaders 3 LEAD 661 Research for Mathematics Leaders I 1 LEAD 662 Research for Mathematics Leaders II [Prerequisite LEAD:661] 1 LEAD 827 Understanding Quantitative Data: Implications for Educational Leaders 3 LEAD 840 Practicum in Mathematics Leadership I 3 LEAD 841 Practicum in Mathematics Leadership II 3 LEAD 842 Practicum in Mathematics Leadership III 0 MATH 525 Mathematics for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners 3 MATH 541 Integrated Mathematics I 3 MATH 542 Integrated Mathematics II [Prerequisite: MATH 541] 3 MATH 543 Integrated Mathematics III [Prerequisite: MATH 542] 3 LEAD 940 Mathematics Leadership Supervised Fieldwork/Advisement (2 years) 6 STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 MAPF 500 Integrative Master’s Project 0 TOTAL CREDITS 37

82 Leadership in Museum Education

Brian Hogarth, Director: 212–875–4704; [email protected] 5:00 pm to 9:00 pm on Fridays and from 9:00 am to 5:00 pm on 40 credits Saturdays. This schedule allows participation by candidates in Master of Science in Education (M .S .Ed .) the New York metropolitan area as well as by those who live at a considerable distance. This program is designed for professionals who work in museums or similar institutions and who are committed to further- Admissions Requirements ing their institutions’ educational and civic agendas. The pro- See page 123 for graduate school admissions criteria and gram provides a strong theoretical and practical foundation in application process. Applicants for this program must have a the areas of learning theory, program design, organizational full time position (or equivalent combination of positions) in a development, and personal leadership. It prepares candi- museum or other cultural institution. dates for positions of leadership. The course of study includes one year in human development and program planning with Supervised Fieldwork/Advisement an emphasis on creating visitor-centered programming. The The program integrates coursework with the candidates’ second year includes sessions in staff development, market- ongoing professional commitments. Each student is assigned ing, fund-raising, financial planning, and other leadership an advisor who has had substantial experience in both educa- concerns. Contemporary issues in the field, including the par- tion and senior management. Each student meets monthly ticipants’ ongoing professional work, are analyzed through with his or her advisor (who will also visit the home institution monthly seminars, small-group discussions, individual on occasion) and also with a small conference group of people advisement, and visits to cultural institutions. who share the same advisor.

Program credit requirements are completed at Bank Street over Certification two years in monthly sessions from September through May, The program does not lead to certification. and for one full week in June. Weekend class sessions are from

Course Requirements 83 LEAD 501 Human Development I: Programming for Young Audiences 4 LEAD 502 Human Development II: Adolescents and Adults as Visitors and Volunteers 3 LEAD 511 Exhibition Development for Museum Leaders 2 LEAD 512 School Collaborations for Museum Leaders 2 LEAD 513 Museum Programming for Diverse Audiences 1 LEAD 616 Museum Management I: Organizational Development 2 LEAD 617 Museum Management II: Marketing and Audience Development 1 LEAD 618 Museum Management III: Professional Development 1 LEAD 619 Museum Management IV: Fundraising and Proposal Development 2 LEAD 622 Museum Management V: Shaping a Vision 2 LEAD 623 Organizational Theory 2 LEAD 663 Research in Museum Settings 2 LEAD 850 Museum Leadership Institute I 2 LEAD 851 Museum Leadership Institute II 2 LEAD 951 Museum Leadership Seminar I: Theories and Issues in Museum Learning 1 LEAD 952 Museum Leadership Seminar II: Current Ideas in Interpretation and Education 1 LEAD 953 Museum Leadership Seminar III: History and Philosophy of American Museums 1 LEAD 954 Museum Leadership Seminar IV: Selected Topics in Community, Culture, and Policy 1 LEAD 950 Museum Leadership Supervised Fieldwork/Advisement (4 semesters) 8 Integrative Master’s Project 0 TOTAL CREDITS 40 School District Leadership (Non-Degree)

Anthony Conelli 212-875-4710, Director; [email protected] or doctorate in educational leadership at an accredited 11 credits graduate institution and have completed a program leading to a school building leader certification (SAS or SBL). Please note that candidates who are currently enrolled in a qualifying Bank Street leadership program may be recommended The program’s format is geared both to candidates who for SDL certification after completing a five-credit SDL sequence, reside within the NYC metropolitan area and to those who provided that they have taken a total of 60 graduate credits. This live at some distance. Classes are offered at Bank Street on option is also available to graduates of qualifying Bank Street weekends, allowing candidates to complete the coursework leadership programs who complete a five-credit SDL sequence and participate in conference groups during intensive ses- within eight years of graduation, provided that they have taken a sions at the College. total of 60 graduate credits. For further information, see the page devoted to each leadership program. Admissions Requirements See page 123 for graduate school admissions criteria and ap- The School District Leadership Non-Degree program plication process. Applicants should have a master’s degree prepares candidates to be strong, responsive instructional in educational leadership and have previously qualified for leaders in a district or regional context. It addresses such SAS or SBL certification. issues as developing a district vision, analyzing relationships among key constituencies, leading district-wide Supervised Fieldwork/Advisement reform efforts, understanding accountability from a district During one academic year, candidates practice leadership perspective, and making sound decisions in such spheres as in their work settings or in supervised district placements, instructional policy, planning, fiscal and human resources, with considerable support from both their Bank Street advi- facilities, legal and equity issues, and external relationships. sor and their site supervisor. Some field activities are also Coursework and field experiences move through this wide integrated into the program coursework. During Supervised range of topics with the needs of diverse students, families, Fieldwork/Advisement, candidates work closely with their 84 and communities as a steady north star. advisor and peers in integrating theory and practice. The program prepares candidates for a range of positions, Certification including superintendent, assistant superintendent, staff This program leads to New York State School District Leader developer, curriculum coordinator, early childhood supervi- certification. To be eligible for certification, candidates must sor, and supervisor of services for special populations (such have successfully completed 60 credits at the graduate level as children with special needs or dual language learners). including a Master Degree, and three years of classroom teaching and/or pupil personnel service and/or educational The program requires five credits of coursework and six leadership service in public or nonpublic PreK–12 schools. credits of supervised fieldwork. Candidates who need addi- They must also pass both the New York State School District tional coursework to reach the 60 graduate credits required Leader Assessment and the Educating All Students exam. for SDL certification may take, in addition, electives that do See page 146 for more detailed certification information. not duplicate prior coursework. Completion or evidence of completion of the three New York State mandated workshops in Child Abuse Identification, This program leads to School District Leader (SDL) certifica- School Violence Prevention, and Harassment, Bullying, and tion but does not lead to a master’s degree. It is intended Discrimination Prevention is a requirement of this program. primarily for those who already have completed a master’s School District Leadership (Non-Degree) (continued)

Course Requirements LEAD 861 Leading a School District I 1 LEAD 862 Leading a School District II 1 LEAD 863 Leading a School District III 1 LEAD 864 Leading a School District IV 1 LEAD 870 Special Education Leadership: The District Perspective 1 LEAD 908 School District Leadership Supervised Fieldwork/Advisement (Not required for Bank Street students 6 in a qualifying leadership program.) STMD 100 State Mandated Training on School Violence Prevention 0 STMD 105 State Mandated Training in Child Abuse Identification and Reporting 0 STMD 110 State Mandated Training in Dignity for All Students Act 0 TOTAL CREDITS 11 Suggested Electives (to be taken as needed to fulfill the required 60 graduate credits) See electives listed for Leadership for Educational Change on page 75. With the approval of their advisors, candidates may also take appropriate courses for credit from Bank Street’s Continuing Professional Studies (see page 120). Many of the Continuing Professional Studies courses have weekend formats.

85 Course Descriptions their own educational settings and experience. Participants Course Descriptions explore the social and educational implications of a wide range of learning and behavioral variations in the context of family, school lives, community and society. Issues related COURSES ARE LISTED AS FOLLOWS: to identity --self and other, dependence and autonomy, race, Course Title class, gender, language, religion, sexuality, power, ability, Course Number: # of credits (Term[s] course is offered) and disability -- will be recurring themes. Participants will Description investigate topics and issues through a combination of read- Prerequisites/Corequisites ings, observations, interviews, case studies and discussion. KEY FOR TERMS OFFERED*: (Pending approval of the Curriculum Committee) (A) All terms (Fall, Spring, Summer 1, Summer 2) (F) Fall term Development: Adolescence through Emerging Adulthood (S) Spring term EDUC 503 3 credits (S) (O) Child Life students only ( Jan) January term This course continues from EDUC 500: Child Development, (S1) Summer 1 term focusing on development from adolescence through emerg- (S2) Summer 2 term ing adulthood. The interactions between physical, social, (S1–S2) Across Summer 1 and Summer 2 terms emotional, and cognitive development will be an organizing (2/S) Every other Spring term focus in the course. Participants will critically analyze differ- (2/F) Every other Fall term ent developmental theories about their own experiences, (2/S2) Every other Summer 2 term and the experiences of adolescents and young adults and (3/S2) Every third Summer 2 term their families, in a range of settings. Through reading classic (O) This course is sometimes offered as a blended and current literature, participants will attend to some of the or fully online course. larger questions about development, such as the role and (TBA) To be announced impact of brain development, as well as the tension between the search for developmental universals and the reality of *Every effort is made to offer courses as listed. Offerings are subject individual differences. The course will pay close attention to to change. Check the current course schedule on the College website. adolescents’ emerging identities as mediated by factors in- When TBA is noted, please see your advisor. cluding family, peer group, socioeconomic class, gender iden- 87 Please note: Some courses are offered only to students in specific tity, power, religion, race, language, culture and health, as programs. participants learn to support adolescents and young adults in health care and community environments to develop agency and a positive sense of self. Prerequisite: EDUC 500. Child Development EDUC 500 3 credits (A) (O - Child Life students only) Language Acquisition and Learning in a In this course we will examine the interactions among the Linguistically Diverse Society cognitive, social, emotional, linguistic, and physical devel- EDUC 505 2 credits (A) (O) opment of children from infancy into adolescence. We will Based on the belief that language is an essential foundation pay close attention to children as makers of meaning in the for the learning that takes place in formal and informal edu- contexts of their development, including family, school, cation, this course will look at the typical stages of language socioeconomic class, and culture. Through reading classic acquisition in monolingual and multilingual children. Par- and current literature, we will attend to some of the larger ticipants will examine the various theories about language questions about development, such as the relationship be- acquisition and diversity and about the role that caregivers tween nature and nurture, the role of developmental theory, and teachers play in the child’s development of language. In and the tension between the search for developmental addition, they will analyze the political, educational, social, universals and the reality of individual differences. The goal and emotional aspects that determine the stratification is to make developmental theory vibrant and meaningful so of languages and dialects. A significant part of the course that the generalized theoretical child comes to enhance and will deal with the ways in which students learn English as a inform how one understands individual children. second language and the strategies that teachers can use to both help them learn the language and to fully integrate Human Development English Language Learners into general and special educa- EDUC 502 3 credits (F) tion classrooms. This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerg- Curriculum in Early Childhood Education (Grades N – 3) ing adulthood. The interactions between physical growth EDUC 510 3 credits (F, S) and social, emotional, and cognitive development will be This course assists students in setting a framework for plan- an organizing focus in the course. Participants will analyze ning and developing curriculum based on the principles of critically different developmental theories in relation to growth and development, areas of knowledge, and their own values. Using this framework for decision making, students Social Studies Curriculum Development for Inclusive and examine issues and questions that emerge when creating Special Education Settings (Grades 1 – 6) the physical and social learning environment. Opportunities EDUC 513 3 credits (F, S) offered by particular materials, activities, and disciplines are This course provides the opportunity for participants to ana- explored. Emphasis is given to social studies, viewed as the lyze and develop integrated curricula in social studies using core of an integrated curriculum. It is also the catalyst for a sociopolitical lens. Participants integrate knowledge from cultivation of democratic values and practices and the princi- the six disciplines of social studies: history, anthropology, pal means by which the curriculum is connected to the diver- sociology, political science, geography and economics into sity of the children’s worlds: family, culture, neighborhood, the design of a constructivist, inquiry-based social studies and extended environment. Curriculum as a primary means curriculum. The course explores ways children come to learn of motivation, communication, and classroom management and care about themselves and others through the social is examined. Theory and practice are interwoven as students studies. There is an emphasis on differentiating curriculum, plan, develop, and reflect on a variety of curricular experi- including attention to diverse linguistic and cultural back- ences that meet the diverse needs of children from nursery grounds, and variations in development. through third grade. Curriculum in Early Childhood Education: Developing Curriculum Development through Social Studies Learning Environments and Experiences for Children of (Elementary and Middle School) Diverse Backgrounds and Abilities EDUC 511 3 credits (TBA) EDUC 514 3 credits (F, S) Students work on individual and group assignments to This course assists students in setting a framework for de- produce thematic curricula in social studies for children in veloping curriculum in early childhood settings that will en- the middle grades. Specific attention is paid to working with compass multiple learning situations and broad variations children of diverse cultural backgrounds, learning styles in students’ needs. The curricular framework emerges from and abilities, and language abilities. Students study the principles of child development, with a focus on cultural and content, structure, and methods of responsive social studies linguistic diversity, content area knowledge, and awareness curricula within the context of the developing adolescent. of one’s own values. Using social studies as the core of an Workshop-style sessions include such topics as mapping, integrated curriculum, students will explore the opportuni- 88 trips, and the use of artifacts; the infusion of technology and ties offered by curricular areas and materials and will exam- the arts; authentic assessment; the role of state standards; ine the questions and issues that arise in creating social and and curriculum integration. learning environments. Students use the curricular framework to make decisions as they plan, evaluate, reflect on, Teaching Social Studies: Curriculum, Methods and and adapt curriculum experiences, combining approaches Assessment for Adolescents with Disabilities from special education and early childhood education to EDUC 512 3 credits (F) build successful learning environments for all children. Deeply rooted in the philosophy that social studies is central to adolescents’ understanding the world that they inherit Curriculum Development and Sheltered Instruction in and inhabit, this course examines methods for planning, Dual Language/Bilingual Classrooms developing, implementing, and evaluating curriculum and EDUC 515 3 credits (F) instructional strategies for adolescents with disabilities in This course is designed to acquaint teachers with current the social studies. It emphasizes collaboration to support curriculum mandates and methods of implementation in a the differentiation of instruction based on teaching struc- dual language classroom. Emphasis will be placed on social tures, learners, environment, curriculum, and standards. studies as the core in a dual language setting, including Methods for teaching study skills to build student advocacy language planning and models of authentic assessment. are integrated. There is an emphasis on making interdisci- Participants will have the opportunity to plan and develop plinary connections within and beyond the school walls as curricula based on principles of child development, content well as incorporating students’ experiences and beliefs into knowledge, and the culture and values of the community lessons and course design. Access to the general education of teachers and learners. Students will develop curricula curriculum is central. This course will also examine a variety both in English and in the native language. Attention will be of approaches for fostering critical thinking and conversa- given to the classroom environment; the selection of materi- tions about controversial issues in a culturally responsive als; literature, art, and mixed media; and trips and and anti-bias context. An inquiry approach within a social community resources. Teacher-family partnerships will also justice framework is essential to this course. Assistive tech- be discussed. Prerequisites: EDUC 511 or EDUC 513 or EDUC 514 nology to support learning is included. (Pending approval of or permission of the instructor. the Curriculum Committee) Teaching English: Curriculum, Methods and Assessment museums throughout the metropolitan area and put theory for Adolescents with Disabilities into practice by designing their own curricula. Another EDUC 516 3 credits (S1) emphasis is the nature of children with disabilities and This course uses a progressive and inquiry-based approach special healthcare needs and the effect of those disabilities as a framework for teaching English language arts to ado- and needs on learning behavior in museums. For matriculated lescents with a wide range of abilities and challenges. Par- Museum Education students or by permission of program director. ticipants will use a sociopolitical lens as they consider the study of literature, digital, multimodal and new literacies, Educating Infants and Toddlers: Environments and reading and writing skills and strategies across genres. EDUC 519 3 credits (2/F) This course focuses on developing participants’ skills in In this course graduate students will examine, define and planning, instruction, and assessment to create meaningful expand the varied meanings of environment as it applies to access to the general education English language arts cur- the early care and education of children birth to three and riculum for students with disabilities. It emphasizes teacher their families. Participants will analyze and develop environ- collaboration to support the differentiation of instruction ments from a socio-economic, cultural, and developmental based on learner characteristics, learning environment, perspective, planning for infants and toddlers who develop curriculum, and standards. An anti-bias and social justice typically as well as for those with developmental variations, orientation are woven throughout the course, with a focus with a special focus on trauma-informed practice. Issues sur- on teacher and student advocacy and agency. (Pending ap- rounding diversity, anti-bias care and infant mental health proval of the Curriculum Committee) are addressed throughout in order to increase the awareness and sensitivity of teacher/caregivers. Graduate students gain Geography in the Social Studies Curriculum experience in designing, setting up, and maintaining nurtur- (Upper-Elementary and Middle School Years) ing and emotionally responsive environments that promote EDUC 517 3 credits (S) the development of early literacy, scientific and mathemati- This course presents upper-elementary and middle school cal thinking, and creativity. Principles of curricular and en- teachers with a framework for incorporating geographic vironmental design and materials selection are grounded in knowledge and thinking into the social studies curriculum. developmental theory. Topics include the relation of physical The interrelationship of physical geography and human cul- space to learning and development, scheduling the child’s ture is stressed, with a major portion of the course devoted day, primary caregiving, staff relations, care of the family, 89 to the study of a particular civilization (e.g., the Incas) as a and issues in caregiving such as separation, ethics, health model. Other topics include map making and map reading; and safety. The broad focus includes settings in centers, fam- trips; developing students’ research skills; games and simu- ily child care, and hospitals. lations; earth science and earth history; and current events. Through the course, the cognitive and social development of Educating Infants and Toddlers: Programs and Activities the child, the philosophic principles of progressive educa- EDUC 520 3 credits (2/F) tion, and their implications for social studies are studied Graduate students will explore aspects of the infant/ tod- through examination and discussion of our own work and dler curriculum through the framework of the developmental through discussion of readings from Lucy Sprague Mitchell, interaction approach, which uses relationship-based care to Dorothy Cohen, Jean Piaget, Lawrence Kohlberg, and oth- promote healthy social and emotional well-being. A major ers. Students develop a piece of social studies curriculum, focus of the course is infant/toddler play and the adult’s role grounded in geographic knowledge and relevant to their in reflecting on, supporting, and fostering play. Participants teaching, for presentation as a final project. will learn to design curriculum that integrates language and literacy development; art and music; the use of expres- School/Museum Curriculum Development (K – 8) sive materials; and experiences that promote scientific and EDUC 518 3 credits (F) mathematical thinking. The course will prepare graduate In this course, students learn how to develop and teach students to critically examine the parameters of noteworthy programs that are integrated with elementary or middle programs for typically developing infants and toddlers as well school classroom curricula in the areas of science, language as those with developmental variations and exposure to toxic arts, social studies, and art. Students develop inquiry-based stress. Graduate students will critique various local, national, teaching techniques through which children can explore and international exemplary and evidence-based approaches and interpret the information, concepts, and cultural values and programs. In order to concretize real-life issues, the that an object or a collection communicates. With a strong course will include exploration of programs that serve diverse emphasis on conceptually oriented, developmentally ap- populations such as Early Intervention and Early Head Start. propriate program and curriculum design, this course allows An overview of the early intervention law (Part C of IDEA) is students to explore active learning techniques including included. activities in the natural environment, the analysis of objects, creative writing, movement, drama, and perception games. Students are exposed to many teaching approaches in Integrating Technology into the Curriculum in educational leaders, and current practices and innovations Inclusive and Special Education Settings in education. The course is designed to help teachers ex- EDUC 525 1 credit (F, S) (O) pand and deepen their understanding of the social, political, This course examines the impact of technology on teaching and economic forces that influence the work of educators and learning. Participants will explore how new technolo- and children and their families. gies can be integrated with curriculum to create access to learning for a range of learners, including students with dis- Principles and Problems in Elementary and abilities. Through readings, class discussion, and hands-on, Early Childhood Education project-based learning experiences, students will be intro- EDUC 531 3 credits (TBA) duced to various technological tools. Emphasis will be placed This course is designed to enable teachers to expand and on encouraging students to reflect on their experiences in deepen their understanding of the social, political, and the course, both as a learner and as a teacher, in order to economic forces that influence the work of educators and the understand the role of new technologies in education. lives of children and their families in this country. The course includes a historical overview of the aims and purposes of Teaching Mathematics, Science and Technology: early childhood and elementary education in the United Curriculum, Methods and Assessment for Adolescents States, the presentation of selected social policy issues, and with Disabilities visits to various schools to examine the relationship between EDUC 526 3 credits (S) theory and practice and differing approaches to education. An inquiry and problem solving approach forms an essential Course content, readings, assignments, school visits, and framework for the teaching of math, science and technology. class discussions help teachers to critically consider their own This course examines assessment, curriculum and methods values and to approach decision making—an integral part of for developing, planning, implementing, and evaluating in- teaching—with greater clarity and confidence. structional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher Seminar in Museum Education I collaboration to support the differentiation of instruction EDUC 533 2 credits (F) based upon teaching structures, learner characteristics, This foundation course examines the history and philoso- learning environment, curriculum and standards. This course phy of museums and museum education, emphasizing 90 explores theoretical and practical frameworks for cross-cur- the role of museums in a pluralistic society. A key focus is ricular connections with access to the general education cur- on learning theories and on the relationship of learning riculum. Technology is both a subject of instruction as well as in museums to learning in schools. Students examine the an instructional tool to support learning and communication. progressive educational philosophy of John Dewey and con- (Pending approval of the Curriculum Committee) sider issues such as cultural diversity, interpretation from multiple perspectives, and museum-school partnerships Curriculum and Assessment for Adolescent Mathematics (on-site and virtual). Through readings, discussions, visits EDUC 528 3 credits (S2) to museums, talks with museum professionals, and written This course introduces participants to the important ideas and technology-based assignments, students develop a necessary to understand, use, critique, and create curricula theoretical framework for learning in museums and schools. and assessments in mathematics courses for adolescents. For matriculated Museum Education students or by permission of The course explores how context—including race, class, program director. language and gender of students; the school culture; teacher experiences and identity; and social contexts—all Science for Teachers (Grades N – 6) need to be considered in the development of math curricu- EDUC 535 2 credits (A) lum. Participants will examine the role learning theories, In this workshop course, students explore basic science standards, and politics have in shaping secondary math through discussion and hands-on experience with materi- curricula; and they analyze the structure and uses of forma- als such as snails, plants, clay, boats, batteries, and bulbs. tive and summative assessment to shape instruction and Students are helped to choose appropriate topics that may provide feedback for learners. Participants will apply their be integrated into a core curriculum. A methodology of understandings of context, curriculum, and assessment to exploration and discovery is used as a paradigm for working the creation of a math unit grounded in authentic inquiry with children in the science curriculum. and designed to be accessible for a diverse range of adolescent learners. (Pending approval of the Curriculum Committee) Foundations: The Influence of Culture and Politics on Literacy Theory and Practice Foundations of Modern Education EDUC 536 2 credits (S1) EDUC 530 3 credits (A) This course examines the ways in which historical, philo- This course examines the historical, philosophical, and sophical, cultural, and political trends have impacted re- cultural roots of contemporary education, including Bank search and pedagogy in the field of literacy (reading, writing, Street’s history and philosophy, the contributions of major and language arts). Students explore how literacy theory and practice have been influenced by changing visions of tive, and /or behavioral development of learners through a teaching and learning; standards and assessment; the roles series of questions that link the strengths and challenges of of special education and the education of English Language the individual learner with perspectives of school, family, and Learners; the appropriate nature of home, school, and community. The main course text has a focus on the spec- community relationships; and the needs of the workforce. trum of experiences of individuals and families. The course Students will be expected to use various forms of media and will incorporate issues and questions related to the evalua- transitional research to deepen their understanding of these tion and classification of children and adolescents, as well as issues and become critical readers of research studies and the legal and philosophical obligations of general and special popular reports. education teachers. Participants will be expected to identify essential questions to guide their own learning, and to share Mathematics for Teachers in Diverse and personal perspectives, research, and critical thinking about Inclusive Educational Settings (Grades N – 6) the challenges of disability in the context of a diverse learn- EDUC 540 2 credits (A) (O - Math Leadership students ing community. There is a designated fieldwork component only) included in course requirements. Prerequisite: EDUC 500, This course provides the student with an overview of math- EDUC 502 or EDUC 800. (Pending approval of the Curriculum ematics learning for children from nursery school through Committee) grade six. Theories of development are used as a basis for designing age-appropriate curriculum. Students experience Math for Middle and High School Teachers in Diverse and approaches and methods for teaching concepts and skills Inclusive Classrooms through the use of materials and tools such as Cuisenaire EDUC 545 3 credits (S2) Rods, Dienes Blocks, Unifix Cubes, calculators, and comput- This course will provide participants with a deeper under- ers. Emphasis is on developing concepts by discovery, by ob- standing of mathematics pedagogy for diverse adolescent serving patterns and relationships, and through supporting learners. The course will explore who adolescent learners spatial, numerical, and logical reasoning. Students examine are developmentally and how domains of identity, for both the multiple factors that contribute to an individual’s level teacher and students—including language, ability, class, of comfort in learning mathematics: degree of conceptual gender, race, and schooling experiences—impact the learn- understanding, previous experience with mathematics, ing of mathematics. This course is grounded in a construc- learning style, pace, preferred modality, ability to memorize, tivist approach to learning and teaching. Participants will 91 and specific learning disabilities. Students explore the range work collaboratively with peers to deepen understandings of alternate strategies used by learners to compensate for of and approaches to learning and teaching mathematics. learning disabilities and study successful child-invented Participants will explore attitudes and beliefs about math approaches to solving mathematical problems. Students pedagogy and adolescent learners as they develop their review formal and informal diagnostic tools and discuss teaching repertoire. The course will support participants’ practical classroom management techniques for grouping skills in developing math experiences that are accessible and individualizing instruction. to students with a broad range of language and learning abilities and challenges. (Pending approval of the Curriculum Diagnosis of Learning Difficulties and Intervention Committee) Techniques for the Mathematics Educator EDUC 542 2 credits (S) Science Inquiry for Children in the Natural Environment This course has been designed to convey the process of clini- EDUC 551 3 credits (S2) cal teaching. Through focus on an individual child, students Students investigate the natural environment, at Bank Street will be concerned with the practical and theoretical aspects of and the Tiorati Workshop for Environmental Learning in Bear learning style, language as a learning tool, perceptual abilities Mountain State Park, to focus on the theory and practice of and disabilities, dyscalculia, and specific arithmetic disability. natural science. Students conduct inquiries under the principle Students will learn to analyze children’s strengths and weak- that teachers should learn significant science concepts in ways nesses and to describe and clearly communicate specific rec- that they are expected to teach. Students investigate materi- ommendations for the child’s parents and classroom teacher. als, science concepts, and teaching strategies that are appropriate for preschool and elementary school learners. Class Diverse Learners in Specialized and Inclusive Settings sessions include field explorations at the Tiorati Workshop. EDUC 543 3 credits (S, S2) This course is designed to increase participants’ aware- Native Language Literacy for Mandarin ness and understanding of the educational, social, cultural, Chinese-Speaking Children political, and developmental implications of disability. The EDUC 559 2 credits (S) course is meant to help educators recognize and respond Through this course graduate students explore the acquisi- to the needs of children and adolescents as part of a broad tion of literacy skills in the child’s first language, in this case, spectrum of individuals who differ in learning experience and Mandarin Chinese. The course will focus on literacy devel- ability. We will examine variations in physical, social, cogni- opment in the following areas: oral language development through storytelling, songs, poems, games, etc.; the use The Teaching of Reading, Writing, and Language Arts of literature and of teacher- and student-made materials; (Grades K – 3) and grammar and spelling. Participants will analyze ways EDUC 563 3 credits (F, S, S1–S2) of using children’s literature and children’s writing and will This course examines the processes through which speak- explore ways to teach reading and writing in the content ing, listening, reading, and writing are acquired by young areas. Participants will also assess commercially available children. Through course readings, discussion, and hands-on materials for teaching reading and writing in Chinese, as experiences, students will develop an understanding of the well as original and translated Chinese children’s literature. ways in which theory and research in the fields of language Teacher- and student-made materials will be examined and development, linguistic diversity, sociocultural perspectives, developed, particularly in the context of children’s varied and special education form an essential basis for effective learning styles. Graduate students will also review the rules literacy teaching. Each student will observe and work with of Chinese grammar and orthography. This course is taught an individual child, trying out methods and materials in order in Mandarin Chinese. Prerequisites: TESL 530 and EDUC 561 or to develop firsthand awareness of the reading and writing permission of instructor. process and the roles of the teacher and child in that process. Through this integration of theory and practice, students will Native Language Literacy for Spanish-Speaking Children develop an understanding of the ways in which: (1) literacy EDUC 560 2 credits (S) acquisition draws upon the personal, cultural, and linguistic Through this course, students explore the acquisition of experiences of all learners; (2) literacy acquisition can be literacy skills in the child’s first language—in this case, facilitated through technology; (3) teachers can and should Spanish. The course will focus on four areas: oral language be the constructors of literacy curriculum that meets the development through storytelling, songs, poems, games, needs of diverse learners; (4) assessment and instruction are etc.; literacy development; the use of literature and of teach- ongoing and integrated processes; and (5) effective literacy er- and student-made materials; and grammar and spelling. education is the outcome of the collaboration of home, Students will analyze ways of using children’s literature and school, and community. children’s writing in a reading program and will explore ways to teach reading and writing in the content areas. Partici- Language, Literature, and Emergent Literacy pants will also assess commercially available materials for (A Focus on Grades N – 3) 92 teaching reading and writing in Spanish, as well as original EDUC 564 3 credits (A) and translated Spanish children’s literature. Teacher- and This course examines the role of literature in the life of student-made materials will be examined and developed, the developing child. Students gain an understanding of particularly in the context of children’s varied learning styles. monolingual and bilingual language development and the Graduate students will also review the rules of Spanish relationship between aspects of young children’s language grammar and orthography. This course is taught in Spanish. and what they relish in stories. Students examine ways to Prerequisites: TESL 530 and EDUC 561 or permission of instructor. cultivate children’s ability to express experiences, ideas, and feelings in poetry, illustrated stories, nonfiction accounts, Linguistics: Implications for Teachers and oral discussion. Using developmental, multicultural, EDUC 561 1 credit (S) nonsexist, and aesthetic perspectives, students develop This course is an introduction to the study of language as it criteria for selecting fiction, nonfiction, poetry, and folklore applies to educational settings. Participants will learn about for children of specific ages. Ways to use literature effectively the five basic linguistic structures: phonetics and phonol- are examined, leading to the student’s understanding the ogy (sounds and sound patterning), morphology (form of functions of a variety of techniques within the young child’s words), syntax (arrangement of words), semantics (mean- classroom: telling stories; reading aloud; stimulating chil- ing), and pragmatics (the use of language). Participants will dren’s participation in a story; and selecting stories to extend examine language structure as it exists within the larger children’s understandings of social studies and science. context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguis- Children’s Literature in a Balanced Reading Program tic repertoire in academic settings (translanguaging), how (A Focus on Grades 3 – 8) teachers and society at large perceive language varieties, EDUC 565 3 credits (S) and how teachers value linguistic diversity in classrooms. The concept of “story” in oral tradition and written lit- The course examines the role of the brain in language erature is the focus of this course. Through storytelling, development (psycholinguistics), language universals, body discussion, and workshop activities, students use their own language, and discourse analysis. The focus of the course responses, criteria from the field of literary criticism, and will be on the practical application of this knowledge to principles of child and adolescent development to analyze developing a broader range of instructional strategies to and evaluate the literary and curricular merits of childhood support students’ language proficiency in school. and middle childhood fictional materials. Some organizing concepts are: the importance of the oral tradition to literary development; the nature of literary structure; the recognition of style in literature; the presence of archetypal themes Teacher-Made Materials for Reading and Writing across cultures; and the uniqueness and purpose of liter- EDUC 575 1 credit (TBA) ary language, including its relevance to second-language Two sessions of this five–session course deal with theory, learners. Issues of diversity are discussed through the use of practice, rationale, and the demonstration of games for a wide range of fictional material used to construct critical preschool and elementary classrooms. The others deal with reading skills. planning, producing, and critiquing the materials designed by students. Teaching Reading and Writing in the Content Areas for Elementary and Middle School Classrooms Writing in the Elementary Grades EDUC 567 3 credits (TBA) EDUC 576 2 credits (F) Designed as a reading course for teachers in grades four In this course, participants examine the theories and through nine, this course provides a framework for under- practices of teaching writing, both as writers and as teach- standing how language, cognition, and social development ers. The goal of this dual focus is to develop meta-cognitive interact with middle school children’s literacy and content awareness of one’s own writing process to inform one’s learning. Students learn approaches to assessing children’s teaching practice. Participants do this through discussing literacy needs. They also learn ways to analyze text forms, course texts, children’s literature, videos and children’s writ- both print and electronic, in terms of the kind of responses ing. The course explores: teaching children to select topics, they call for from children and the support they offer to draft, revise, edit and publish their own writing; designing children’s conceptual understanding. Students also develop writing curriculum that is inclusive and culturally responsive; their repertoire of strategies for supporting the ability of all using children’s literature to teach writing through concrete children to comprehend and create nonfiction text in diverse observation and inquiry; using writing conferences and classroom settings. Special attention is given to the needs assessments to guide curricular decisions; teaching writing of children who are English Language Learners and of chil- mechanics using a constructivist approach; exploring a range dren who are struggling readers. of teaching methods and literature to accommodate diverse learners. Teaching Literacy in the Elementary Grades (Grades 2 – 6) EDUC 568 3 credits (F) Arts Workshop for Teachers (Grades N – 6) This course addresses the ways in which language, cogni- EDUC 590 2 credits (F, S, S2) 93 tion, and the emotional development of children shape and This studio course stresses the relationship of expression in are shaped by effective reading, writing, and language arts arts and crafts to aspects of teaching and learning in other instruction. Employing a social constructivist perspective, it areas. Students develop approaches for discovering the use prepares teachers to meet the needs of children from diverse and origins of materials as well as their role in the curricu- cultural and linguistic backgrounds. Participants will work lum. The course helps teachers develop a basic art program with individual children, plan for small and large groups, in their classrooms. Studio experiences include painting, and create classroom environments that support a balanced collage, clay work, printmaking, and such crafts as puppet approach to literacy. Particular emphasis will be paid to the making, dyeing, and weaving. Readings and class discussion ways in which linking assessment and instruction enables deal with the development of art curricula using child de- teachers to meet the developing needs of individuals and velopment as a base. Students study children’s art through groups. Opportunities will be provided for exploring the slides and children’s actual work. relationship between technology and literacy development. Through the experiences in this course, participants will Music and Movement: Multicultural and Developmental gain a deeper understanding of the reading process and the Approaches in Diverse and Inclusive Settings (Grades N – 6) roles of the teacher, the family, and the child in that process. EDUC 591 2 credits (S, S1, S2) This course is designed to introduce key elements of music, Storytelling with Children movement, sound-based media, and physical education EDUC 573 1 credit (S) grounded in neurocognitive, developmental, and critical The purpose of this course is to enable students to develop multicultural perspectives. Students learn to create and use their skills and resources in the art of storytelling for and musical instruments from recyclable materials; explore digi- with children. The course will provide opportunities to study tal composition; use equipment such as hoops, scarves, and as well as practice repertoire and techniques from world parachutes, and integrate skills and repertoire with ongo- folklore for a variety of age groups and professional settings. ing classroom curriculum. Songs, rhythms, and games from Story learning from oral and written sources, as well as cur- diverse traditions are included to address children’s cultural riculum applications and strategies for encouraging group and linguistic backgrounds in alignment with NYS and Com- participation, are emphasized. Bibliographies and resource mon Core standards. Applications and strategies for chil- packets will be provided. dren with special needs and for dual language learners are incorporated through readings, films, and guided activities (background in music, dance, or sports is not required). The NYC DOE and the NYS Division of Teacher Certification accept the concerns of both general and special education teach- one (1) credit of this course as teaching special education credit. ers, it incorporates presentations, role-playing, discussions, This course also fulfills liberal arts requirement for one (1) credit of analyses of multimedia content, and informal diagnostic physical education. procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including Singing in the Early Childhood Classroom classroom design, varied approaches to behavioral interven- EDUC 592 1 credit (TBA) tion, and the interplay among curricula, rules, expectations, Singing bonds together the voices of children along with routines, procedures, and children’s behavior. their thoughts and feelings about family, friends, and their personal worlds. In the early childhood classroom, singing Block Building and Dramatic Play as an Integral can be a daily occurrence during circle time; consequently, Part of the Early Childhood Curriculum teachers have many choices in designing how songs and EDUC 606 1 credit (Jan, S1) singing games complement their social studies curriculum. This course introduces block building and dramatic play as In addition, there are techniques for piggybacking songs experiences that are central to learning in the early child- and the words of children to enhance literacy, mathemat- hood curriculum. We will explore the ways block building ics, and science concepts. In this course, we investigate the supports children’s physical, social, emotional, and cogni- above issues, sharing multicultural materials and readings tive development. Participants will think about how children and brainstorming. (Guitars, dulcimers, autoharps, and explore the physical properties of blocks, explore blocks to audio recorders welcomed.) represent and learn about the world around them, and create symbolic stories related to their structures. Participants will Assistive Technology in Early Childhood Inclusive build with blocks and consider questions related to setting and Special Education Settings up a block area, developmental expectations, and the role of EDUC 603 1 credit (S1) blocks in curriculum planning, as well as gender and inclu- This course is designed to prepare students to respond to sion considerations. the needs of diverse learners in early childhood classrooms by using current augmentative and assistive technology Classroom Management and Discipline in a to promote communication, improve classroom organiza- Supportive Environment 94 tion and management, and expand literacy opportunities. EDUC 609 1 credit (TBA) Students will have hands-on experiences using different This course will examine the day-to-day aspects of class- technologies to create a variety of multimodal tools that room management. It will address, among other things, they can incorporate into their teaching practices to support such concerns as setting up the physical environment; plan- all children. ning for the first day; establishing routines; and rules, transitions, approaches to assessment, and systems of record Family, Child, and Teacher Interaction in keeping. It will include discussions of various approaches to Diverse and Inclusive Educational Settings discipline and use of participants’ classroom observations EDUC 604 2 credits (S, S1) and experiences as resources for discussion of this issue. It Students examine the role of the teacher in the classroom in will also consider how to include families and other adults order to develop insight into their own professional and per- in the classroom in working with children who may have sonal styles. The culture of the school and its influence on behavioral issues. teachers and families is explored. The course also examines the implications of working with a multicultural community Infancy Institute: Infants, Toddlers, Families: and differing family structures. Students develop skills and Supporting Their Growth procedures in parent conferencing, as well as an under- EDUC 612 1 credit (S1) standing of the concerns of parents of children with special This three-day Institute held during the month of June needs. The regulations and implications of the Individuals consists of workshops, guest presentations, and site visits. with Disabilities Education Act (IDEA) are also studied. Topics vary each summer. The course includes the recognition of indications of child abuse and a review of the legal and moral responsibilities of Understanding and Working with Families of classroom teachers. Infants and Toddlers EDUC 613 2 credits (F) Designing and Managing Classroom Environments in This course helps students understand the psychological Inclusive and Special Education Settings underpinnings of parenting across a range of families and EDUC 605 3 credits (F, S1) contexts. Through class discussion, readings, videos, role This course is designed to help participants create class- play in class and guest speakers, students will develop an room environments that will meet the needs of all children, understanding of what is involved in working with signifi- including those with developmental variations. Addressing cant adults in the lives of infants and toddlers. Graduate students will explore the connections among early relation- Working with All Children and Families: ships, brain development, health and later mental health. A An Introduction multilevel framework utilizes the concepts of containment EDUC 618 1 credit (Jan, S) and holding as a way to understand what parents must pro- This short-format course introduces students to the content vide for their children and what adults must also provide for of the Early Childhood Special and General Education themselves in order to work effectively with families. Stages program. Central to the program are a number of concepts of parenting are looked at within the wider lens that incor- including progressive and special education, family-cen- porates variety among parents, as well as within the same tered practice, child-centered curriculum, and cultural and parent at different times. Through practice with their own linguistic diversity. Students will be exposed to the idea of case material and readings on basic counseling techniques play as the young child’s way of knowing and being in the graduate students continue to develop a self- reflective world. They will also be introduced to observation, cultural- ability that helps them think critically about their responses ly responsive assessment, and curriculum and instruction as to families and learn when and how to provide guidance, a dynamic cycle supporting educational practice with young towards the promotion of mental wellness and prevention children of varied backgrounds and developmental needs. of disruptions in development. The course will explore the Through readings, case studies, presentations, and discus- roles of the teacher and the social worker. sion, students cultivate the habits of mind and collaborative learning relationships necessary for responsive practice with Exhibition Development and Evaluation young children and their families. EDUC 614 2 credits (S) This course focuses on the development of interpretive Introduction to Child Life Documentation exhibitions, with emphasis on participatory exhibitions for EDUC 621 3 credits (S) (O) Child Life students only children and families. The exhibition is viewed and analyzed This course is designed to prepare students for clinical as a learning environment that conveys cultural values. assessment and various types of writing and documenta- Students study the process of creating an exhibition from tion pertaining to child life services. The course will provide inception to installation and examine the roles of educator, students with the opportunity to develop skills in identifying designer, curator, and evaluator in a team approach to exhi- and gathering salient information about patients and their bition development with a focus on the role of the educator. families, assessing patient and family emotional vulner- Through class sessions and assignments, students meet ability and coping skills, chart writing (including electronic 95 with exhibition designers, observe visitor behavior, critique medical records), narrative progress and procedural note and evaluate exhibitions, and engage in problem-solving formats, student journals, case studies, grant proposals, activities related to exhibition development. Throughout and research studies. Students will learn to apply develop- the course, students work in small groups to develop exhibi- mental stress and coping theories to their assessments and tion projects that are informed by theories about learning interventions, including family-centered care and cultural and curriculum development. At each stage of the exhibition considerations in all observations, recordings, and writings. development process, students informally assess exhibition Course benefits and outcomes will provide students with an components with children and revise their projects based introductory preparation experience for clinical analysis, as- on these assessments. The course also addresses the role sessment, and documentation before entering a supervised of technology in exhibitions. Throughout the semester, internship placement. Prerequisite: EDUC 500. students engage in online conversations and use Internet resources related to course ideas. For matriculated Museum Process Pedagogy: The Teaching Methods of the Education students or by permission of program director. National Dance Institute and the Implications for the Teaching/Learning Process Introduction to Research and Evaluation EDUC 625 1 credit (TBA) Practice in Museum Education This innovative graduate course is offered in collaboration EDUC 616 2 credits (F) with the National Dance Institute (NDI), an exemplary arts This course focuses on the uses of research and evaluation education program founded by Jacques d’Amboise, former to inform educational practice in museums and classrooms. principal dancer with the New York City Ballet. The term The course prepares educators to understand and use process pedagogy was conceived by Dr. Nancy Rambusch, research and evaluation to strengthen interpretive program- noted early childhood educator and founder of the American ming and the visitor experience in museums and museum- Montessori movement, to characterize the methodology based teaching in classrooms. Students are introduced to employed by NDI. In its year-long program in public schools appropriate research and evaluation tools through read- throughout New York City and elsewhere in the country, ings, discussions, workshops, and critical inquiry into the NDI serves children from diverse backgrounds and with a research and evaluation process. Working in small groups, wide range of learning needs. Drawing upon NDI’s yearlong students conduct small research or evaluation studies in program, this course is a one-week summer institute in museum or school environments. For matriculated Museum which dance is used as an experiential text that preservice Education students or by permission of program director. and inservice teachers can use to reflect on pedagogical practices. The course has two integrated components: a for early childhood educators to contest structural inequality dance program, where adult participants prepare for an and promote social justice in teaching, learning, and their ev- ensemble performance along with children ages 9 to 12; eryday work with children, families, and colleagues. (Pending and a pedagogical component in which the adult partici- approval of the Curriculum Committee) pants study the methodology of NDI in order to consider its implications for teaching in their own contexts and to reflect Working with Emergent Bilingual Learners on the value of arts education in children’s lives. The course EDUC 634 1 credit (TBA) offers a unique opportunity for general and special educa- Based on the belief that language is an essential foundation tion teachers, teacher leaders, arts educators, and teaching for the learning that takes place in formal and informal educa- artists to explore the connections between arts education tion, participants will examine the political, educational, so- and pedagogical practice across grade levels and curriculum cial, and emotional aspects that determine the stratification areas. A background in dance is not required. of languages and language variations. The course analyzes ways in which Emergent Bilingual students (also known as Education of Children with Autism Spectrum ELLs) learn English as a new language and provides strate- Disorders: Assessment and Educational Intervention gies that teachers can use to help them learn the language to EDUC 629 1 credit (S, S1) (O) fully integrate into general and special education classrooms. This short course will help students consider the signifi- (Pending approval of the Curriculum Committee) cance of educational intervention as the primary effective treatment of children with autism spectrum disorders. This Individualized Course course will help graduate students recognize and develop a EDUC 650 1/2/3 credits (A) broad understanding of the unique pattern of characteris- This course provides an opportunity to investigate an tics of learning and development attributed to people with educational problem, area, or interest under the supervision autism, while encouraging participants to consider the im- of a faculty member. Permission of the student’s advisor is portance of providing young children who are on the autistic required. spectrum with an educational program that is responsive to each child’s personal pattern of relative strengths and Special Study: Strategies for Language and vulnerabilities. Graduate students will be asked to consider Concept Development 96 some of the issues raised by a variety of currently used EDUC 651 1 credit (F) educational interventions and methods of assessment. The This series promotes an in-depth discussion about language “characteristics of effective interventions,” as outlined by principles and methodology, with a focus on issues of lan- the National Research Council (2001), will be used as a guide guage development and assessment. to this exploration of interventions. There will be a primary focus on the importance of structured teaching, with Special Study specific references to the TEACCH approach, for promot- EDUC 652 1/2/3 credits (A) ing independence, improving adaptability, identifying and A group of students is provided with an opportunity to study working from relative strengths, and accepting disabilities. an area of interest related to education under the supervi- Students will have an opportunity to explore this method- sion of a faculty advisor. Offered by special arrangement. ology in some detail and to work collaboratively to create an instructional plan that demonstrates understanding of The Social Worlds of Childhood the structured teaching approach to working with children. EDUC 800 3 credits (TBA) Observation of children with autism will take place by use of This course is designed as a forum for thinking about what videos. The use of assistive technology will be explored as it means to care for children at the beginning of the 21st a tool for supporting student learning, communication, and century. Consideration will be given to how issues such independence. Issues concerned with cultural differences as as poverty, changing family structures, substance abuse, they relate to how families respond to the needs of a child community violence, and HIV/AIDS affect children, teach- with autism will be considered. ers, and the curriculum. Students will critically examine the traditional knowledge base of childhood education and child Social and Historical Foundations of Early Childhood development—and explore alternative lenses for viewing Education children. History, literature, philosophy, and feminist theory EDUC 633 1 credit (TBA) will be used to reflect upon taken-for-granted assumptions Current educational thought, policy, and practice in early about childhood. Students will learn how reading, writing, childhood education are examined in the context of their and interpreting narrative can become an invaluable source historical roots. Students will explore how social, cultural, for understanding themselves and the children in their care. economic, and political forces have influenced the lives of Prerequisite: EDUC 500 or EDUC 501 or permission of instructor. teachers and children. We will investigate the history of education in the United States, critically analyze debates about educational inclusion and equity, and consider possibilities The World of the Infant: The First Year of Life historical, legal, and socio-political perspectives. The course EDUC 801 3 credits (S) will critically examine state and federal special education This course is about infants and families within the first year and disability laws and regulations and their implementation of life. The primary goal of the course is for graduate stu- across a range of settings including their intersection with is- dents to understand infant development across individual sues of race, class, language and gender. There is an empha- differences and contexts. There is a strong emphasis on sis on understanding how disability is socially constructed at using theory to facilitate an understanding of development the levels of family, community, school, and the larger society. and to articulate a point of view about these extraordinary Participants apply an understanding of developmental varia- first months. Participants will bring together research, tions to analyze and create accessible learning experiences theory and their own observations of infants to understand for children. Prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or the cognitive, perceptual, sensorimotor/movement and permission of instructor. social-emotional changes that occur when babies are in interaction with the world. Participants will study the science Supporting Language and Literacy Development Across of brain development and its impact on all developmental the Curriculum: 7-12 domains. The course will attend to the specific contributions EDUC 804 3 credits (S2) of familial and socio-political cultural and linguistic contexts This course introduces first and second language acquisition as well as to the contributions of infants themselves. It will theories and research and their practical implications for de- also explore the balance between the “expected” global veloping a repertoire of strategies for teaching language and shifts in development and each human being’s profound literacy to adolescents with a range of abilities. This course individual differences. This is not a “how to” course. Rather, provides a framework for understanding how language, the course provides knowledge of the developmental sys- cognition, and social development interact with literacy and tems of infants who have a range of abilities. This course content learning in a sociopolitical context. Participants develops awareness and knowledge of infant mental health investigate the crucial role and impact of teacher language in development, dyadic relationships and systems. Graduate attitudes through a sociolinguistic lens informed by current students work on articulating their knowledge of develop- and historical concerns of inequity for students from a range ment, on learning about new findings in the field, and on of linguistic and cultural backgrounds. Participants examine communicating with families. Prerequisite: EDUC 500 or EDUC how both monolingual and emergent bilingual students use 800. their entire linguistic repertoire in order to develop literacy in 97 English language arts and in the content areas. Participants The World of Toddlers and Twos: learn approaches to assessing adolescents’ language and lit- The Second and Third Years of Life eracy needs as well as ways to analyze text forms, both print EDUC 802 3 credits (F) and electronic, in terms of the kinds of responses they call for This course offers a developmental-interactional view of tod- from learners and the support they offer to adolescents’ con- dlers and two-year-olds and their families. Participants will ceptual understanding. The course will investigate teaching look at the ways children in this age period become more au- new literacies in a multicultural context. There is a fieldwork tonomous selves while simultaneously developing capacities component to this course. Prerequisite: EDUC 502. (Pending for more elaborated and diverse relationships with others and approval of the Curriculum Committee) their environments. The course will examine the interplay of the toddler’s physical maturation, interpersonal experiences, Developmental Variations II: physical environments and cultures in development. Par- Emotional and Behavioral Development ticipants will also focus on the everyday implications of the EDUC 805 2 credits (S, S1) (O) growing toddler’s need for self-assertion and autonomy and This course focuses on understanding, teaching, and meet- the issues that adults face in parenting or working with this ing the needs of children with variations in emotional, social age group. Graduate students will study the science of brain and behavioral development. Participants will critically development and its impact on all domains. Although this is examine the construct of children’s emotional and behavioral not a “how-to” course, graduate students will learn how to disorders and approaches to intervention from historical, apply their knowledge of development in the second and third socio-political, mental health, and legal perspectives. There year to their practices with toddlers and two-year-olds. This is an emphasis on understanding the intersection of these course develops awareness and knowledge of infant mental issues with the race, class, language, and gender of teach- health in development, dyadic relationships and systems. Pre- ers and children. Participants will develop an in-depth case requisite: EDUC 500 or EDUC 800. study of a child applying an inquiry orientation to the Func- tional Behavior Assessment-Behavior Intervention Plan. Developmental Variations Participants will collect and analyze data from observations, EDUC 803 2 credits (A) (O) interviews and other sources, and make recommendations to This course is designed to increase participants’ aware- support ongoing social and behavioral development. Prereq- ness and understanding of the educational, social, cultural, uisites: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803. linguistic and developmental implications of disability from Social Emotional Variations in Adolescence: Creating “subjective” and what attempts to be “objective” observa- Supportive Classroom Environments tion. Each student conducts an in-depth study of a child. EDUC 806 3 credits (F) Prerequisite: EDUC 500 or EDUC 800 or permission of instructor. This course focuses on understanding, teaching, and meeting the needs of adolescents with emotional and behavioral chal- Seminar in Museum Education II lenges in a variety of public, charter and private school set- EDUC 815 2 credits (S) tings. There is an emphasis on understanding of the impact This course is a continuation of Seminar in Museum Educa- of the teacher’s identity, perspective and experience as well tion I. Students study the people who comprise museums: as the role teacher presence plays in supporting students’ the staff, audiences, and communities. Through readings, socio-emotional growth in the context of the school, commu- visits to museums, discussions with staff, and investigations nity and family. Participants consider the implications of the in their museum internship settings, students consider the impact of current and historical societal forces that affect the mission, organizational structure, and staff roles in museums lives of adolescents identified as having emotional and be- and explore current museum-related issues including collec- havioral disabilities including racism for student and teacher tions, governance, funding, professionalism, and technology. advocacy. Prerequisites: EDUC 502 and EDUC 543. (Pending Emphasis is placed on working more sensitively with, and approval of the Curriculum Committee) broadening, museum audiences, with attention to issues of culture, language, socioeconomic status, and educational Communication Disorders in School-Age Children level. Students study the characteristics and needs of par- EDUC 807 2 credits (F, S2) ticular audiences: adolescents, adults, families, and visitors This course is designed to deepen graduate students’ with a range of disabilities. To develop their professional understanding of language development, diversity, and skills, students prepare an audience-study project and write disorders, and to examine aspects of atypical language a grant proposal. Throughout the semester students engage acquisition and development in monolingual and multilin- in online conversations and use Internet resources related to gual children. Using current brain research, this course will course issues. Prerequisite: EDUC 533. For matriculated Museum explore neurological development and its relationship to Education students or by permission of program director. language functioning. Participants will explore the impact of language delay and disorder on academic performance Child Life in the Healthcare Setting: 98 and social and emotional interactions. In addition, students A Family-Centered Care Approach will learn to use the information gathered from formal and EDUC 821 3 credits (F) (O) Child Life students only informal assessments to develop instruction that enhances When facing acute and chronic illness, today’s infants, chil- learners’ strengths and supports their needs. Throughout dren, and adolescents pose a unique challenge to health- the course, students will consider how collaborations with care professionals. This course provides an overview of the other professionals can support learners with language/ theory, practice, and programming of the child life profes- communication disorders. Prerequisite(s): EDUC 505; or EDUC sion with an emphasis on family-centered care. This course 561 and EDUC 870. is designed for, but not limited to, students interested in a career as a child life specialist. A developmental perspective The Study of Children in Diverse and Inclusive is used to examine the child’s perception and understanding Educational Settings through Observation and Recording of hospitalization and related healthcare experiences within EDUC 808 3 credits (F, S) the context of diverse cultures. Through carefully sequenced Students learn to use a variety of observational approaches didactic and clinical components, case studies, small-group and recording techniques as basic assessment tools to discussions, guest speakers, clinical observations, and as- increase their understanding of and skill in planning for chil- signments, students are exposed to the competencies of the dren who are developing normally, as well as children with child life specialist as developed by the Association of Child disabilities and special needs. Through observing cognitive Life Professionals. Appropriate interventions and practical functioning (stage and style), social-emotional behaviors, strategies designed to mitigate the painful, invasive, and motor ability, and the interplay between the individual child frightening aspects of medical treatment are covered. Pre- or and the group as well as between the individual child and corequisite: EDUC 500. adults, students become aware of how specific behaviors yield insight into the overall life of the child. Students will Children with Special Healthcare Needs: use their observations to reflect on possible curriculum and In the Hospital, at Home, and in School classroom adaptations that would allow children to build EDUC 822 3 credits (S) (O) Child Life students only on their strengths and better meet their challenges. An ad- This course will explore the personal, educational, social, ditional goal is to help students, as participant-observers, and familial dimensions of childhood health conditions, to develop greater sensitivity to their own feelings and including a focus on the educational law and how it applies interactions with children and to consider how these affect to children with special healthcare needs. Children with the selection, omission, and interpretation of observable severe and chronic illness often spend more time in school data. Emphasis is placed on a growing sensitivity to what is and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional the walls of a healthcare setting. Topics to be addressed in- development through the use of vignettes. This course will clude separation and divorce, adoption, foster care, hospital- address the ways in which workers in the healthcare, school, ization and/or death of a parent, and domestic and media-in- and community settings can help the children, their fami- duced violence. The essential roles of the child life specialist, lies, and their peers adapt successfully to the stressors they healthcare provider, and family members will be discussed, all encounter. Prerequisites: EDUC 500 and EDUC 821. underscoring the transdisciplinary collaboration which must exist between these caregivers. Prerequisite: EDUC 500. Play Techniques for Early Childhood Settings EDUC 823 1 credit (F, S) (O) Therapeutic Play Techniques for Child Life Specialists Bank Street College promotes childhood play as a critical EDUC 829 3 credits (S) (O) Child Life students only component of all children’s development. Play is a child’s Students will explore the meanings and purposes of play primary mode of expression and of learning about the world. and how play develops as a child develops. Various theories In this course, a variety of play techniques are introduced, of play therapy will be introduced and the roles of child life such as child-centered play and the FloortimeTM approach. specialist and play therapist will be delineated. Students Participants explore and practice techniques that promote will learn how child life specialists can create the optimal self-regulation, self-esteem, mastery, and social, emotional, environment to encourage learning, development, and heal- and cognitive development in typically developing chil- ing through play in hospitals and other healthcare settings. dren, as well as in children with special needs. This course The course also covers directive and nondirective therapeu- is appropriate for general and special education teachers, tic play techniques for use in playrooms, clinical settings, parents, caregivers, child life specialists, social workers, and at the bedside, both with the individual child and with therapists, and counselors. Participants are required to have groups. Prerequisite: EDUC 500. prior course work focused on child development and on developmental variations. Prerequisite: EDUC 803. Research for Child Life Specialists EDUC 830 3 credits (F) (O) Child Life students only The Role of Child Life Beyond the Hospital: A Local, This course is designed to support child life practitioners National, and Global View in being effective generators and consumers of research. EDUC 825 3 credits (S) (O) Child Life students only In a changing health-care environment, research pro- This course will examine the role of child life in hospital vides a foundation for child life services, validation of the 99 settings and beyond at the local, national, and global therapeutic benefits of play and preparation, and justi- levels. Participants will discuss the impact of challenging fies the continued development and support of child life life events such as divorce, incarceration, school shootings, programming provided by Certified Child Life Specialists. and natural disasters on the lives of children and families. In Participants will learn how to do action research using an small group discussions, both asynchronous and synchro- inquiry-based approach. Participants will learn how to ask nous, participants will apply knowledge of child develop- and analyze critical questions of practice grounded in a ment and the application of child life skills in developing theoretical framework. Participants will gather and analyze play opportunities, developmental explanations, coping data as a tool for making changes to child life practice and strategies and expressive arts as tools for supporting the programming by learning to examine bias, perspective, and psychosocial needs of children and families. assumptions when conducting research and using findings. Prerequisite: EDUC 500. Medical Aspects of Illness: A Child Life Perspective EDUC 826 3 credits (F) (O) Child Life students only Cross-Cultural Perspectives: Families and Ethical Issues This course provides students with an understanding of the in Child Life Practice development of a wide range of medical conditions which EDUC 832 3 credit (S2) (O) Child Life students only most frequently affect children and youth. Fundamental This course focuses on developing an understanding of to understanding disability and illness is the necessity of the principles of ethical decision-making, when working having knowledge about the physical, neurological, and with diverse families in complex healthcare situations. chemical roots of medical conditions which are alternately Participants will develop an awareness of the how ethical congenital, acquired, or genetic in their origin. Students will decisions are made in pediatrics in order to help mediate be introduced to research findings and standard practices healthcare experiences for children and families as members of medical interventions and preparations for conditions of a larger team. The course will approach the family from highlighted in the course. Pre- or corequisite: EDUC 500. an ecological perspective, examining the ways in which factors including but not limited to race, culture, language, Loss in Children’s Lives: Implications for socioeconomic background, family structure, immigra- Schools, Hospitals, and Home tion status, and community context may impact a family’s EDUC 828 3 credits (S1) (O) Child Life students only experience in healthcare systems. Participants will examine A developmental perspective is utilized to examine the their own backgrounds and identities to surface differences child’s perception and understanding of levels of loss outside in perspective and biases that may impact decision-making in child life contexts. Using current research and theory, apply the diagnostic and remedial techniques presented standards of ethical practice, and an understanding of na- in class to the central assignment of the course: clinical tional, state/provincial and institutional healthcare systems teaching in one-to-one interactions with a child for multiple and policies, participants will analyze case studies and sessions. Prerequisites: EDUC 505; EDUC 563 or EDUC 567 or apply this analysis to developing their practices in the field. EDUC 568. Prerequisite: EDUC 500. Formal and Informal Assessment of Adolescents with Disabilities Kerlin Science Institute EDUC 861 3 credits (S) This course is designed to develop an understanding of formal These Kerlin Science Institute courses are a three-part and informal assessment techniques used to identify the practicum in teaching science, which builds on the con- learning needs of adolescents with disabilities. Students tent knowledge developed in NSCI 500, Topics in Science. will become familiar with commonly used psychological and Teachers are coached to introduce and improve their science achievement tests as well as understand the need for adap- teaching. Seminar sessions cultivate an “extended inqui- tive measures during the evaluation process. The emphasis ries” model of teaching science that encourages learners to is on how to use both formal and informal assessment data construct meaning of phenomena. Prerequisite: NSCI 500. For to develop instructional plans to meet the unique needs of Kerlin Science Institute fellows only. adolescents with a range of abilities and challenges. The historical as well as current legal and ethical considerations, Practicum in Teaching Science I appropriate practices and limitations when working with EDUC 850 1 credit (TBA) students of diverse backgrounds and their families will be a This Kerlin Science Institute course is the first of a three- theme throughout the course. Topics such as student self-as- part practicum in teaching science, which builds on the con- sessment, vocational assessment, exit portfolios, alternative tent knowledge developed in NSCI 500: Topics in Science. assessment, transition planning and wraparound services will Teachers are coached to introduce and improve their science be discussed with a focus on advocacy and equity. (Pending teaching. Seminar sessions cultivate an “extended inqui- approval of the Curriculum Committee) ries” model of teaching science that encourages learners to 100 construct meaning of phenomena. Prerequisite: NSCI 500. For Assessment, Diagnosis, and Evaluation of Children with Kerlin Science Institute fellows only. Developmental Variations EDUC 862 3 credits (F, S, S2) Practicum in Teaching Science II This course is designed to explore a variety of approaches EDUC 851 1 credit (TBA) (O) used for the diagnosis, planning, and evaluation of students This Kerlin Science Institute course is the second of a three- with disabilities. Participants will develop a critical under- part practicum in teaching science. Teachers are coached standing of the historical, legal and ethical considerations, to introduce and improve their science teaching. Seminar appropriate use, mis-use, value, and limitations of standard- sessions cultivate an “extended inquiries” model of teaching ized assessments including their intersection with issues of science that encourages learners to construct meaning of race, class, language and gender. Participants will administer phenomena. Prerequisites: NSCI 500 and EDUC 850. For Kerlin and interpret various psycho-educational tests and develop Science Institute fellows only. instructional plans to meet the unique needs of children with oral language, reading, writing, and math challenges. Partici- Practicum in Teaching Science III pants will broaden their abilities to incorporate information EDUC 852 1 credit (TBA) from diagnostic reports into their teaching. This Kerlin Science Institute course is the third of a three- part practicum in teaching science. Teachers are coached Collaboration and Differentiation in the Instruction of to introduce and improve their science teaching. Seminar Children with Learning Variations sessions cultivate an “extended inquiries” model of teaching EDUC 863 3 credits (F, S) science that encourages learners to construct meaning of This course combines theory and practice through work with phenomena. Prerequisites: NSCI 500, EDUC 850, and EDUC 851. children from diverse cultural and linguistic backgrounds For Kerlin Science Institute fellows only. who have learning variations. Using assessment data gathered through formal and informal measures, students Assessment and Instruction in Teaching Literacy to will devise educational plans for children. Participants will Children with Language and Learning Variations be exposed to a repertoire of evidence-based practices and EDUC 860 3 credits (F, S) instructional strategies in oral language, reading, written This course presents theoretical and practical information language, and math in order to promote positive learning for teachers working with children with reading, writing, and outcomes. The course will also provide opportunities to language variations. Participants learn about the reading/ develop and apply strategies for working with families and writing process within a developmental framework, and collaborating with other educators. Utilizing their knowledge of individual learning differences, participants will cal and practical understanding of the ways to support become skilled at differentiating instruction for a class of children’s reading comprehension in kindergarten through students with diverse learning needs. Prerequisite: EDUC 803; grade 6. Using theoretical frameworks, students will inves- EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542. tigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs Emergent Literacy and Selecting Literature of fluent readers. Students will develop competencies in for Young Children current literacy practices such as Interactive Read Aloud, EDUC 864 1 credit (TBA) Think Aloud, Guided Reading, and Questioning the Author. This course focuses on the role of literature in the life of the In addition, they will analyze the ways in which teaching developing child as it facilitates and provides an entry into reading comprehension strategies empowers children to be literacy. Students gain an understanding of the relation- independent readers. Teachers will be able to use the strate- ships between aspects of young children’s language and gies demonstrated in this course with all learners, including what they relish in stories: repetition, rhythm, rhyme, and English Language Learners and children with special needs. concrete and sensorial language. Using multicultural and Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission nonsexist perspectives, students evolve criteria for judging of instructor. and selecting literature to use with children from ages three through eight. Effective uses of literature for young children Approaches to Teaching Decoding to Diverse Learners are examined, including reading aloud, telling stories, and EDUC 868 2 credits (S) using literature to extend the curriculum in social studies or This course explores varied approaches to teaching decod- sciences. Prerequisite: EDUC 565 or permission of instructor. ing and word study to children who have learning difficulties with reading and spelling. Course materials examine Children’s Literature for Grades 3 – 6 dominant learning theories and brain research that have EDUC 865 1 credit (Jan) produced foundational models of the reading process and This course serves as an introduction to some of the impor- the changing understandings of dyslexia and language- tant ideas involved in selecting and using literature appro- based learning disabilities over the last century. Participants priate to children in grades 3–6. The function and meaning study language components, including phonological aware- of “story” and/or “narrative” in oral tradition and written ness, phonics, orthography, morphology, and syntax so as literature are organizing concepts in this course. Students to apply this linguistic knowledge when assessing children’s 101 will participate in discussion and workshop activities and strengths and learning challenges as readers. They analyze use their own responses, criteria from the field of literary how the use of language systems varies for readers across criticism, and principles of child development to discuss different languages to better understand how language- ways of deepening children’s connections with literature. based disabilities differ from the developmental patterns of Prerequisite: EDUC 564 or permission of instructor. learning a new language. Participants review some of the assessments and intervention programs that have been A Developmental-Interaction Approach to Teaching developed to address challenges that surface for some Geography in the Upper-Elementary Grades children when learning to read. Participants explore varied EDUC 866 1 credit (S) approaches to teaching phonics and select from among the This course will focus on the role of language and experience methods and materials studied to develop differentiated in learning geography and how geography and map skills decoding instruction for a diverse population of learners, support social studies. Through active learning experiences, including those who are learning English and those who are students will come to a deeper understanding of the under- diagnosed with special needs. Prerequisite: EDUC 860. lying geographic concepts and vocabulary that are central to the course. Specific reference will be made to how the active Early Language and Literacy in Sociocultural Contexts: and concrete teaching techniques used in the course, many Supporting Development and Adapting for Disability of which were first developed by Lucy Sprague Mitchell, can EDUC 869 2 credits (F, S) foster learning among a wide range of learners. Dialogues This course examines communication, language, and that incorporate the vocabulary of geography will occur as literacy as they emerge in infancy through early childhood students actively engage in terrain building and map mak- (birth–age 8). Special attention will be given to the inte- ing; specific reference will also be made to the value of such grated nature of learning in these early years, encompassing experiences in promoting both conceptual and vocabulary social, physical, emotional, and cognitive growth. Language development among students who are English Language socialization, communicative competence, and literacy are Learners. Prerequisite: EDUC 510 or EDUC 514. seen as expressions of sociocultural learning. Students will learn about similarities and variations in the linguistic and The Teacher’s Role in the Development of Reading discourse traditions of different cultural groups, as well as Comprehension: Strategic Teaching (Grades K – 6) the developmental pathway for children learning two or EDUC 867 1 credit (F, S1) more languages. Throughout the course students will be in- This course will enable teachers to extend their theoreti- troduced to communication disorders and other disabilities of the early years that affect language and literacy learning. ed to ensure that adolescents’ needs are addressed through- Students will assess language and literacy development out their school experience. The transitions facing adoles- and plan activities appropriate for different early childhood cents with disabilities will be examined: physical, emotional, settings. Specific practices will be identified to enhance the and social change and development; post-secondary choices experience of young children who are English Language and the challenge of independent living; higher education, ca- Learners. Modifications and adaptations to support the reer exploration and choice; the changing role of family, adult learning of children with disabilities will be explored. Prereq- service agencies, and other support services. The process by uisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505. which special education teachers can negotiate this transition is addressed with an emphasis on developing Strategies The Teaching of English as a New Language for the dynamics of collaboration and student self-advocacy EDUC 870 3 credits (F) in the context of school, family and community. The course After a review of language acquisition theories, this course enhances the view of special educators as specialists, advo- will address the teaching of reading, writing, and content cates, and a resource to colleagues for instruction, inclusion, areas through a new language. Students will examine how transition and collaboration within schools, districts, and children learn to read and write in the home language and outside agencies as well as potential employers. Emphasis is what the differences and similarities are when they read and placed on IDEA requirements for transition services, career write in a new language. The focus will be on the method- development and transition processes, transition services ology of teaching a new language, appropriate language assessment, secondary special education curricular impli- materials, effective class organization, and lesson planning cations, career development and transition service needs, that involves all of these components, including assess- collaborative services in schools and communities to promote ment. One of the requirements of this course is individual quality transition services, and issues and trends in transition work with language learners. education and services. Prerequisites: EDUC 502 and EDUC 543. (Pending approval of the Curriculum Committee) Clinical Teaching Practicum for Reading and Literacy EDUC 871 1 credit (S2 2017) Summer Practicum in Teaching Children with Variations During the summer practicum, graduate students build on in Learning, Language, and Literacy Development earlier graduate school experiences to demonstrate teach- EDUC 873 3 credits (S2) 102 ing competencies when teaching individual children or This practicum is designed for students in the Childhood Spe- small groups of children, who struggle with some aspect of cial Education programs who are head teachers or assistant literacy learning. The five session practicum seminar meets teachers and have already participated in supervised field- in the evening during regular graduate school course times; work but need this summer experience to fulfill additional the fieldwork component of the course will meet during the fieldwork requirements. This course meets twice a week and day. In this practicum, students use a variety of formal and integrates theory and practice through direct, supervised in- informal assessments to determine goals suited to each tensive work with a diverse group of learners, including those child, select the teaching methods that best advance those at risk of failure in general or special education programs. The goals, assess the outcomes of their teaching and children’s practicum emphasizes review and application of theoretical learning, and record this work to develop a progress report materials and current research in the design and implementa- for a child they work with during the practicum. In addition, tion of differentiated instruction based on individual learning students read progress reports written by reading specialists profiles. In addition to class time, participants in this practi- and learn to analyze the form and content of these reports in cum will work five full days a week for the month of July in a order to develop appropriate instruction for struggling read- classroom with students exhibiting varying learning styles. ers and writers. Students consider language used for differ- Prerequisites: EDUC 803; EDUC 860; Supervised Fieldwork/Student ent audiences, such as families, teachers, administrators, Teaching/Advisement. and children. Students will do field work in a summer program together with other graduate students that provides Clinical Practicum/Advisement for Reading & Literacy, opportunities to work with struggling readers. Opportunities Clinical Teaching (for students completing supervised to discuss planning and teaching with peers, with the on-site fieldwork as working teachers) supervisor, and with the course instructor are built into the EDUC 874 3 credits (S2) scheduled teaching time. Prerequisite: EDUC 941 or EDUC 942. This course is designed for graduate students in the Read- ing & Literacy programs who are assistant or head teach- Advocacy, Collaboration and Transition: Negotiating ers and, therefore, are in one classroom placement for the Adolescents’ Identities across School, Family and entire school year. To fulfill New York State requirements, Community the clinical practicum offers participants the opportunity to EDUC 872 3 credits (S2) gain experience teaching a range of children, many of whom This course focuses on the development of strong collabora- struggle to read and write, and who are of varied ages and tive relationships that are necessary to support transitions for backgrounds. Participants work as student teachers in a clini- adolescents with disabilities. These relationships are intend- cal setting with children. An advisor will visit the practicum site to observe and discuss the student’s clinical practice. Developmental Systems I: Graduate students participate in a conference group that will Connecting Research in Early Development to include the exchange and analysis of ongoing professional Practice in Early Childhood Education experiences and provide a forum for integrating theory and EDUC 892 2 credits (F) practice. This course is designed to deepen a student’s understanding of the processes of development and developmental varia- Insights from Occupational Therapy: tions in infancy and early childhood. By considering current Understanding Children’s Sensory-Motor Development research from neuroscience, psychology, and the social sci- EDUC 880 1 credit (F, S) ences, students will develop an appreciation of the complex This course will introduce students to several neurobiological interactions between early brain development and the social frames of reference, including sensory integration. Emphasis environment. Students will identify forces that impact typical will be on learning principles that can guide daily care and development and the range and variety of developmental intervention for young children. The course will, in five ses- pathways within different cultural and environmental con- sions, go from neurobiological theory to processing theory to texts. Students will develop their understanding of the char- sensory integration theory to analysis of behavior and activity acteristics, etiology, and developmental variations of specific to practical applications of the above. It will include concepts disabilities that occur in young children and the implications of sensory tolerance, self-regulation, behavioral organization, of these differences for development and learning. Students and motor planning. Students will be assisted in develop- will consider and critically analyze the theoretical, practical, ing skills in task and behavioral analysis to support young and research foundations of different intervention approaches children’s neurobiological development. Pre- or corequisite: in early childhood education. Prerequisite: EDUC 500 or EDUC EDUC 892. 800.

Practicum in Developmental Assessment of Infants and Approaches to Early Childhood Assessment Toddlers EDUC 893 2 credits (S) EDUC 891 3 credits (S) This course introduces and explores informal and formal The Practicum in Developmental Assessment of Infants and assessment practices for young children. Students will learn Toddlers prepares graduate students to assess very young about various ways of observing, collecting, documenting, children across a wide developmental range, including those and analyzing children’s work and learning experiences in a 103 with developmental variations, and to support families variety of settings. Students will also become familiar with through the assessment process. Taking a relationship-based formal and informal assessment procedures and terminol- developmental approach to the observation and assessment ogy, standardized testing, and strategies for test selection, of infant/toddler behavior, graduate students will use the to ensure results that are valid and unbiased. Students will assessment process to provide a close look at development also examine legal, ethical, culturally responsive, and profes- across all developmental domains. Participants will learn to sional considerations of assessment. Students will be given use assessments to create an IFSP for Early Intervention in practical experience in the preparation and administration of collaboration with the family. Graduate students will learn different forms of assessment, including the construction of how to administer and evaluate the validity and usefulness simple performance assessments. Critical attention will be of several different assessment and screening tools such given to careful interpretation and utilization of assessment as the Bayley Scales of Infant Development III and other data in developing meaningful curriculum and educational standardized, criterion-referenced and evidence-based tools. plans for individual children. Culturally responsive approaches Participants will be trained in a collaborative approach with to assessment and involving the family with the assessment families, respecting the family’s perspective while focusing on process will also be addressed. Prerequisite: EDUC 803 or EDUC the strengths of and challenges to each child’s development. 894. Participants come to understand the young child within the sociocultural context of his/her family. Families from a diverse Early Childhood Practicum I: Observing a Child range of cultural and ethnic backgrounds participate in the through Family/Cultural Contexts course. The course requires graduate students to make a play- EDUC 894 2 credits (F) based developmental assessment, including observations of Early Childhood Practicum I and II is a year-long course that a child and dialogue with the child’s parents in the family’s provides graduate students in the Early Childhood Special home. Graduate students are required to meet with their and General Education programs the opportunity to integrate family to discuss the overall assessment process. Prerequisites: theoretical knowledge with guided practical experience as EDUC 801 and EDUC 802. they work individually with a child and the child’s family. Early Childhood Practicum I addresses two areas of study that are fundamental for early childhood professionals: (1) observation as the basis of early childhood assessment and (2) culturally responsive, family-based practice. The overarching goal of the course is that students become reflective teacher/practitioners, developing a deeper awareness of themselves and experiences and provide a forum for integrating theory and of the life experience of the children and families with whom practice. Attention is given to instructional strategies for they work. During Early Childhood Practicum I, students addressing the individual academic and behavioral needs of learn to observe and record children’s behavior in a variety typically and atypically developing children within class- of settings: home, school, and community. Through regular room settings. Opportunities to collaborate and coteach interactions with a child, students construct a full, respect- with cooperating teachers and other school personnel are ful, and increasingly complex understanding of the child, as an integral part of the course. Pre- or corequisite: EDUC 860. s/he exists in his or her family, culture, and community, with special emphasis on the strengths of the child and his or her Childhood General Education and Teaching Literacy social environment. Based on analysis and synthesis of their Supervised Fieldwork/Student Teaching/Advisement observations, students will develop and present a thorough, EDUC 942 12 credits/6 credits per semester (F, S) detailed, and respectful study of a child that will inform their Fieldwork in appropriate settings with supervision and work with the child during the second semester. Through advisement. Students in advisement participate in weekly discussion, course readings, and analysis of observations, small-group conferences with their advisor. These seminars students develop greater awareness of their own perspectives include the exchange and analysis of ongoing professional and beliefs and the ways their personal experiences affect experiences and provide a forum for integrating theory with what they notice and how they interpret their observations practice. Attention is given to instructional strategies for of children and families. Students will also begin to integrate addressing the individual academic and behavioral needs of information on adult development, family systems theory, typically and atypically developing children within class- and cultural/linguistic diversity as a basis for developing room settings. Opportunities to collaborate and coteach relationships with the child’s family. Prerequisites: EDUC 500 or with cooperating teachers and other school personnel are EDUC 800; EDUC 803. an integral part of the course. Pre- or corequisite: EDUC 860.

Early Childhood Practicum II: Collaboration Curriculum and Instruction Supervised with Families and Colleagues about the Cycle of Fieldwork/Student Teaching/Advisement Assessment, Planning, and Instruction EDUC 946 12 credits/6 per semester (F, S) EDUC 895 2 credits (S) Fieldwork in an appropriate setting with supervision and 104 This course completes a year-long sequence of work with a advisement. Students in advisement participate in weekly child and the child’s family. The focus in the second semester small-group conferences with their advisor. These seminars is twofold: (1) developing a responsive collaboration with include the exchange and analysis of ongoing professional the family about the child’s learning and development and experiences and provide a forum for integrating theory and (2) analyzing the graduate student’s own interactions and practice. Attention is given to instructional strategies for instructional strategies with the child. Through conversa- addressing the individual academic and behavioral needs of tions with the family, students will learn about the family’s typically and atypically developing children within class- view of the child. Students will engage in a variety of informal room settings. Opportunities to collaborate and coteach assessment practices designed for the needs of their study with cooperating teachers and other school personnel are child. Based on their growing understanding of the child and an integral part of the course. the child’s interests and developmental needs, students will design and implement interactions, activities, or instructional Clinical Experiences and Supervised Fieldwork: strategies during scheduled meetings with the child. Students Children in Healthcare Settings will develop their ability to record and monitor the child’s EDUC 950 6 credits (F, S) learning in short weekly progress notes and will plan their Fieldwork in an approved child life internship with super- future work through reflections on their own actions and the vision and advisement. Graduate students participate in responses of the child. Students will learn to analyze the en- weekly small-group conferences with their advisor. These vironment, task, child’s characteristics and interests, instruc- seminars include the exchange and analysis of ongoing tional approaches, and their own responses in order to more professional experiences and provide a forum for integrating fully support the child’s development and learning. Students theory and practice. Attention is given to developing child will work with families to jointly plan IEP/IFSP or other goals. life practice that supports the psychosocial and emotional Prerequisite: EDUC 894. needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting Teaching Literacy Supervised Fieldwork/Student the individual strengths and challenges of a broad range of Teaching/Advisement children and adolescents within medical settings. Oppor- EDUC 941 12 credits/6 credits per semester (F, S) tunities to collaborate with interdisciplinary members of Fieldwork in an appropriate setting with supervision and the healthcare team are an integral part of the experience. advisement. Students in advisement participate in weekly Graduate students are responsible for securing their own small-group conferences with their advisor. These seminars hospital internships. include the exchange and analysis of ongoing professional Teaching Students with Disabilities 7-12 Supervised room settings. Opportunities to collaborate and coteach Fieldwork/Student Teaching/Advisement with cooperating teachers and other school personnel are EDUC 951 12 credits/6 per semester (F, S) an integral part of the course. Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly Childhood General Education Supervised small-group conferences with their advisor. These seminars Fieldwork/Student Teaching/Advisement include the exchange and analysis of ongoing professional EDUC 956 12 credits/6 credits per semester (F, S) experiences and provide a forum for integrating theory with Fieldwork in appropriate settings with supervision and practice. Attention is given to instructional strategies for ad- advisement. Students in advisement participate in weekly dressing the individual academic and behavioral strengths small-group conferences with their advisor. These seminars and needs of adolescents within classroom settings. Op- include the exchange and analysis of ongoing professional portunities to collaborate and coteach with cooperating experiences and provide a forum for integrating theory with teachers and other school personnel are an integral part of practice. Attention is given to instructional strategies for the course. addressing the individual academic and behavioral needs of typically and atypically developing children within class- Infant and Family Development and Early Intervention room settings. Opportunities to collaborate and coteach and Early Childhood Special Education Supervised with cooperating teachers and other school personnel are Fieldwork/Student Teaching/Advisement an integral part of the course. EDUC 953 6 credits/3 credits per semester (F, S) Fieldwork in appropriate settings with supervision and Early Childhood and Childhood General Education advisement. Students in advisement participate in weekly Supervised Fieldwork/Student Teaching/Advisement small-group conferences with their advisor. These seminars EDUC 958 12 credits/6 credits per semester (F, S) include the exchange and analysis of ongoing professional Fieldwork in appropriate settings with supervision and experiences and provide a forum for integrating theory with advisement. Students in advisement participate in weekly practice. Attention is given to instructional strategies for small-group conferences with their advisor. These seminars addressing the individual academic and behavioral needs of include the exchange and analysis of ongoing professional typically and atypically developing children within class- experiences and provide a forum for integrating theory with room settings. Opportunities to collaborate and coteach practice. Attention is given to instructional strategies for 105 with cooperating teachers and other school personnel are addressing the individual academic and behavioral needs of an integral part of the course. typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach Infant and Family Development and Early Intervention with cooperating teachers and other school personnel are Supervised Fieldwork/Student Teaching/Advisement an integral part of the course. EDUC 954 12 credits/6 credits per semester (F, S) Fieldwork in appropriate settings with supervision and Dual Language/Bilingual Early Childhood General advisement. Students in advisement participate in weekly Education Supervised Fieldwork/Student small-group conferences with their advisor. These seminars Teaching/Advisement include the exchange and analysis of ongoing professional EDUC 960 12 credits/6 credits per semester (F, S) experiences and provide a forum for integrating theory with Fieldwork in appropriate settings with supervision and practice. Attention is given to instructional strategies for advisement. Students in advisement participate in weekly addressing the individual academic and behavioral needs of small-group conferences with their advisor. These seminars typically and atypically developing children within class- include the exchange and analysis of ongoing professional room settings. Opportunities to collaborate and coteach experiences and provide a forum for integrating theory with with cooperating teachers and other school personnel are practice. Attention is given to instructional strategies for an integral part of the course. addressing the individual academic and behavioral needs of typically and atypically developing children within class- Early Childhood General Education Supervised room settings. Opportunities to collaborate and coteach Fieldwork/Student Teaching/Advisement with cooperating teachers and other school personnel are EDUC 955 12 credits/6 credits per semester (F, S) an integral part of the course. Fieldwork in appropriate settings with supervision and advisement. Students in advisement participate in weekly Dual Language/Bilingual Childhood General Education small-group conferences with their advisor. These seminars Supervised Fieldwork/Student Teaching/Advisement include the exchange and analysis of ongoing professional EDUC 961 12 credits/6 credits per semester (F, S) experiences and provide a forum for integrating theory with Fieldwork in appropriate settings with supervision and practice. Attention is given to instructional strategies for advisement. Students in advisement participate in weekly addressing the individual academic and behavioral needs of small-group conferences with their advisor. These seminars typically and atypically developing children within class- include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with Dual Language/Bilingual Childhood Special and practice. Attention is given to instructional strategies for General Education Supervised Fieldwork/Student addressing the individual academic and behavioral needs of Teaching/Advisement typically and atypically developing children within class- EDUC 967 12 credits/6 credits per semester (F, S) room settings. Opportunities to collaborate and coteach Fieldwork in appropriate settings with supervision and with cooperating teachers and other school personnel are advisement. Students in advisement participate in weekly an integral part of the course. small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional Early Childhood Special and General Education experiences and provide a forum for integrating theory with Supervised Fieldwork/Student Teaching/Advisement practice. Attention is given to instructional strategies for EDUC 963 12 credits/6 credits per semester (F, S) addressing the individual academic and behavioral needs of Fieldwork in appropriate settings with supervision and typically and atypically developing children within class- advisement. Students in advisement participate in weekly room settings. Opportunities to collaborate and coteach small-group conferences with their advisor. These seminars with cooperating teachers and other school personnel are include the exchange and analysis of ongoing professional an integral part of the course. experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for Early Childhood Special Education Supervised addressing the individual academic and behavioral needs of Fieldwork/Student Teaching/Advisement typically and atypically developing children within class- EDUC 970 6 credits/1 semester (F, S) room settings. Opportunities to collaborate and coteach Fieldwork in appropriate settings with supervision and with cooperating teachers and other school personnel are advisement. Students in advisement participate in weekly an integral part of the course. small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional Childhood Special and General Education experiences and provide a forum for integrating theory with Supervised Fieldwork/Student Teaching/Advisement practice. Attention is given to instructional strategies for EDUC 964 12 credits/6 credits per semester (F, S) addressing the individual academic and behavioral needs of Fieldwork in appropriate settings with supervision and typically and atypically developing children within class- 106 advisement. Students in advisement participate in weekly room settings. Opportunities to collaborate and coteach small-group conferences with their advisor. These seminars with cooperating teachers and other school personnel are include the exchange and analysis of ongoing professional an integral part of the course. experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for Childhood Special Education Supervised addressing the individual academic and behavioral needs of Fieldwork/Student Teaching/Advisement typically and atypically developing children within class- EDUC 971 6 credits/1 semester (F, S) room settings. Opportunities to collaborate and coteach Fieldwork in appropriate settings with supervision and with cooperating teachers and other school personnel are advisement. Students in advisement participate in weekly an integral part of the course. small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional Dual Language/Bilingual Early Childhood Special and experiences and provide a forum for integrating theory with General Education Supervised Fieldwork/Student practice. Attention is given to instructional strategies for Teaching/Advisement addressing the individual academic and behavioral needs of EDUC 966 12 credits/6 credits per semester (F, S) typically and atypically developing children within class- Fieldwork in appropriate settings with supervision and room settings. Opportunities to collaborate and coteach advisement. Students in advisement participate in weekly with cooperating teachers and other school personnel are small-group conferences with their advisor. These seminars an integral part of the course. include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with Dual Language/Bilingual Early Childhood Special practice. Attention is given to instructional strategies for Education Supervised Fieldwork/Student addressing the individual academic and behavioral needs of Teaching/Advisement typically and atypically developing children within class- EDUC 973 6 credits/1 semester (F, S) room settings. Opportunities to collaborate and coteach Fieldwork in appropriate settings with supervision and with cooperating teachers and other school personnel are advisement. Students in advisement participate in weekly an integral part of the course. small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory with practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within class- based on the graduate students’ experiences in the field. It room settings. Opportunities to collaborate and coteach provides a forum for integrating theory with practice, and with cooperating teachers and other school personnel are the creation of a professional learning community. Atten- an integral part of the course. tion is given to instructional strategies for addressing the academic strengths and needs of adolescent math learn- Dual Language/Bilingual Childhood Special Education ers, including constructing classroom environments that Supervised Fieldwork/Student Teaching/Advisement support collaboration and agency. In addition, the seminar EDUC 974 6 credits/1 semester (F, S) examines the historical, philosophical, and cultural roots of Fieldwork in appropriate settings with supervision and math education as they have influenced current practices advisement. Students in advisement participate in weekly and innovations, and explores Bank Street’s history and small-group conferences with their advisor. These seminars philosophy as a progressive institution. Participants engage include the exchange and analysis of ongoing professional in guided field assignments, including planning and imple- experiences and provide a forum for integrating theory with menting math lessons, which support their professional practice. Attention is given to instructional strategies for growth and development. Twice a semester, the advisor addressing the individual academic and behavioral needs of observes and discusses the graduate student’s evolving typically and atypically developing children within class- practice. room settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are Extended Field Experiences with Diverse Learners an integral part of the course. (for students completing fieldwork as student teachers) EDUC 990 0 credits (F, S) Childhood General and Museum Education Taken during the supervised fieldwork/advisement year. Supervised Fieldwork/Student Teaching/Museum Internship/Advisement Integrative Seminar in High Needs Educational Settings: EDUC 980 12 credits/6 credits per semester (F, S) Extended Field Experiences (for students completing Fieldwork in appropriate settings with supervision and fieldwork as head or assistant teachers) advisement. Students in advisement participate in weekly EDUC 991 1 credit (S1, S2) small-group conferences with their advisor. These seminars This course provides head and assistant teachers the oppor- include the exchange and analysis of ongoing professional tunity to complete New York State requirements for grade- 107 experiences and provide a forum for integrating theory with range experiences and certification after they have completed practice. Attention is given to instructional strategies for ad- at least one semester of supervised fieldwork. To meet the dressing the individual academic and behavioral needs of required number of student contact hours, teacher candidates typically and atypically developing children within class- are placed in an urban, public educational setting in which they room settings. Opportunities to collaborate and coteach gain classroom experience with children from low socioeco- with cooperating teachers and other school personnel are nomic levels, immigrant families, and English Language Learn- an integral part of the course. ers, as well as children with disabilities. They also participate in a series of seminars and complete assignments designed to Museum Education Supervised Fieldwork/Student deepen understanding about these relevant issues. Prereq- Teaching/Museum Internship/Advisement uisite: completion of at least one semester of supervised EDUC 982 12 credits/6 credits per semester (F, S) fieldwork. Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly Summer Supervised Fieldwork/Advisement for Early small-group conferences with their advisor. These seminars Childhood Special Education Head Teachers and include the exchange and analysis of ongoing professional Assistant Teachers experiences and provide a forum for integrating theory and EDUC 992 3 credits (S2) practice. Attention is given to instructional strategies for This course is designed for students in the Early Childhood addressing the individual academic and behavioral needs of Special Education certification programs who are head teach- typically and atypically developing children within class- ers or assistant teachers. Its purpose is to give students a room settings. Opportunities to collaborate and coteach supervised teaching experience within the range of ages, set- with cooperating teachers and other school personnel are tings, and student characteristics required by New York State an integral part of the course. that cannot be met through their full-time teaching positions. During July, students are placed in an appropriate site for four Supervised Fieldwork and Advisement weeks, five days per week. Advisors visit them in their sites EDUC 985 3 credits (F, S) and meet with students individually. There are weekly confer- This seminar and fieldwork experience consists of a cohort ence groups with students and advisors that will include the of graduate students who meet with their advisor through- exchange and analysis of ongoing professional experiences out the two years of the program. The seminar includes the and provide a forum for integrating theory and practice. exchange and analysis of ongoing professional experiences Summer Supervised Fieldwork/Advisement for Teaching American Sign Language. The course builds on the skills and Students with Disabilities 7-12 Generalist: Head Teachers abilities developed in the first two modules, further extend- and Assistant Teachers ing knowledge of the language, its culture, grammatical EDUC 993 3 credits (S1) principles, and skill in communication. Prerequisite: LANG 761 This course is designed for candidates in the Teaching or permission of instructor. Students with Disabilities 7-12 Generalist program who are working teachers or assistant teachers. Its purpose is to give Topics in Mathematics candidates a supervised teaching experience within the range MATH 495 2 credits (F) of ages, settings, and student characteristics required by New Through a process of supportive exploration, students will York State that cannot be met through their full-time teach- develop familiarity with a variety of mathematical fields, as ing positions. During July and August, candidates are placed well as competence in the processes of mathematical think- in an appropriate site for five weeks, five days per week. Advi- ing and doing. Topics for investigation will include historical sors visit them in their sites and meet with candidates indi- mathematics, number theory, analytic geometry, calculus, vidually. There are weekly conference groups with candidates non-Euclidean geometry, and linear algebra. The course will and advisors that will include the exchange and analysis of integrate a review of algebra, geometry, and trigonometry. ongoing professional experiences and provide a forum for On-site math experience, manipulative materials and mod- integrating theory and practice. els, and cooperative learning groups as well as computer software will all be part of the investigative process in this Studies in Education Supervised Fieldwork/Student course. No previous college-level study of math is required. Teaching/Advisement GSTD 960 6 – 12 credits/6 per semester (F, S) Integrated Mathematics I for Middle and High School Fieldwork in an appropriate setting with supervision and Teachers advisement. Students in advisement participate in weekly MATH 641 3 credits (S2) small-group conferences with their advisor. These seminars MATH 641 is the first course in a sequence of four courses include the exchange and analysis of ongoing professional that integrates big topics of mathematics. The process of experiences and provide a forum for integrating theory and moving through these integrated topics of mathematics practice. Attention is given to instructional strategies for enables teachers to deepen their own understanding of 108 addressing the individual academic and behavioral needs of math, make connections between the different topics within typically and atypically developing children within class- math, and make connections to what they will teach in their room settings. Opportunities to collaborate and coteach own classrooms. The intention is to simultaneously deepen with cooperating teachers and other school personnel are understanding of mathematics while reminding graduate an integral part of the course. students of what it feels like to have productive struggle in a math class. This first integrated math course investigates American Sign Language: Module One the different ways to prove a conjecture, provides an intro- LANG 760 1 credit (S2) duction to group theory and number theory, and explores This course offers an introductory immersion approach the connection between algorithms and computer science. to American Sign Language in communication with deaf (Pending approval of the Curriculum Committee) persons. ASL may also be explored as an alternate means of communication with hearing children with language disor- Integrated Mathematics II for Middle and High School ders who may be delayed in acquiring spoken English. Ses- Teachers sions will focus on aspects of deaf culture and the vitality and MATH 642 3 credits (S) rich potential of American Sign Language communication. MATH 642 is the second course in a sequence of four courses ASL lab practice opportunities will be built into the schedule. that integrates big topics of mathematics. The process of moving through these integrated topics of mathematics American Sign Language: Module Two enables teachers to deepen their own understanding of LANG 761 1 credit (S2) (O) math, make connections between the different topics within This course offers an immersion approach to American Sign math, and make connections to what they will teach in their Language in communication with deaf persons. The course own classrooms. The intention is to simultaneously deepen builds on Module One and is designed to provide students understanding of mathematics while reminding graduate with an essential fundamental knowledge of the language, students of what it feels like to have productive struggle in a its culture, and its grammatical principles. Prerequisite: LANG math class. The second integrated math course investigates 760 or permission of instructor. and draws connections between the topics of probability and statistics, and linear algebra and multivariate functions. American Sign Language: Module Three Prerequisite: MATH 641. (Pending approval of the Curriculum LANG 762 1 credit (S2) (O) Committee) This course is the third and most advanced module of the American Sign Language series. Sessions led by an educator who is herself deaf continue the immersion approach to Integrated Mathematics III for Middle and High School The course is organized around common principles of scientific Teachers inquiry, such as observation and experiment. As we discuss vari- MATH 643 3 credits (S2) ous concepts in the physical and life sciences, we will frame our MATH 643 is the third course in a sequence of four courses work by issues such as what types of questions can be answered that integrates big topics of mathematics. The process of through scientific investigation, how such an investigation is de- moving through these integrated topics of mathematics signed, and the insights and limitations offered by experimental enables teachers to deepen their own understanding of data. Once students understand the nature of science and its math, make connections between the different topics within practice, we will explore some of the overarching themes that math, and make connections to what they will teach in their appear throughout the scientific disciplines, such as systems, own classrooms. The intention is to simultaneously deepen models, constancy and change, time and space scales, evidence, understanding of mathematics while reminding graduate and explanation. This course extends the traditional class- students of what it feels like to have productive struggle in room lecture/ discussion structure by requiring an experiential a math class. This third integrated math course investigates component to engage students in scientific investigations. It calculus, both differential and integral, and their use in solv- is our belief that through readings, activities, and discussions, ing physical problems, and explores both continuous and students will consider science in its proper light as a unique way discontinuous functions and their connection to real world of knowing and understanding the natural world. phenomena. Prerequisites: MATH 641 and MATH 642.(Pending approval of the Curriculum Committee) ENL Case Management: Creating Access through Programming and Curriculum Integrated Mathematics IV for Middle and High School TESL 515 3 credits (S) Teachers This course is designed to help ENL teacher candidates re- MATH 644 3 credits (F) fine their pedagogy while managing their student caseload MATH 644 is the final course in a sequence of four courses within the mandated ENL service models (stand-alone and that integrates big topics of mathematics. The process of integrated ENL) using standards-based curricula and as- moving through these integrated topics of mathematics sessments to differentiate instruction. In collaboration with enables teachers to deepen their own understanding of school professionals, participants will analyze informal and math, make connections between the different topics within formal school-wide data (including New York State English math, and make connections to what they will teach in their as a Second Language Achievement Test data, content, and 109 own classrooms. The intention is to simultaneously deepen literacy assessments) to identify the language and literacy understanding of mathematics while reminding graduate needs of their ENL students. Participants will evaluate students of what it feels like to have productive struggle in the strengths and weaknesses of the programming of ENL a math class. The fourth and final integrated course focuses services in their schools and advocate for integrated, collab- on an in-depth investigation of the branch of mathemat- orative approaches that support ENL students across their ics called topology. Prerequisites: MATH 641, MATH 642, and school day. Special attention will be given to understanding MATH 643. (Pending approval of the Curriculum Committee) the specific needs of newcomers, recently arrived unaccom- panied children/refugee children & youth, long-term ELLs Topics in Science (LTELLs), and students with limited or interrupted /incon- NSCI 500 3 credits (TBA) sistent formal education (SLIFE). Participants will explore This course is a college-level course, with an emphasis on ways to effectively connect with students to leverage cul- content, which will help teachers gain a depth of understand- tural and linguistic resources, and other funds of knowledge ing of subject matter and an awareness of the development of to create socio-emotional supports, empower students and skills essential to the scientific process. The course focuses on families, and develop culturally responsive practices within a different topic each year, using hands-on laboratory activi- their instructional programming. In addition, participants ties to help students discover the rules that govern behavior will develop strategies to self-advocate, collaborate, and of materials in the domain of science under study. Students negotiate their roles with other school professionals to construct a knowledge base and develop an understanding better advocate for the needs of their students. Prerequisite: and appreciation of methods of scientific discovery. The TESL 660. course helps students to develop scientific habits of mind and serves as a foundation for designing science curricula. For Theoretical Foundations: Social, Cultural, and Linguistic Kerlin Science Institute fellows only. Diversity in School TESL 530 3 credits (F) Explorations of Nature This course explores how major federal and state laws, lan- SCIE 510 2 credits (S1) guage policies, and theories of language development (first This course is designed to provide students with an intro- and second language acquisition, bilingualism, and trans- duction to the scientific exploration of the natural world through lingualism) shape English as a new language (ENL) and bi- a review of the fundamental discoveries and principles of lingual program designs. Candidates will analyze how these physical sciences, life sciences, and earth and space sciences. programs serve diverse students in PreK-12 urban schools, with a special focus on the education of students who are pants will recognize how home languages and language immigrants, including students with limited or interrupted varieties impact the selection of readings, writing assign- formal education (SLIFE). Candidates will explore immigra- ments, feedback, error analysis, and the interpretation of lit- tion to the United States from a sociocultural perspective, eracy assessments. Participants will explore approaches for investigate the factors that shape immigrant students’ teaching phonics, multimodal composition, rhetorical genre experiences in schools, and how these impact their identity studies (RGS), and translingual research to develop flexible development. Graduate students will reflect on their own and culturally responsive literacy practices. Particular atten- beliefs and perceptions about immigrants and emergent tion will be paid to the ways in which ENL teachers can col- bilingual students while identifying the experiences that laborate with classroom teachers to develop literacy goals have contributed to these beliefs and perceptions. They will for students with varied language proficiencies (entering, survey the demographic landscape of a school and evalu- emerging, transitional, expanding, and commanding) and ate how the school language allocation policy, curricula, developing literacy skills. Participants will also explore how and ENL & bilingual programs respond to the legal rights to create portable and fixed learning environments that sup- and the linguistic, socio-emotional and academic needs of port a balanced approach to literacy, as well as explore ways emergent bilingual students. Based on their comprehensive to use age-appropriate technology to support students’ analysis and principles of social justice, candidates will multimodal literacy development. In addition to gaining a develop an advocacy plan to address identified needs of deeper understanding of the reading and writing processes, emergent bilingual students and their families. participants will better define their roles as literacy teachers and advocates of literacy practices that support emergent Linguistics in Education bilingual students. Prerequisite: TESL 530. TESL 561 3 credits (S) This course is an introduction to the study of language as it TESOL Research & Methodologies (Grades PreK-6) applies to educational settings. Participants will learn about TESL 660 3 credits (F) the five basic linguistic structures: phonetics and phonol- This course explores TESOL methodologies to inform the ogy (sounds and sound patterning), morphology (form of teaching of English as a new language in grades PreK-6. words), syntax (arrangement of words), semantics (mean- The course will provide participants with a foundation for ing), and pragmatics (the use of language). Participants will thinking about English as a new language (ENL) instruction 110 examine language structure as it exists within the larger as being grounded in a deep understanding of both learner context of sociolinguistics, equity, and social justice. The and context. Participants will develop an understanding of course will investigate how students use their full linguis- how student identity, language proficiency levels (enter- tic repertoire in academic settings (translanguaging), how ing, emerging, transitional, expanding, and commanding), teachers and society at large perceive language varieties, classroom culture and curriculum, and local and state and how teachers value linguistic diversity in classrooms. assessments all impact planning and instruction for ENLs. The course examines the role of the brain in language Using this grounding, participants will determine appropri- development (psycholinguistics), language universals, body ate language materials, instructional technology, translan- language, and discourse analysis. In the second half of the guaging strategies, environmental supports, and effective course, TESOL candidates will compare the structure and ENL service models to differentiate for the diverse listening, language features of world Englishes to that of other lan- speaking, reading, and writing abilities and needs of their guages most commonly spoken in schools. The focus of the emergent bilingual students. Participants will develop skills course will be on the practical application of this knowledge in collaborating with a range of colleagues to create inclu- to developing a broader range of instructional strategies to sive learning environments and effective classroom man- support students’ language proficiency in school. Prerequi- agement strategies aimed at integrating emergent bilingual site: TESL 530. students, including those with developmental variations, fully into their classroom communities. The course will The Teaching of Reading, Writing, & Language Arts in explore how participants can advocate for an integrated and ENL Settings (PreK-12) flexible role of ENL service delivery, preparing participants TESL 563 3 credits (S) to design both stand-alone and integrated ENL experiences, This course addresses the ways in which language, cogni- as well as differentiating existing curriculum to better meet tion, and the socio-emotional development of students the needs of students. Prerequisite: TESL 870. shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructiv- TESOL Research & Methodologies (Grades 7-12) ist perspective, the course prepares teachers to meet the TESL 661 3 credits (S) needs of students from diverse cultural and linguistic back- This course builds on the content covered in the Research grounds. Participants will explore how emergent bilingual and Methodologies (PreK-6) course by exploring the TESOL students utilize their entire linguistic repertoire, as well language learning methods and research that apply in as their cultural and family backgrounds when learning to middle and high school settings. Special attention will speak, listen, read, and write in a new language. Partici- be paid to the social, emotional, and academic needs of adolescents with interrupted formal education (SIFE) and emerging, transitional, expanding, and commanding). Par- long-term English language learners (LTELLs). Partici- ticipants will use language assessments and error analyses pants will develop an understanding of how adolescent in order to gauge students’ grammatical needs when speak- identity, language proficiency levels (entering, emerging, ing and writing and will use this assessment to inform the transitional, expanding, and commanding), middle and high development of grammar lessons. The course will support school culture and curriculum, and local and state assess- participants in using technology for assessment and instruc- ments all impact planning and instruction for adolescent tion and will focus the teaching of grammar as a tool for ENLs. Using this grounding, participants will determine helping students engage more meaningfully in spoken and appropriate language materials, instructional technology, written discourse across a range of grade levels and content translanguaging strategies, environmental supports, and areas. Participants will study grammars as living, dynamic effective ENL service models to differentiate for the diverse systems, and through lesson design, they will empower stu- listening, speaking, reading, and writing abilities and needs dents to consciously use grammars as communication tools of their emergent bilingual students across the content in response to particular audiences and situations. Partici- areas. Participants will develop skills in collaborating with pants will collaborate with classroom teachers and school a range of colleagues to create inclusive learning environ- leaders to integrate grammar lessons into existing literacy ments and effective classroom management strategies units used in schools. Prerequisite: TESL 561. aimed at integrating emergent bilingual adolescents fully into their classroom communities. The course will explore TESOL Supervised Fieldwork/Student how participants can advocate for an integrated and flexible Teaching/Advisement role of ENL service delivery, preparing participants to design TESL 900 12 credits/6 credits per semester (F, S) both stand-alone and integrated ENL experiences, as well Fieldwork in an appropriate setting with supervision and as differentiating existing curriculum to better meet the advisement. Students in advisement participate in weekly needs of students. Prerequisite: TESL 660. small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional Assessment and Differentiation for Linguistically Diverse experiences and provide a forum for integrating theory and Students with Developmental Variations practice. Attention is given to instructional strategies for TESL 862 3 credits (F) addressing the individual academic and behavioral needs of In this course, participants will review the history of special typically and atypically developing children within class- 111 education as it has impacted students and families from di- room settings. Opportunities to collaborate and coteach verse cultural and linguistic backgrounds, focusing on over- with cooperating teachers and other school personnel are representation in the classifications of intellectual disability, an integral part of the course. emotional disability, and language/learning disabilities. This course will help English as a new language (ENL) teach- Summer Supervised Fieldwork/Advisement for TESOL: ers examine the intersection between disability and cultural Head Teachers and Assistant Teachers and linguistic diversity. Participants will unpack assump- TESL 992 3 credits (S1) tions about linguistically and culturally diverse families, and This course is designed for candidates in the TESOL program understand how various disabilities interact with learning a who are working teachers or assistant teachers. Its purpose new language to better discern typical patterns of language is to give candidates a supervised teaching experience within development from language-based disabilities. Participants the range of ages, settings, and student characteristics will have the opportunity to become familiar with formal required by New York State that cannot be met through their and informal assessments used to evaluate K-12 students full-time teaching positions. During July and August, can- and how these apply to emergent bilingual speakers, as well didates are placed in an appropriate site for five weeks, five as concepts including validity, reliability, and basic statisti- days per week. Advisors visit them in their sites and meet cal terminology. Participants will collaborate with school with candidates individually. There are weekly conference professionals to explore strategies for working effectively groups with candidates and advisors that will include the ex- with families of linguistically and culturally diverse children change and analysis of ongoing professional experiences and and adolescents. provide a forum for integrating theory and practice.

The Teaching of English Grammars & Discourse in ENL Settings TESL 870 3 credits (S1) Participants will critically examine historical and current approaches used to teach English grammar in the United States and in other English-speaking countries. Research on the effectiveness of teaching grammar will inform participants as they design learning experiences to support emergent bilinguals’ English proficiency levels (entering, working effectively with young people. Course work on the Educational Leadership characteristics of the adult learner includes strategies for Course Descriptions creating a sustainable volunteer program. For Museum Lead- ership students only. COURSES ARE LISTED AS FOLLOWS: Course Title Adult Development: Implications for Course Number: # of credits (Term[s] course is offered) Educational Leadership Description LEAD 503 3 credits (F, S) Prerequisites/Corequisites Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad KEY FOR TERMS OFFERED*: multicultural approach to learning and development. Stud- (A) All terms (Fall, Spring, Summer 1, Summer 2) ies and research are reviewed. Emphasis is given to devel- (F) Fall term opmental characteristics that have implications for profes- (S) Spring term sional growth and development. (Jan) January term (S1) Summer 1 term Leadership in Curriculum and Instruction (S2) Summer 2 term LEAD 510 3 credits (F, S) (O) (S1–S2) Across Summer 1 and Summer 2 terms This course focuses on the roles and functions of the school (2/S) Every other Spring term leader in the spheres of curriculum and instruction. It covers (2/F) Every other Fall term the principles and processes that inform curriculum de- (2/S2) Every other Summer 2 term velopment. At the same time, in keeping with the realities (3/S2) Every third Summer 2 term faced by today’s school building leaders, it focuses inten- (O) This course is sometimes offered as a blended sively on the knowledge and tools needed to be discerning or fully online course. consumers and negotiators of curriculum. Finally, the course (TBA) To be announced explores leadership in curriculum and instruction as a means of inspiring, guiding, and effecting school change. *Every effort is made to offer courses as listed. Offerings are subject 112 to change. Check the current course schedule on the College website. When TBA is noted, please see your advisor. Exhibition Development for Museum Leaders LEAD 511 2 credits (2/F) Please note: Some courses are offered only to students in specific programs. The course offers insight into exhibitions as learning environments, with an emphasis on how to create meaningful experiences for intergenerational audiences. Course work includes Diagnosis of Learning Difficulties and Intervention readings in the growing field of museum learning and analysis Techniques for the Mathematics Educator of different models of development and design, including the EDUC 542 2 credits (S, 2/S2) team approach. For Museum Leadership students only. See description on page 91. School Collaborations for Museum Leaders Human Development I: Programming for Young Audiences LEAD 512 2 credits (2/S) LEAD 501 4 credits (2/F) Because schools continue to be core audiences for muse- In this course students will examine the interactions among ums, it is critical for museum leaders to appreciate fully the the cognitive, social, emotional, linguistic, and physical differences between the two cultures. The course begins development of children, with a particular focus on the el- with the history of museum/school collaborations. It ementary school years. They will explore core developmen- emphasizes how to create engaging school programming, tal theories and relate them to how young children function including curriculum development and teacher workshops, in museums and other out-of-school settings. Course work in collaboration with school faculty and leaders. The course includes visits to museums and experiences with storytell- includes a visit to an area museum. For Museum Leadership ing and other age-appropriate educational and program- students only. matic strategies. For Museum Leadership students only. Museum Programming for Diverse Audiences Human Development II: Adolescents and LEAD 513 1 credit (2/S) Adults as Visitors and Volunteers This course offers the contextual and developmental perspec- LEAD 502 3 credits (2/S) tives needed to engage diverse visitors and learners, including This course assists museum educators in understanding (but not limited to) those with special needs and those whose adolescents and adults from two perspectives—as core first language is not English. It explores strategies leaders can audiences for their institutions and also as volunteers and use to ensure that every aspect of the museum’s environment salaried staff. Readings in adolescent development are and programming supports the needs and learning styles of supplemented by work with organizations experienced in each visitor. For Museum Leadership students only. Community-Based Leadership Seminar Series Foundations of Educational Leadership: LEAD 515 1 credit (F) Adult Development This series of four seminars provides an overview of the field LEAD 534 1 credit (S, S2) of community-based learning and includes moderated dis- This course surveys the nature of adult learners, examining cussions with experienced leaders from a wide variety of lo- patterns of development and the influences upon their own cal organizations. Through panel discussions, readings, and development. As students study materials and share their participants’ own investigations, each seminar addresses an experiences, they acquire theoretical tools that will aid in essential question: What is a community? How are people their organizational interactions with adults and increase in communities connected? How does change take place in their understanding of their own development. communities? And how do community-based organizations catalyze, harness, and/or support change? Foundations of Educational Leadership: Organizational Development Leading a Community-Based Initiative LEAD 535 1 credit (S2) LEAD 518 3 credits (TBA) This course examines theory, research, and practice con- This course is intended primarily for graduate students in cerning organizational development. The course provides Bank Street’s Leadership in Community-Based Learning opportunities for students to integrate theory and research program. It addresses key issues in leading community- with administrative practice through the use of such meth- based organizations and initiatives, both conceptual and ods as simulation experiences, readings, observations, and practical. It places emphasis on the well-being of children, interviews. adolescents, and adults, and focuses on the impact of community-level factors on learning and development and Foundations of Educational Leadership: on the relationship between schools and community Culture and Society organizations. The course covers many aspects of effective LEAD 536 1 credit (TBA) organizational leadership, such as governance, strategic This course explores the social norms, values, and practices planning, and fiscal management, and then widens the that affect schooling in the United States today. Students lens to consider system-building efforts that go beyond the will develop an expanded analytical perspective and be able scope of a single organization. to relate this perspective to contemporary issues in school reform and cultural analysis. 113 Education Policy, Advocacy, and Law LEAD 530 3 credits (S) Organizational Development: Education policy is examined in the context of historical, Implications for Educational Leadership philosophical, economic, sociocultural, political, and legal per- LEAD 537 3 credits (F, S) spectives. Leadership theory and practices that create learning This course examines theory, research, and practice related environments responsive to the multicultural constituencies to organizational development. It covers a wide range of of schools, as well as the laws that sustain them, are analyzed. issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship Foundations of Educational Leadership: between school management and instructional leader- Ethics and Philosophy ship. Students have opportunities to integrate theory and LEAD 532 1 credit (S1, S2) research with administrative practice through readings, This course examines a range of educational philosophies as small-group work, simulation experiences, observations, the foundation for understanding the attitudes, behaviors, interviews, protocols, and case studies. and vision of leaders. The relationship between philosophical frameworks and effective leadership styles is analyzed for im- Literacy and Leadership plications for schools as pluralistic, democratic environments. LEAD 560 3 credits (S1) This course is designed to support teachers’ and administra- Foundations of Educational Leadership: tors’ understanding of literacy development as a holistic Law, History, and Economics process. It explores the kinds of instructional strategies and LEAD 533 1 credit (S) policies that support this process with diverse and inclusive Current administrative thought and practice are examined populations of students throughout the grades. A critical in the context of their historical and economic roots. The dimension of the course will be to identify ways in which trends, themes, assumptions, and prominent leaders of teachers can play leadership roles in assessing, designing, the various periods of United States educational history implementing, and promoting effective literacy instruction are discussed. The course also focuses on the various ways throughout a school. The format of the course includes the economic themes of liberty, equality, and efficiency class and small-group discussions, short lectures, viewing were treated in these historical periods. An understanding of videotapes depicting “exemplary” literacy practices, and of these historical and economic roots supports the devel- examination of curriculum and assessment materials. All opment of appropriate administrative strategies to make participants will be expected to observe a series of lessons schools more responsive learning environments. involving literacy instruction in their schools, conduct a series of interviews around the topic of literacy development, and other school leaders who are interested in practical and develop a piece of literacy curriculum or a professional hands-on experiences in team building, shared decision development project informed by insights that emerge in making, and other collaborative processes relating to effec- these observations and interviews. tive schooling. This course also provides opportunities for examining the political and ethical underpinnings of demo- Supervising and Supporting Literacy cratic practices in schools. Particular emphasis is placed Instruction in Diverse Settings upon developing leaders for small schools and the relation- LEAD 561 1 credit (S) ship between leadership and school size, student and staff This course prepares participants to work with student recruitment, and selection, curriculum, and budget. leaders, new teachers, and colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, School Change: The Transformational Leader participants work with a teacher who would like to learn or LEAD 603 3 credits (F, S) refine a literacy practice. Through observation, modeling, Current school reform efforts emphasize vision, shared coteaching, and preparatory and debriefing conversations, decision making, professional autonomy, positive school participants observe, record, and analyze the content and structure, and restructuring. How are these concepts being processes involved in coaching interactions. These experi- realized in current practice? What choices and constraints ences will allow participants to work more effectively with accompany the processes of change and staff empowerment? colleagues through regular conversations, discussions, and In this course students examine the concepts which face consultations about learners, literacy theory and practice, principals in enhancing the effectiveness of schools, as well as assessment, and instruction. the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is Community-Based Action Research: Theory and tailored to the Principals Institute internship experience. Inquiry Methods for Community Educators LEAD 581 3 credits (TBA) Development of Educational Policy This course, with its central focus on community-based ac- LEAD 604 1 credit (F) tion research, is designed for educators in social agencies, This course is designed to provide students with an under- afterschool, and other out-of-school and informal learning standing of policy making at the local, state, and federal 114 initiatives. The central aim is to deepen and extend partici- levels. Current issues and trends in education as they per- pants’ understanding of their own and others’ worksites tain to policy making are addressed. Students examine the as they jointly seek ways to improve community-education forces that influence policy formulation and implementation practices. Inquiry projects conducted over time in these edu- at these three levels. cators’ community sites will be discussed in class, affording shared opportunities to learn from and with one another in the Staff Development and the Consultation Process broader terrain of out-of-school learning. Drawing on multiple LEAD 610 3 credits (TBA) data sources and ongoing analysis at their worksites, critical Participants study and practice the concepts of staff devel- readings, class discussions, relevant videos, and exchanges opment, with initial focus on the processes of growth and with guest speakers, participants will discover new ways to change in the adult. The way of enabling individuals to gain improve and sustain community program offerings and out- professional competencies is seen as a counseling relation- comes. Emphasizing a guided use of anthropological methods, ship in group and individual interaction situations. New this course will afford participants new tools and strategies for approaches to and models of staff training and development program inquiry, assessment, and improvement. An introduc- and group training are explored and used. tion to participatory action research and a qualitative approach to program evaluation will be included in the course. Professional Development for Mathematics Leaders LEAD 611 3 credits (2/S2) (O) Leadership Communications Seminar Students will examine current literature and strategies for de- LEAD 600 1 credit (S1) veloping a professional development culture for equity-based In this course students explore and practice the writing and math instruction in schools. They will define the purposes of speaking skills that will enhance their effectiveness as lead- math professional development in schools, study the nature ers. Skills covered include communicating effectively with of change, and examine the elements of various profes- parents, staff, and community organizations; writing vision sional development models. Students will identify tools and and mission statements; writing memos; and communicat- practices that are needed for successful implementation of ing with central and district administrations. professional development in their own settings.

Team Building and Collaborative Decision Making: Processes of Supervision and Professional Development Practices of Democratic Schooling LEAD 615 3 credits (F, S) LEAD 601 3 credits (TBA) Designed for students who are preparing for supervisory roles This course is designed for principals, teachers, parents, or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervi- and the development of strong proposals related to the sory experience within multicultural educational institutions. programmatic needs of the institution are examined and Organizational, cultural, and human variables that may discussed. Students participate in actual proposal writing facilitate or impede effective supervision are identified, and and review sessions. strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing Fiscal Management for Educational Leaders professional growth in individual and group supervision are LEAD 621 1 credit (S2) synthesized from a variety of supervisory models, with par- This introductory course in basic budgeting and expense ticular attention given to the clinical supervision model. management will focus on selected topics that help students better understand budget planning processes and prepara- Museum Management I: Organizational Development tion, the local impact of the federal education budget, and LEAD 616 2 credits (2/F) how budgets may be viewed as a statement of educational Students look at the interrelationship of a museum’s mis- priorities. Course activities include practice in preparing sion, strategic planning, and the responsibilities of the operational budgets for a particular school and analyzing a board of directors. They learn about the fundamentals of system-wide budget for educational implications. nonprofit management and examine their own institutions in light of best practice. Readings include case studies in Museum Management V: Shaping a Vision institutional change. For Museum Leadership students only. LEAD 622 2 credits (2/F) This course examines the challenges contemporary muse- Museum Management II: ums face in striving to grow and maintain attendance, meet Marketing and Audience Development the expectations of funders, and serve the pressing needs of LEAD 617 1 credit (2/S) diverse communities. Students will analyze where their own This course provides an overview of audience development institutions are situated within the current cultural land- through the lens of marketing. Students learn to recognize scape and acquire some tools and concepts for taking them common misconceptions about marketing and to under- in new directions. For Museum Leadership students only. stand and apply strategic concepts in marketing for non- profits. They receive an overview of the marketing planning Organizational Theory process and an introduction to the essentials of a marketing LEAD 623 2 credits (2/F) 115 plan. These insights are then applied to their own institu- Today’s organizations require more from their leaders and tions. For Museum Leadership students only. members than hard work and attention to the bottom line. A key challenge is to communicate well in the context of Museum Management III: Professional Development valued priorities, teams, culturally diverse settings, and LEAD 618 1 credit (2/S) multiple constituencies. This course helps students to see This course covers many of the human resource challenges the “big picture” through readings in organizational theory faced by museum leaders, such as recruitment and hiring, and change. It also focuses on the skills needed to articu- ongoing professional development, team building, conflict late, analyze, and work collaboratively to solve problems. resolution, and internal communications. It will also address For Museum Leadership students only. theories of leadership and approaches to developing a personal leadership style. For Museum Leadership students only. Law for School Leaders LEAD 630 3 credits (S1, S2) Museum Management IV: The aim of this course is to familiarize both practicing Fundraising and Proposal Development and prospective administrators, supervisors, and school LEAD 619 2 credits (2/S) leadership personnel with the basic legal principles govern- Through readings, group discussion, case study analysis, ing the structure and operation of school settings and the and topical presentations, students explore the theory and legal problems encountered in the day-to-day operation of practical applications needed to develop a solid financial schools. The broad general principles of school governance base for nonprofit arts and cultural institutions. Course as determined by statute and case law are emphasized. work includes developing a realistic grant proposal (including budget) and research into funding possibilities and Leadership Individual Study guidelines. For Museum Leadership students only. LEAD 650 1/2/3 credits (A) This course provides an opportunity to investigate a prob- Finance and Fundraising for Educational Leaders lem or area of interest related to educational leadership LEAD 620 1 credit (TBA) under the supervision of a faculty member. Permission of the This course provides teachers and administrators with the student’s advisor is required. basic information and techniques necessary for obtaining grants. Processes for conceptualization and development of programs, identification of funding sources and resources, Leadership Special Study Leadership in Technology and the Arts Practicum in LEAD 651 1/2/3 credits (A) Clinical Supervision A group of students is provided with an opportunity to study LEAD 810 3 credits (F) an area of interest related to educational leadership under This practicum provides an opportunity to explore further the the supervision of a faculty advisor. Offered by special ar- model of clinical supervision through careful evaluation of an rangement. ongoing supervisory relationship. Prerequisite: LEAD 615.

Research for Educational Change Child Life Program Development and Administration LEAD 660 3 credits (F, S) LEAD 825 3 credits (F) (O) Child Life students only This course is designed to enable leaders, teachers, special This course will introduce students to the skills needed to educators, and others to be effective consumers of research, develop, direct, and manage child life programs in health- as well as to plan and carry out research in response to specific care settings. Emphasis will be placed on developing a educational questions. Stages of the research process are philosophy of leadership that fosters team collaboration discussed. Students analyze and evaluate research in the and staff participation. Program planning will be addressed areas of leadership, school effectiveness, administration and within the context of child development and child life prin- supervision, teaching, and curriculum reform, and apply the ciples. Topics covered will include staff development findings to their everyday roles as educational leaders. It is and supervision, continuous quality improvement, proposal expected that this course will be valuable for those matricu- writing, program development, and departmental manage- lated students who are initiating projects to satisfy the Inde- ment skills. Prerequisite: EDUC 500. pendent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class Understanding Quantitative Data: Implications for members participate in a project involving research design, Educational Leaders data collection, and analysis. LEAD 827 3 Credits (S2) (O) The goal of this course is to educate the school leader in Research for Mathematics Leaders I the understanding the use of quantitative data for improv- LEAD 661 1 credit (S2) (O) ing instruction in schools. The course will deal with the This course is designed to increase students’ understand- mathematics of statistics and data collection so that school 116 ing of qualitative research. The course helps students to leaders are better equipped to understand the information develop and implement qualitative research projects. In ad- provided to them, ask better questions, make better choices dition, it will enable students to increase their understand- about what data they should collect, and what the data tells ing of the principles of qualitative research, and to read and about the skills and understandings of the student. In addi- understand articles reporting research studies. tion we will look into bias in data collection and interpretation, who the players are in the data collection and interpre- Research for Mathematics Leaders II tation, and how to communicate the data so that the school LEAD 662 1 credit (S2) (O) community will understand its implications. The course will This course builds upon LEAD 661, furthering students’ un- use a case study approach. The mathematical ideas will be derstanding of qualitative research. Prerequisite: LEAD 661. developed through the use of concrete materials, databases, and tools such as Excel, Google Forms, and a calculator. Research in Museum Settings LEAD 663 2 credits (2/S) Early Childhood Leadership Practicum in This course introduces students to the concepts and tools Clinical Supervision needed to articulate and measure visitor-centered program LEAD 830 3 credits (F) goals and objectives. Students become acquainted with a This practicum provides an opportunity to explore further the variety of research methodologies that can be used for this model of clinical supervision through careful evaluation of an purpose. Course work includes experience conducting visitor ongoing supervisory relationship. Prerequisite: LEAD 615. research in the field. For Museum Leadership students only. Early Childhood Leadership Practicum in Leadership Professional Seminar Organizational Development LEAD 770 3 credits (F, S) LEAD 831 3 credits (F) This seminar is designed to develop competencies in re- This practicum continues the work begun in LEAD 830. search and communication. Participants will be guided in Each student implements his or her plan for change while the preparation of a major paper for class presentation and continuing to document and evaluate the process of change. critique. The paper will focus on a policy issue in education Prerequisite: LEAD 535. and the role of the school or district administrator in relation to that issue. The seminar combines formal class sessions Policy Issues in the Design of Children’s Services and individual conferences. LEAD 832 1 credit (S) This seminar is designed for childcare advocates who wish to play a more effective role in the formation of policies re- Leading a School District I garding childcare services. Conceptions of social policy and LEAD 861 1 credit (F) the policy formation process are explored in order to provide This course focuses on the key constituencies in a district a context for the consideration of specific policy issues. The and the different relationships that exist among them. It current status of and projected changes in the American includes understanding the district’s vision, how it was de- family structure are examined in relation to fundamental veloped, and how it is sustained. The course also examines family needs for childcare. Students engage in the criti- a district’s demographic and achievement data. cal examination of current knowledge regarding American childcare. Corequisite: LEAD 833. Leading a School District II LEAD 862 1 credit (F, S) Early Childhood Leadership Policy Internship This course looks at the varied roles and responsibilities of the LEAD 833 3 credits (S) superintendent/district leader and ties them to the challenges As a necessary companion experience to LEAD 832, stu- of creating and sustaining dynamic, humane, effective learn- dents are placed in internships in institutions, agencies, and ing communities. It emphasizes the ways that district leaders’ organizations which affect childcare policy on the state and decisions—in such spheres as instructional policy, planning, federal levels, either indirectly through advocacy or directly fiscal and human resources, facilities, legal and equity issues, through implementation. Corequisite: LEAD 832. accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement. Practicum in Mathematics Leadership I LEAD 840 3 credits (F, S2) Leading a School District III This seminar consists of a small group of students who meet LEAD 863 1 credit (F) with a member of the faculty. The focus is on students’ cur- This course focuses on how human and financial resources rent fieldwork and the related leadership issues. Students are allocated in a district to support the instructional pro- are responsible for assigned readings, papers, and discus- gram and the goals of the superintendent and school board. sions dealing with staff development, adult development, the school change process, and the role of the leader in Leading a School District IV designing curriculum. LEAD 864 1 credit (S) This course focuses on examining a district’s budget from 117 Practicum in Mathematics Leadership II multiple points of view: theoretical, conceptual, and practi- LEAD 841 3 credits (F, S2) cal. Participants will become familiar with all phases of This seminar consists of a small group of students who meet the budget process, from its inception to its implementa- with a member of the faculty. The focus is on students’ cur- tion throughout a district. Content will be closely aligned, rent fieldwork and the related leadership issues. Students whenever possible, with the “real world” budgets currently are responsible for assigned readings, papers, and discus- in place in districts. sions dealing with staff development, adult development, the school change process, and the role of the leader in Special Education Leadership: The District Perspective designing curriculum. LEAD 870 1 credit (S, 2/S2) Strong leadership at the district level is essential if schools Practicum in Mathematics Leadership III are to become positive and successful learning environ- LEAD 842 0 credits (S2) ments for diverse learners, including children with disabili- This seminar consists of a small group of students who meet ties and those at risk of failure. This course covers issues with a member of the faculty. The focus is on students’ cur- that enhance or create obstacles for inclusive schools and rent fieldwork and the related leadership issues. Students communities. Issues of equity are evident in most school are responsible for assigned readings, papers, and discus- districts and challenge educators to transform educational sions dealing with staff development, adult development, environments and processes to meet diverse needs. The the school change process, and the role of the leader in course will address the issue of “achievement gaps” as well designing curriculum. as links between social class and achievement in schools.

Museum Leadership Institutes I and II Special Education Leadership I: Implementation of IDEA LEAD 850 and LEAD 851 2 credits each (2/S1) LEAD 871 3 credits (S1, S2) These intensive one-week institutes during each academic This course provides an overview of IDEA and its implica- year of the program include class sessions on conceptions of tions for leading, teaching, and learning in schools and dis- leadership and analysis of contemporary issues in museum tricts. Students will explore leadership challenges in creating education through site visits to the participants’ institu- and sustaining learning environments that support progress tions. For Museum Leadership students only. toward less restrictive educational alternatives and access to the general education curriculum for linguistically and culturally diverse students with disabilities. Topics include special education law and advocacy, study of the continuum their advisors in conference groups. Students document of services and models of inclusion, accountability, data- and reflect on their leadership development experiences by based decision making, and implications for curricular design preparing a comprehensive portfolio, presented at the end and adaptation and professional development. of the two-year program.

Special Education Leadership II: School District Leadership Supervised Leading Inclusive Communities of Learners Fieldwork/Advisement LEAD 872 3 credits (TBA) LEAD 908 6 credits (F, S) This course focuses on systemic issues of special education Fieldwork in an appropriate setting with supervision and leadership. Students will explore program management and advisement. service delivery with a view toward creating inclusive learning communities. Topics include curriculum planning and in- Leadership in Technology and the Arts Supervised struction, literacy and numeracy skills development, policies Fieldwork/Advisement (3 semesters) and procedures related to behavioral issues, management LEAD 910 9 credits/3 credits per semester (F, S) of resources and facilities, and professional development. Fieldwork in an appropriate setting with supervision and advisement. Effective Management in an Educational Context LEAD 875 3 credits (TBA) Principals Institute Supervised Fieldwork/Advisement This course is designed for students in educational leadership LEAD 912 8 credits/2 credits per semester (F, S, S2) programs. It examines various management topics applicable This course is designed to meet New York State certification to school and district leadership. Some of the topics discussed requirements for School Building Leadership (SBL) internship are: globalization, marketing, labor relations, coaching, power, experiences. By combining a field placement and ongoing influence, communication, and other practical skills. It aims advisement, the course integrates theory and practice. The to give students an understanding of these topics, provide internship is aligned with national ISLLC Standards and the opportunities to practice relevant skills, and develop habits of New York City School Leadership Competencies, with an good leadership and management. Students will be exposed emphasis on instructional leadership. Interns work with a site to the theories and practices proposed by well–known authors supervisor as well as their Bank Street advisor, and are given 118 in the field of leadership and management. Students will have substantial school-based responsibilities that increase over opportunities to practice what they learn in class through real- time in amount and complexity and involve direct interaction istic assignments and classroom activities. These will include and involvement with staff, students, parents, and commu- the use of various protocols including case studies. nity leaders. They put into practice competencies developed in courses and conference groups, including communication, Leadership for Educational Change Supervised research, and analytic skills. Through these experiences, they Fieldwork/Advisement develop the capacity to develop and support a positive school LEAD 900 12 credits/6 credits per semester (F, S) culture, build teams and enlist collaboration, and plan and Students exercise and/or practice leadership in their own sustain change efforts. Students in advisement participate in school settings or in supervised placements with expert biweekly small-group conference sessions with their advisors leaders, with considerable on–site support from both their over the 18 months of the program. Students also serve in a Bank Street advisor and their site supervisor. Promoting col- summer internship at a different educational level or in a site laboration among colleagues, supporting effective curricu- whose student population differs from the population at their lum and instructional practice, and fostering constructive usual work site. school change are emphasized in the internship. Students work closely with their advisor and conference group peers Practicum in Urban School Leadership in integrating theory and practice. LEAD 913 1 credit (F, S) Principals Institute interns continue to engage in focused Future School Leaders Academy Supervised leadership experiences in their own schools and/or other Fieldwork/Advisement sites, with an emphasis on research-based strategies for LEAD 906 6 credits/1 .5 credits per semester (F, S) turning around low-performing urban schools. Interns will This course, for Future School Leaders Academy students, is refine their ongoing leadership work based on the ISLLC designed to meet New York State certification requirements Standards and the New York City School Leadership Com- for building and district leadership internship experiences. petencies and will participate in monthly conference group Students develop internship program plans each semester, sessions with their advisors. At the end of this course, each linked to each semester’s theme and national leadership candidate presents a comprehensive portfolio of his or her preparation standards. Students are supervised on site by internship experiences. This portfolio meets the program’s their internship supervisor/mentor and their advisor; they Integrative Master’s Project requirement. also participate in learning walks to other schools each semester. Three times a semester, students meet with Early Childhood Leadership Supervised Museum Leadership Seminar IV: Fieldwork/Advisement Selected Topics in Community, Culture, and Policy LEAD 930 8 credits/4 credits per semester (F, S) LEAD 954 1 credit (2/S) Students explore a variety of theories and methods of analy- This seminar uses case studies and other materials to sis as applied to organizations and their members. Each analyze trends in the field, in particular issues related to student prepares an in-depth analysis of his or her work set- community, civic engagement, and diversity. It looks at the ting, focusing on organizational structure and behavior. national and local policy contexts in which these trends emerge. For Museum Leadership students only. Mathematics Leadership Supervised Fieldwork/Advisement Community-Based Leadership Supervised LEAD 940 6 credits/3 credits per semester (S) Fieldwork/Advisement Fieldwork in an appropriate setting with supervision and LEAD 985 6 credits/3 credits per semester (F, S) advisement. The supervised fieldwork experience, which integrates theory and practice, combines field placements, confer- Museum Leadership Supervised Fieldwork/Advisement ence group meetings, and individual advisement. Working LEAD 950 8 credits/2 credits per semester (F, S) with a Bank Street advisor and a site mentor, candidates Fieldwork in an appropriate setting with supervision and increasingly take on leadership responsibilities at a primary advisement. internship site—typically a community-based organization with an educational mission. This may be the site where Museum Leadership Seminar I: the candidate is currently employed. By taking on a range Theories and Issues in Museum Learning of leadership roles and responsibilities, the candidate gains LEAD 951 1 credit (2/F) new insight into the organization’s mission/vision, theory This initial leadership seminar provides an overview of the of change, educational approach and strategies, outreach key themes of the program’s first year. It asks students to initiatives, governance, operations, development efforts, draw upon both current research in the field and their own and resource management. Candidates also spend time at experiences as museum visitors in order to construct and one or more additional sites that differ in focus, approach, or articulate their own philosophies of museum learning. In scale from the primary internship site. This aim is to support the process, students examine their own assumptions about the candidate’s transformation from staff member to leader. 119 learning and teaching. The insights offered in this course are intended to provide a conceptual framework for students’ Mathematics for Leaders of Inclusive Schools: program participation and ongoing professional growth. For Supporting Teachers in Meeting the Needs of All Museum Leadership students only. Learners MATH 525 3 credits (S2) Museum Leadership Seminar II: This course will provide teachers and leaders with a deeper Current Ideas in Interpretation and Education understanding of the mathematics they need to know to LEAD 952 1 credit (2/S) help others refine and deepen math instruction in schools. This seminar is usually taken in the second semester of the They will learn how people learn math, and how to meet first year of study. This is an experiential course that typi- the mathematical needs of a wide range of learners—both cally takes place outside of the classroom in NYC cultural adults and children. This course is grounded in a construc- institutions. The particular experiences reflect the most tivist approach to learning and teaching. As such, we seek innovative offerings and approaches, as well as students’ to form a community of learners in which each participant is interests and preferences. Most recently, the course has constructing his or her own understanding of mathematics, incorporated workshops and performances at the Lincoln and what it means to be teachers and leaders of mathemat- Center Institute for the Arts in Education and the Metropoli- ics. tan Museum of Art. For Museum Leadership students only. Integrated Mathematics I Museum Leadership Seminar III: MATH 541 3 credits (S2) (O) History and Philosophy of American Museums This course (along with MATH 542 and MATH 543) involves LEAD 953 1 credit (2/F) students in the process of integrating mathematics. This This seminar looks at the history of museums and other cul- process enables teachers to deepen their understanding of tural organizations, including the ideas of early innovators the relationship among the various mathematical disci- such as John Cotton Dana, contemporary commentators plines, thereby making this insight available for children and such as Stephen Weil, and many others. For Museum Leader- other teachers. Using concrete materials and examples, the ship students only. following basic topics are dealt with: elementary number theory, algebra, groups, and transformational geometry. Integrated Mathematics II State Mandated Trainings MATH 542 3 credits (S2) (O) This course deals with a variety of functions and their State Mandated Training on School Violence Prevention graphs, including the use of graphs in discrete mathemat- STMD 100 0 credits (A) (O) ics, and examines the concepts of continuity and limits. The This workshop includes training in effective classroom man- course includes combinatorics, probability and statistics, agement techniques, identifying the warning signs of violent and non-Euclidean geometry. Prerequisite: MATH 541. and other troubling behavior, and intervention techniques for resolving violent incidents in the school. (Offered only to Integrated Mathematics III matriculated students.) MATH 543 3 credits (S2) (O) This course continues the work with graphing begun in State Mandated Training in Child Abuse MATH 542. It uses the material in MATH 541 and MATH 542 Identification and Reporting to consider topics in analysis and discrete mathematics and STMD 105 0 credits (A) (O) contrasts these ways of approaching mathematics and the All adults working with children under eighteen years of age applications of each. Prerequisite: MATH 542. are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symp- toms of child abuse and neglect and will provide you with information about the required procedures for reporting Offered at Parsons The New School for Design abuse. (Offered only to matriculated students.) Drawing Concepts State Mandated Training: Dignity for All Students PARS 7780 5 Credits (S2) Approximately one-half of our class will be utilized draw- STMD 110 0 credits (A) (O) Anyone graduating and applying for certification after the ing from the figure, costumed and nude. A variety of pose summer must complete six hours of training on the social lengths will be explored, stressing the entire figure and patterns of harassment, bullying and discrimination. This the ability to see the entire picture plane. In addition, we workshop includes training in identifying indicators, early will draw furniture, cityscapes, still lifes, and interiors to warning signs, prevention and intervention techniques, and experience and examine how 3-D space is delineated and 120 how to interact with families of victims and aggressors. (Of- represented on a 2-D surface. Art historical approaches, fered only to matriculated students.) pre-Renaissance, a bit of perspective, and modern examples will be looked at to see how drawing describes and defines the picture plane. Everything we look at in this class, we will draw. We will experience drawing as a tool for understand- Continuing Professional Studies ing and problem solving. Sketchbooks will be required. For Leadership in Technology and the Arts (with Parsons The New Short-Format Graduate Courses School for Design) students only. Continuing Professional Studies courses are designed for teachers, administrators, artists–in–residence in the schools, childcare staff, parents, and others working with children and youth. These courses (1 day–4 days) explore an Offered at Sarah Lawrence College array of topics in Early Childhood, Childhood, and Middle School Education, Special Education, and Educational Lead- Fiction Workshop and Final Project Tutorial ership. Each year, Continuing Professional Studies serves SRLW 7782 5 credits (S2) more than 1,400 students. Courses are offered in a weekend This course has two parts: a six-session Fiction Workshop and format during the school year and in a weekday format dur- a six-session Final Project Tutorial. A different instructor will ing the summer. New courses start each week. teach each workshop. The Fiction Workshop explores the process by which life is transformed into fiction. It examines the Open, continuing registration is held on a space-available craft of fiction through close reading of selected stories and basis online at www.bankstreet.edu/cps/register, by mail, participants’ own writing. The course considers the question by fax, or in person in the Continuing Professional Studies of authorial intentionality and explores a variety of narrative office. Courses can be taken for graduate credit, for continu- strategies. The Final Project Tutorial challenges students to ing education units (CEUs) or for New York State Continuing develop further one piece of writing done during the three Teacher and Leader Education (CTLE) hours. Students reg- years of the program, or assemble several pieces of work into istered for credit can earn one graduate credit in a weekend a coherent whole. For Leadership in Technology and the Arts or two credits in two weekends. Readings and a paper are (with Sarah Lawrence College) students only. required for credit. Graduate school tuition is charged ($1,519 per credit for the 2017–2018 school year). Continuing Professional Studies courses may be used to meet The Essential Orton-Gillingham a wide variety of degree, licensing, and certification goals. SPED 585N 2 credits (F, S, S2) Call 212–875–4649 for more information. Those students who wish to apply for admission to Bank Street degree programs Experiments in Art: The Artistic Process should do so by the time they have completed three credits. ARTS 500N 2 credits (S2) Students already matriculated in degree programs must have written permission from their advisors prior to registration in Fractions, Decimals, and Percents: a Continuing Professional Studies course. Looking at Models, Big Ideas, Strategies, and Contexts The following is a list of face-to-face courses for credit and TEED 652N 1 credit (Alternating F and S2) online offerings. Not all courses are given every semester; Plant-Based Learning: see notations below. Additional not-for-credit workshops Gardening Projects in the Classroom are offered throughout the year. A catalog with descriptions TEED 649N 1 credit (S) and schedules of courses and workshops is published three times a year. Please visit www.bankstreet.edu/cps for cur- Play as a Tool of Early Intervention rent information. SPED 550N 1 credit (S2) Art with Young Children TEED 501N 1 credit (S) Meeting the Diverse Needs of Beginning Readers (K – 3) TEED 565N 1 credit (S, S2) Behavior Management Strategies for the Classroom Teacher The Reggio Emilia Approach: SETE 508N 1 credit (F, S2) Interpreting Theory and Practice for Schools in the US TEED 654N 1 credit (F, S, S2) Bibliotherapy in the Early Childhood Setting SETE 513N 1 credit (S2) Selecting and Evaluating Recently Published Children’s Books (PreK – 4) Bookmaking: A Workshop TEED 505N 1 credit (S) TEED 576N 1 credit (S) Using the Supportive Play Model: 121 Building Computational Fluency: Individual Intervention in Early Childhood Practice Multiplication and Division SETE 511N 1 credit (S) TEED 346N 1 credit (S2) Words That Move Us: Constructing a Democratic Classroom: Teaching Language Arts Kinesthetically Focus on Routines, Rules, and Transitions TEED 656N 1 credit (F) TEED 593N 1 credit (F, S)

Creative Movement in the Early Childhood Curriculum Study Abroad TEED 561N 1 credit (S) More details available on http://www.bnkst.edu/cps/study-abroad/ Differentiated Math Instruction SETE 516N 1 credit (S) Cultural Explorations in Morocco: Implications for Educators in Multicultural Settings Early Childhood Assessment TEED 651N 1 or 2 credits (Study Abroad, S) SETE517N 1 credit (S2) The Delicate Connection of People and the Early Numbers, Addition, and Subtraction Biology of the Rainforest TEED 650N 1 credit (S2) TEED 648N 2 or 3 credits (Study Abroad, S2) Services and Policies Admissions

Stephen Ostendorff, Director Office of Graduate Admissions: 212–875–4404 Jesse Nguyen, Senior Associate Director [email protected] Melissa Nathanson, Associate Director Located on the first floor on the east side of the Lobby Pamela Guarrera, Associate Director of Admissions Marketing LaVerne Pratt, Administrative Assistant The Graduate School welcomes applications from individuals Applicants who are seeking their first initial certification, who have strong academic records and who have experience already hold an initial certification and are seeking profes- and interest in education or related fields. We believe that sional certification, or are applying to a leadership program professions in education require intelligent, reflective, flex- that leads to certification have two choices for their en- ible, and creative individuals with strong ethical standards. trance exam: Those interested in applying are encouraged to visit the Col- • GRE (institution code is 2035); or lege. Prospective students can learn about Bank Street at one • MAT (institution code is 3197) of the Open Houses held periodically throughout the year, as well as through individual appointments with admissions Scores should be sent to the Office of Graduate Admis- counselors or program directors. Admissions and financial sions as part of the application. Please contact the Office of aid materials are available by mail, on our website (www. Graduate Admissions with any questions. bankstreet.edu), or in the Office of Graduate Admissions. If you intend to enroll in a single certification program in Criteria For Admissions areas such as special education, literacy, or curriculum and The criteria described here apply to applicants for all gradu- instruction, you must have a valid New York State certificate ate degree programs. Applicants should consult specific in early childhood or childhood general education. If you program descriptions in this catalog for additional require- hold a certificate from another state, you must apply for ments and prerequisites. New York certification through interstate reciprocity. 123 • Bank Street College seeks applicants with an undergradu- For many of our certification programs, applicants must meet ate GPA of 3.0 (B average) or higher who demonstrate the breadth and depth distribution requirements in the liberal preparation needed for successfully completing graduate arts and sciences. Applicants are expected to have breadth courses and a culminating master’s degree project and for across the liberal arts curriculum, as well as an undergradu- making positive contributions in their professional lives. ate concentration (ten courses or thirty credits) in one of the liberal arts or sciences. See website for specific course re- • We seek applicants who demonstrate sensitivity to oth- quirements www.bankstreet.edu/graduate-school/student- ers, flexibility, self-awareness, and a willingness and resources/missing-prerequisites/. capacity to engage in self-reflection. Students missing an undergraduate course requirement • We seek applicants who demonstrate clear evidence of must successfully complete any undergraduate or graduate positive interpersonal skills and relationships with both level course in the subject(s) required, as outlined in the ac- children and adults. ceptance letter within one year of enrolling at Bank Street. See page 137 for details about potential transfer of these • We seek applicants who demonstrate evidence of healthy credits, provided they are taken at the graduate level. motivation and commitment to learning and to children. Applicants for the advanced Master of Education (Ed.M.) in Applicants for a Master of Science in Education degree or for Special Education, Advanced Literacy Specialization, Stud- a Master of Science degree must have a bachelor’s degree ies in Education, Leadership for Educational Change, Princi- from a regionally accredited college or university. Under- pals Institute, or Future School Leaders Academy must have graduates who are in the process of completing degrees are a prior master’s degree in education. See specific program welcome to apply for admission to these programs, but full descriptions for more information. acceptance into a master’s degree program will be contin- gent upon completion of a baccalaureate degree. Applicants should apply online, and send all supporting materials to: Applicants intending to begin a teacher preparation pro- The Office of Graduate Admissions gram or educational leadership program that leads to a New Bank Street College of Education York State certification must sit for an entrance exam. 610 West 112th Street New York, NY 10025 Application Requirements and Deadlines Provisional Acceptance Admissions applications may be submitted at any time and Occasionally, applicants are admitted to Bank Street on a are evaluated in the order in which they are completed. An ap- provisional basis. This means that the applicant is accepted plication is considered complete upon receipt of the following: to a degree program, but with the proviso that he or she meet • the completed online application form specific conditions as indicated in the letter of acceptance. • the nonrefundable application fee ($65), payable to Bank Street College One such proviso is that the official basis of admission • three letters of recommendation transcript (such as the official final undergraduate transcript) • reflective essays and autobiography must be received by the Office of Graduate Admissions before • official transcripts of all prior work in higher education the end of the student’s first term. If it is not, the student • résumé may not be able to register for classes. • entrance exam Application Requirements for International Students Some programs may have additional requirements. Students from countries other than the United States are Please see program pages for more in welcome at Bank Street. International students must meet formation. the admissions criteria listed above; they must also provide Although we evaluate applications throughout the year, a comprehensive course-by-course translation and evalua- there are three priority deadlines: tion to certify that their course of study is the equivalent of a bachelor’s degree in the U.S. Bank Street accepts certi- For spring 2018 enrollment: Submit completed applications by November 1, 2017. fied transcript evaluations from World Education Services, Global Language Services, and Education Evaluators In- For fall or summer 2018 enrollment: ternational. All documents in languages other than English Submit completed applications by February 1, 2018. must be accompanied by certified English translations. In- For summer 2018 residency program enrollment: ternational students must also complete an “Application for Submit completed applications by April 1, 2018. Form I–20.” This document, which can be obtained from the Office of Graduate Admissions, affirms that a student has Financial Aid Deadline the financial resources to attend Bank Street. Unfortunately, 124 Applicants who wish to be considered for Bank Street schol- financial aid is not available for our international students. arships should complete and submit the FAFSA (Free Application for Federal Student Aid) by February 1 All students whose first language is not English or who (see page 125). Applicants who wish to be considered for have taken their prior education in a non-English-speaking named scholarships must submit the scholarship ap- university must demonstrate proficiency in English by at- plications by the posted deadlines, February 1 for fall and taining a score of at least 100 on the TOEFL Internet-based November 1 for spring. test (iBT), 600 on the TOEFL paper-based test (pBT), 250 on the TOEFL computer-based test (cBT) or 7.0 on the IELTS. The Application Process For more information, prospective students should visit the If, after initial review of the application, the Admissions TOEFL website at www.ets.org/toefl. Committee wishes to proceed in considering an applicant, a faculty member from the appropriate program will contact Students without permanent residency status or work au- the applicant to schedule an admissions interview. At the thorization in the United States are generally not eligible for discretion of the program, applicants who live at a distance professional teacher certification in New York State, though from the College may be able to arrange to have an inter- they may be eligible for time-limited certifications such as view by phone or video conference instead of in person. initial teacher certification.

Admissions Decisions Admissions decisions are made throughout the year. Gener- ally, applicants are notified about the admissions decision within four to eight weeks after the application is complete. For those applicants who meet the priority deadlines, the Office of Graduate Admissions will reach an admissions decision prior to the start of the term to which the applicant applied. Financial Aid

Emmett Cooper, Director Office of Financial Aid: 212–875–4408 Adrienne King, Senior Associate Director [email protected] Kaisha Lopez, Assistant Director Located on the sixth floor in Room 639

The Office of Financial Aid understands that graduate ing the availability of funds. All financial aid materials and students are investing in their careers and their future information are available in the Office of Financial Aid (Room goals. Our financial aid professionals provide applicants and 639) or may be found using links provided on our website. students with information and counseling about how they When applying for aid using the FAFSA form, you will be asked can finance the next steps in their education. Financial aid for the Title IV Code, which for Bank Street College is G02669. awards may take the form of scholarships (not to be repaid), federal loans (to be repaid), and/or federal work-study op- Receiving Financial Aid portunities. Bank Street participates in the William D. Ford The Office of Financial Aid sends an Estimated Financial Aid Federal Direct Loan Program which enables our students to Award Notice to eligible students who have been accepted borrow directly from the U.S. Department of Education. into a graduate program. An Award Notice indicates the combination of unsubsidized loan(s), scholarship(s), and all Eligibility for Financial Aid other awards for which the student is eligible. In addition, a In order to be considered for all forms of financial aid (schol- Disclosure Statement is sent to the student from the U.S. De- arships, loans, and/or work-study), students need to com- partment of Education Loan Origination Center, confirming plete the Free Application for Federal Student Aid (FAFSA). the amounts of unsubsidized loans requested by the student All students, continuing and prospective, should apply for for the relevant fiscal year (e.g., Summer 2—Summer 1). financial aid every year by the priority deadline. Eligibility for the Bank Street General Scholarship is based on need as Financial aid awards from scholarships, grants, and loans determined by federal guidelines. Named scholarships will are applied first to institutional charges (tuition and fees). require the completion of a separate application located on Any excess funds are refunded to students to meet other 125 the Bank Street College financial aid webpage educational expenses. (www.bankstreet.edu/gs-financial-aid). In order to receive any type of financial aid, a student must be admitted First-time borrowers at Bank Street College must complete into a degree-granting program and all credits/courses an online Entrance Counseling and a Master Promissory taken must be part of the degree requirements . Note in order to be eligible to receive loan funds. Stu- dents applying to receive aid in subsequent years must Timeline demonstrate continued financial need and good academic Applications for all scholarships should be completed by standing, including making satisfactory academic progress priority deadline February 1 for programs beginning in the toward their degree. Summer 2 or Fall semester. The FAFSA priority deadline is also February 1. All students should remain in contact with the Office of Fi- nancial Aid in order to receive the most current information New Graduate School candidates who missed the priority about financial aid awards. For further detailed/updated deadline should complete and file the FAFSA as soon as pos- information please visit our website at www.bankstreet. sible to be considered for possible aid. edu/gs-financial-aid.

The financial aid application process must be repeated for Scholarships/Fellowships/Stipends each academic year. Both half-time and full-time students To be considered for a named scholarship a separate ap- are eligible to apply for financial aid. plication must be completed. Please contact the Office of Graduate Admissions for more information on the applica- New Students tion. Eligibility varies by scholarship but in general includes: We urge prospective students who think they might seek • Enrollment as a matriculated student financial aid to file the FAFSA early in their process of apply- • At least half-time enrollment ing to a graduate school program at Bank Street. Applicants • Submission of a FAFSA by priority deadline should follow the priority timeline given above, if possible. • Submission of Financial Aid Questionnaire New students will be considered for financial aid once they have received formal admission to the College. Applicants who From time to time the college may promulgate program begin their application process after the priority deadline will opportunities that charge special tuition rates. Students be eligible for loans and may be eligible for scholarships pend- who are selected for and admitted to these special tuition Joyce and David Dinkins Endowed Scholarship programs are not eligible for institutional scholarships. This scholarship is available to students who are U.S. Subject to annual funding, the following financial aid citizens or eligible noncitizens and who identify themselves awards are provided through the generosity of the many on the admissions application and the financial aid ques- supporters of Bank Street College and may be based upon tionnaire as being a member of a federally recognized U.S. criteria designated by the donor. ethnic minority group.

Acorn Scholarship Diversity Fund This scholarship is available to students in the Early Child- This scholarship is available to students who are U.S. hood Special Education program who are doing supervised citizens or eligible noncitizens and who identify themselves fieldwork in a New York City public school. on the admissions application and the financial aid questionnaire as being a member of a federally recognized U.S. African–American Scholarship ethnic minority group. This scholarship is available to students who are U.S. citizens or eligible noncitizens and who identify themselves on Harry Doehla Scholarship the admissions application as being African American and This scholarship is available to students who meet the gen- thus a member of a federally recognized U.S. ethnic minority eral eligibility criteria stated above. group. Glickenhaus Foundation Scholarship Alumni Opportunity Fund Scholarship This scholarship is available to students who meet the gen- This scholarship is available to students who are U.S. citi- eral eligibility criteria stated above. zens or eligible noncitizens and who identify themselves on the admissions application as being a member of a feder- Goldberg-Ruberman Scholarship ally recognized U.S. ethnic minority group. The scholarship This scholarship is available to students who meet the gen- is made possible by the generosity of Bank Street College eral eligibility criteria. alumni. Peter Greeman Scholarship 126 Bank Street College Scholarship This scholarship is available to students who are U.S. This scholarship is available to students who meet the gen- citizens or eligible noncitizens and who identify themselves eral eligibility criteria. Bank Street Scholarships are applied on the admissions application as being a member of a to tuition only; students should expect to provide additional federal recognized U.S. ethnic minority group. Recipients funds for tuition/fee balances. must demonstrate a clear commitment to teach in a New York City public school or in a public district located in an Bank Street Incentive Scholarship urban area within 30 miles of the borders of New York City. This scholarship is available to highly promising applicants Recipients must be accepted into a program leading to cer- to Bank Street College who demonstrate an exceptional tification to teach and must be a resident of New York City, commitment to children and to education. Applicants must or live within 5o miles of New York City. Upon graduation, demonstrate academic accomplishment, commitment to recipients must commit to teaching in a high-needs public service, and a vision for working with children. This schol- school in New York City, or in a public school district located arship is intended to encourage students from underrep- in an urban area within 30 miles of the borders of New York resented racial and ethnic groups to become outstanding City for at least two (2) years. educators. Hearst Minority Scholarship Cathy Bose Math Leadership Scholarship This scholarship is available to students who are U.S. citizens This scholarship is available to students in the Leadership in or eligible noncitizens, who identify themselves on the admis- Mathematics Education program. sions application as being a member of a federally recognized U.S. ethnic minority group, and who plan to reside in the Lucy Burrows Scholarship United States after graduation. This scholarship is available to mature women who meet the general eligibility criteria stated previously and who are Iscol Scholarship career changers. This scholarship is available to students who have a commitment to public schools through teaching or related Ruth Saltzman Deutsch Scholarship activities and who will continue that commitment in city This scholarship is available to students in the Early Child- schools after graduation. hood Special Education program who are doing supervised fieldwork in a New York City public school. Augusta Kappner Scholarship Russ Rosenfield Literacy Scholarship This scholarship is available to students who are U.S. citi- This scholarship is available to students who are special- zens or eligible noncitizens, who identify themselves on the izing in literacy or in the teaching of reading. The award is to admissions application as being a member of a federally rec- be applied exclusively to the purchase of textbooks. ognized U.S. ethnic minority group, and who plan to reside in the United States after graduation. Rust Family Scholarship Fund This scholarship is available to students who are U.S. citi- Elaine Katz Memorial Fund Scholarship zens or eligible noncitizens and who identify themselves on This scholarship is available to mature women who are the admissions application as being a member of a feder- career changers, who meet the general eligibility criteria ally recognized U.S. ethnic minority group. Recipients must stated previously, and who are in an Early Childhood Educa- demonstrate a clear commitment to teach in underserved, tion program. high-needs schools.

H. Thomas Langbert Scholarship Joan Shapiro Scholar’s Initiative This scholarship is available to students in a Museum Edu- This scholarship is available to students who are U.S. citi- cation program. zens or eligible noncitizens and who identify themselves on the admissions application as being a member of a federally Linda Levine Scholarship recognized U.S. ethnic minority group. This scholarship is available to students who are U.S. citizens or eligible noncitizens, who identify themselves on Spiegler Scholarship the admission application as being a member of a federal This scholarship is available to students in the Leadership in recognized U.S. ethnic minority group. Mathematics Education program.

Minority Assistant Fellowship/Bank Street Starr Foundation Scholarship School for Children This scholarship is available to students who are U.S. citi- This scholarship is available to students who are U.S. citizens or eligible noncitizens and who identify themselves on zens or eligible noncitizens, who identify themselves on the the admissions application as being a member of a federally admissions application as being a member of a federally rec- recognized U.S. ethnic minority group. 127 ognized U.S. ethnic minority group, and who are accepted as an assistant teacher at the Bank Street School for Children. Stone Foundation Scholarship This scholarship is available to students who meet the gen- Minority Education Scholarship eral eligibility criteria stated previously. This scholarship is available to students who are U.S. citizens or eligible noncitizens and who identify themselves on Straus Infancy Scholarship the admissions application as being a member of a federally This scholarship is available to students who are in an recognized U.S. ethnic minority group. Infant and Family Development and Early Intervention program. Neuberger Scholarship This scholarship is available to students in the Leadership in Tree Scholarship Mathematics Education program. This scholarship is available to students who are U.S. citizens or eligible noncitizens, who identify themselves on the Charlotte W. Newcombe Foundation Scholarship admissions application as being a member of a federally This scholarship is available to mature women who are recognized U.S. ethnic minority group, and who will have a career changers. commitment to city schools after graduation.

Priscilla E. Pemberton Memorial Scholarship Waisman Family Endowment This scholarship is available to students who are U.S. citi- This scholarship is available to students in a Museum Lead- zens or eligible noncitizens and who identify themselves on ership program. the admissions application as being African American and thus a member of a federally recognized U.S. ethnic minority Wallace Foundation Scholarship group. This scholarship is available to students who are U.S. citizens or eligible noncitizens and who identify themselves on the Elsbeth Pfeiffer Scholarship admissions application as being a member of a federally This scholarship is available to students in the Child Life recognized U.S. ethnic minority group. Recipients must program who also meet the general eligibility criteria stated demonstrate a clear commitment to teach in a New York City previously. public school and must be accepted into a program leading to certification to teach. Recipients must sign a commitment to teach in urban schools for three (3) years following graduation loan begins to accrue interest as soon as the funds are dis- from Bank Street College. bursed to the student’s account at Bank Street College. The FAFSA information and the number of credits taken each Weisberg Graduate Endowed Scholarship semester determine eligibility. This scholarship is available to students who meet the general eligibility criteria stated above. The maximum amount a student may borrow from the Di- rect Loan Program is $20,500 per fiscal year (or the student’s Yellow Ribbon Program individual cost of education, whichever is less). The unsub- Bank Street College is participating in The Yellow Ribbon GI sidized loan has a variable interest rate determined every Education Enhancement Program (Yellow Ribbon Program). year starting with the summer 2 semester. A processing fee This program is a provision of the Post-9 /11 Veterans Educa- is withheld from the loan proceeds prior to disbursement to tional Assistance Act of 2008. This program allows institu- the student. tions of higher education (degree-granting institutions) in the United States to voluntarily enter into an agreement Students who are first-time borrowers at Bank Street Col- with the VA to fund tuition expenses that exceed the an- lege must complete Online Entrance Counseling and a Mas- nual maximum cap for private institutions. Bank Street ter Promissory Note in order to be eligible to receive loan will contribute up to $12,000 of those tuition expenses that funds. Exit Counseling is required of all borrowers prior to exceed the above per academic year, and the VA will match graduation or when the student falls below half-time status. the amount contributed by the institution. For additional in- Students not able to complete Exit Interviews online should formation, visit http://gibill.va.gov/benefits/post_911_gibill/ contact the Office of Financial Aid. yellow_ribbon_program. html. Loan disbursements occur approximately the third week of Federal Loans the term for Fall and Spring and the second week of the term Federal educational loans play an important role in each for Summer 1 and Summer 2. Students have a right to cancel student’s financial aid package. As Bank Street College all or a portion of their federal loans by submitting a Revised scholarships are first applied to tuition, students should Questionnaire Form. The form can be found in the Office expect to provide additional funds for tuition/fee balances of Financial Aid, room 639, or can be requested by email or 128 and living expenses, usually by borrowing funds through through my.bankstreet. Requests should be made to the the William D. Ford Federal Direct Loan Program, which is Office of Financial Aid no later than two weeks after the loan an unsubsidized loan program. The Office of Financial Aid has disbursed. reviews each student’s eligibility for the William D. Ford Federal Direct Loan Program. Students may borrow funds Other Federal Loan Options to offset the total cost of their education, which includes Students who need to borrow funds to bridge the gap tuition, fees, books, and living expenses. between the financial aid awarded and their cost of attendance can choose the Federal Direct Graduate PLUS (Grad Students must be registered for a half-time minimum of 5 PLUS) Loan. credits (or the equivalent) during the Fall or Spring semester to be eligible to receive a Direct Loan for that semester. Matriculated graduate students may be eligible to borrow Students enrolling in either the Summer 1 or Summer 2 term funds from the Federal Direct Grad PLUS Loan Program. The must be registered for a half-time minimum of 2 credits to Grad PLUS loan has a variable interest rate determined ev- be eligible to receive a Direct Loan. Eligibility for any type ery year starting with the Summer 2 semester and all of the of financial aid will only cover those credits/courses that federal student loan benefits of the William D. Ford Federal are part of the degree requirements . Direct Loan Program during the life of the loan. Unlike the Direct Loan, the Grad PLUS loan requires a credit approval As with all financial aid programs, students requesting and charges an origination fee. This loan is available for loans must be in good academic standing, including making students who meet the following criteria: satisfactory academic progress toward their degree. As with • Student is a matriculated student at the Graduate School; other financial aid, students must complete and file the Free • Student is at least half-time in attendance; and Application for Federal Student Aid (FAFSA). Students may • Student has a financial aid package/award that does not apply for a Direct Loan throughout the year; the priority meet the full cost of attendance for the semester(s) for deadline does not apply to the Federal Direct Loan Program. which the student is/will be enrolled. The Grad PLUS loan may be borrowed in lieu of an alternative/private educa- The William D. Ford Federal Direct Loan (Direct Loan) is an tional loan. For more detailed information please refer to unsubsidized loan. Repayment of the principal is deferred our website at www.bankstreet.edu. until six months after a student ceases to be enrolled at least half-time (5 credits or the equivalent in the Fall or Spring; 2 credits in Summer 1 or Summer 2). An unsubsidized TEACH Grant Other Aid Sources The Teacher Education Assistance for College and Higher In order to support the maximum number of students Education (TEACH) Grant is a merit-based Federal Title IV with financial need, the Office of Financial Aid encourages program designed to encourage highly qualified teachers to matriculated students to explore other financial aid oppor- serve in low-income schools in high-need fields. The TEACH tunities. To this end, the Office of Financial Aid maintains a Grant Program will provide up to $4,000.00 per year (for up small library of external financial aid resources, both printed to $8,000.00 total for graduate studies) in grants to stu- and electronic. A listing of electronic sources of financial aid dents who plan to teach a high-need subject area full-time information can also be found on the Bank Street College in schools that serve students from low-income families. website at www.bankstreet.edu/external-scholarships/. Students who are enrolled in their second postbaccalaure- ate program are not eligible for the TEACH Grant. Students may be employed as research/project assistants or in other offices within the College. Students who are interested in TEACH Grant recipients agree to teach for at least four years part-time employment are encouraged to review job announce- within eight years of finishing their teacher preparation ments on the Office of Human Resources webpage. program. Private tutoring position listings are available to matricu- If the student does not complete the four-year teaching obli- lated students via the online job opportunities promulgated gation, the grant will convert to an unsubsidized loan, which by the Office of Career Services. the student will have to repay with interest calculated back to the date the funds were disbursed. The field the student Title IV Loan (Employees) School Code of Conduct teaches in must be a high-need field in the state where the Bank Street College of Education, as a participant in federal student teaches in order to satisfy the service requirement. loan programs, is required to develop, administer, and enforce a financial aid code of conduct applicable to the Col- As with all financial aid programs, students applying for the lege’s officers, employees, and agents. The code of conduct TEACH Grant must be in good academic standing, including requirements are set forth in the Higher Education Oppor- making satisfactory progress toward their degree. Students tunity Act (HEOA) signed into law on August 14, 2008. Bank must also maintain at least a 3.25 cumulative GPA. (For first- Street College of Education’s Code of Conduct Related to year graduate students, their undergraduate cumulative Student Loan Activities fulfills these requirements and ap- 129 GPA will be used.) plies to certain transactions and activities related to student lending and financial aid matters. Furthermore, Bank Street Students must complete and file (as with other financial College of Education also adheres to the Student Lending, aid) the Free Application for Federal Student Aid (FAFSA); Accountability, Transparency and Enforcement (SLATE) Act be enrolled in coursework, or plan to complete coursework, under New York State law, which applies not only to the toward a career in teaching in a high-need subject area; College’s officers, employees, and trustees, but also to the complete TEACH Grant counseling; and sign a TEACH Grant College’s agents and contractors. Agreement to serve each year he or she receives a TEACH Grant. Students should submit the application for the In addition, the financial aid professional at Bank Street Col- TEACH Grant (which can be downloaded from the website lege of Education is expected to always maintain exemplary below) to the Office of Financial Aid. standards of professional conduct in all aspects of carrying out For more detailed information, please refer to our website his or her responsibilities, specifically including all dealings at: www.bankstreet.edu. with any entities involved in any manner in student financial aid, regardless of whether such entities are involved in a Federal Work-Study Program government-sponsored, -subsidized, or -regulated activity. The Federal Work-Study (FWS) program enables students to meet part of their educational expenses by working in Revenue Sharing Prohibition—Bank Street College of various positions on campus and in community-service loca- Education employees are prohibited from receiving anything tions approved by the College. Matriculated students who of value from any lending institution in exchange for any are enrolled at least half-time (5 credits in the Fall or Spring advantage sought by the lending institution. semesters, or 2 credits in either the Summer 1 or Summer Gift and Trip Prohibition—Bank Street College of Education 2 term) and are interested in FWS positions must submit a employees are prohibited from taking anything of more than written request for consideration to the Office of Financial nominal value from any lending institution. This includes a Aid. The current compensation for FWS positions is $20 per prohibition on trips paid for by lenders for financial aid of- hour. ficers and other college officials. Advisory Board Compensation Rules—Bank Street Col- 6. Bank Street College of Education will endeavor to select lege of Education employees are prohibited from receiving lenders with the best borrower benefits, including, but anything of value for serving on the advisory board of any not limited to, lenders’ interest rates and loan terms and lending institution. conditions, for its preferred lender list, if offered. 7. Bank Street College of Education will annually update its Staffing Assistance/Call-Center Prohibition—Bank Street preferred lender list, if offered. College of Education employees are prohibited from ac- 8. Bank Street College of Education will not be involved with cepting from any lender any assistance with call-center any lender who undertakes philanthropic activities in staffing or financial aid office staffing, except that a lender exchange for federal student loan applications, volume, or may provide professional development training, educational placement on a school’s preferred lender list. counseling materials (as long as the materials identify the lender that assisted in preparing the materials), or staffing Incentive Compensation services on a short-term, nonrecurring basis during emer- Bank Street College of Education under statutory language gencies or disasters. will not provide a commission, bonus, or other incentive payment based in any part, directly or indirectly, on success Consulting/Contracting Arrangement Prohibition—Bank in securing enrollments or financial aid to any person or en- Street College of Education employees are prohibited from tity engaged in any student recruiting or admission activities accepting from any lender or affiliate of any lender any fee, or in making decisions regarding awarding Title IV funds. payment, or other financial benefit as compensation for any type of consulting arrangement or other contract to pro- In addition, Bank Street College of Education is prohibited vide services to a lender or on behalf of a lender relating to from making adjustments to compensation for any employ- education loans. ee engaged in any student recruiting or admission activities or in making decisions regarding awarding financial aid. Assigning of Lender to First-Time Borrower Prohibition— Bank Street College of Education Office of Financial Aid will An annual adjustment in a calendar year is acceptable if the not, for any first-time borrowers, assign, through award institution (Bank Street College of Education) can document packaging or other methods, the borrower’s loan to a that said adjustment is not based upon enrollments. 130 particular lender or refuse to certify, or delay certification of, any loan based on the borrower’s selection of a particular Multiple adjustments in a calendar year are considered to lender or guaranty agency. have been made based upon success in securing enrollments or awarding financial aid if those adjustments create Preferred Lender Lists—If Bank Street College of Education compensation based in any part, directly or indirectly, on uses a preferred lender list, the following standards shall be securing enrollment or awarding financial aid. observed and maintained: 1. A preferred lender list, if offered, will be based solely on Bank Street College of Education, its contractors, and other the best interests of the students who may use the list, entities may make acceptable compensation in the form of without regard to the financial interests of Bank Street profit-sharing payments so long as such payments are not College of Education. provided to any person who is engaged in student recruit- 2. A preferred lender list, if offered, will have at least three ment or admission activity or in making decisions regarding (3) or more unaffiliated lenders. the award of Title IV funds. 3. A preferred lender list, if offered, will clearly and fully disclose the criteria and process used by Bank Street College Commission, bonus, or other incentive payment is defined of Education to select the lenders on the list. Students will as a sum of money or something of value, other than a be told that they have the right and ability to select the fixed salary or wages, paid or given to a person or entity for lender of their choice regardless of the preferred lender services rendered. list. Enrollment is defined as admission or matriculation of a 4. Lenders listed on a preferred lender list, if offered, must student into an eligible institution. first disclose if they have any agreement to sell their loans to another lender. No lender will be listed if the lender Securing enrollment or the award of financial aid is defined bargains to be on the list with respect to a certain type as activities a person/entity engages in at any point in time of loan by providing benefits to Bank Street College of through completion of an educational program for the Education with respect to another type of loan. purpose of admission or matriculation of students for any 5. A preferred lender list, if offered, will provide comparative period of time or the award of financial aid to students. information on borrower benefits offered by all lenders, including, but not limited to, lenders’ interest rates and Entity/person engaged in any student recruitment or loan terms and conditions. admission activity or in making decisions about the award of financial aid means any institution or organization that undertakes the recruiting or the admitting of students or Federal regulations further provide that substantial misrep- that makes decisions about and awards Title IV funds, any resentation is any misrepresentation on which the person to person who undertakes recruiting or admitting of students whom it was made could reasonably be expected to rely, or or who makes decisions about and awards Title IV funds, has reasonably relied, to that person’s detriment. and any higher-level employee with responsibility for recruitment or admission of students or for making decisions The regulations regarding misrepresentation describe mis- about awarding Title IV funds. representation with respect to: • Nature of the education program Misrepresentation • Nature of financial charges Bank Street College of Education is prohibited under federal • Employability of graduates regulations from making any false, erroneous, or mislead- • Relationship with the Department of Education. A Title IV ing statement directly or indirectly to a student, prospective eligible school may not describe its participation in a way student, member of the public, accrediting agency, state that suggests approval or endorsement by the Department agency, or the Department of Education. of Education of the quality of its educational programs.

Misleading statements include any statement that has the likelihood or tendency to deceive or confuse. A statement is any communication made in writing, visually, orally, or through other means. This includes student testimoni- als given under duress or because such testimonial was required to participate in a program.

131 Registration

Ann Cox, Registrar Registrar’s Office: 212–875–4406 Meghan Chvirko, Senior Associate Registrar [email protected] David Bryant, Assistant Registrar Located on the first floor at the end of the corridor to the Niurka Jimenez-Jailall, Assistant Registrar west of the Lobby Bettina Tillman, Administrative Assistant Matriculated students register for classes via the College’s Late Registration, Add/Drop, and Web Registration system during the official Web Registration Withdrawal from Courses period prior to each term. Matriculated students will be noti- The academic calendar specifies the dates for Late Registra- fied via email of their specific appointment time to register tion, Add/Drop periods, and deadlines to withdraw from within the Web Registration period. Web appointments are courses each term. Students who wish to add a course, or generated by proximity to graduation— those students clos- change from one section to another of the same course, est to graduating receive the earliest appointments. must do so before the second class session. It is the policy of the College that any class must be officially dropped Students must be given academic clearance on the web by through the Registrar’s Office prior to the last day of the their advisor or program director in order to register for a Add/Drop period in order for a full tuition refund to apply. new term. Any outstanding debts to the College or books/ Registration fees are nonrefundable. fines owed to the Library must also be cleared before students are permitted to register for new classes. After the Add/Drop period, students can no longer drop a course from their record. However, up until the midpoint of Matriculated students should consult the full Web Registra- each term (see Academic Calendar for specific dates), they tion Policies and Instructions, available on the Registrar’s may request a grade of Withdrawal from a course or courses. page of the College’s general website, www.bankstreet. This option retains the course on the student’s transcript edu, and also on the website where Web Registration takes and records a grade of Withdrawal (WD). The form to be 132 place, my.bankstreet.edu. filed for course withdrawal is available in the Registrar’s Office and also on my.bankstreet.edu. Students may not New students, who have yet to matriculate and are register- withdraw from the Integrative Master’s Project (IMP). ing for the first time, may register for classes via the College’s Web Registration system during the official Web Registration After a student has registered, s/he is accountable for the period prior to each term. New students are sent email invita- completion of this work unless a request to drop or with- tions with their specific appointment times to register within draw from the course(s) is submitted to the Registrar’s the Web Registration period. Students who miss the Web Office in writing, using the appropriate form. Students Registration period must register in person at the College who have registered for a course, and then stop attending each term. These times are available at bankstreet.edu/gs/ without either formally dropping or requesting a grade of registrar. Withdrawal, will receive a failing grade of No Pass (NP) and will be held responsible for the full cost of the course. At the close of each semester’s registration cycle, newly matriculated students who have registered will be given a Bank Tuition and fees must be paid in full at the time of registra- Street email address. Students are expected to use this email tion. Please see Billing and Payment for all costs associated address for all Bank Street correspondence, and this address with attendance. will be used for all notifications sent to students from Bank Street. Course Cancellation The College reserves the right to cancel a course for which Nonmatriculated students must register in the Registrar’s there is insufficient registration. Tuition and registration Office on the first day of each term. Faculty and staff will fees will be refunded in full to any student who has regis- be available to discuss course options suited to individuals’ tered and paid for a course that is subsequently canceled. interests and needs.

All students should consult the Academic Calendar and the Course Schedule, both of which are available on the Student Services page of the College’s website, www.bankstreet. edu, for schedule and calendar updates. Billing and Payment Due Fall Semester 2017 Spring Semester 2018 25% At registration At registration Business Office 25% October 2 January 30 212-961-3369; [email protected] 25% October 29 February 27 25% November 22 March 29 Tuition and Fees Tuition and fees are subject to change during the academic year. A finance charge of 1.33% per month (16% annual rate) will be imposed on any payment, or portion thereof, not Application fee (nonrefundable) $ 65 received in the College’s Business Office by the due date. A Tuition for each course credit $1,519 $20 fee will be assessed on all returned checks. Invoices that Tuition for Supervised Fieldwork/ include details of all charges will be mailed regularly by the Advisement per credit $1,519 College. When student accounts become past due, they are Enrollment Fee (nonrefundable): $250 referred to a collection agency and students are then billed Registration fees per term (nonrefundable): for the cost of the collection service. In addition, delinquent 3 credits or fewer $ 50 accounts are routinely reported to the credit bureau. 4 credits or more $100 Late registration fee $ 25 Summer Sessions Transcript request $ 7 Full Payment. A student pays the full amount of tuition and Each copy added to request $ 2 fees at registration with a check, money order, VISA or Mas- Add/Drop fee $ 15 terCard, evidence of financial aid, or valid courtesy course Institutional Assessment Fee (nonrefundable) $150 voucher. Integrative Master’s Project fee* $750 Independent Study extension fee $100 There is no deferred payment plan available for summer (Students who do not complete the Independent Study sessions. (An exception to this is made for the first year of within one year will be charged an additional $100.) the Math Leadership summer degree program, for which a Matriculation Maintenance Fee $50 deferred payment plan is available. Contact the program Technical Assistance fee for selected $150 director for details.) Independent Studies and Portfolios 133 (Optional, see Guide to Integrative Master’s Project.) Estimated Expenses New York State Internship Certification $100 Tuition costs vary according to the time and number of cred- fee per semester (if enrolled in SFW/A) its required for program completion. During the 2017–2018 New York State Internship Certification $500 fiscal year, tuition is $1,519 per credit or $68,355 for a typical fee per semester (if not enrolled in SFW/A) 45-credit program. Since Bank Street College does not pro- Removal of grade of Incomplete $ 25 vide room and board, it is suggested that students moving ID card replacement fee $ 10 to New York City allow themselves ample time and funds Diploma replacement fee $ 25 for finding housing (see Housing, page 148). Living expenses Returned check fee $ 20 (including room, board, transportation, and medical care) *Fee is charged each time a student enrolls in a semester-based IMP. will be different for each student. Bank Street’s Financial Aid budget indicates that the following costs can be expected Payment of Tuition and Fees for the 2017–2018 nine-month academic period: Students may pay tuition and fees by any of the methods described below. Tuition (18 credits) $27,342 Books and Fees $ 1,100 Fall and Spring Semesters Living Expenses $16,200 Full Payment. Tuition and fees may be paid in full at the time of registration with check, money order, VISA or Master- Refund Policy/Liability for Tuition and Fees Card, evidence of financial aid, or valid courtesy course Upon registering, students become liable for the full cost of voucher. the courses and supervised fieldwork for which they have registered. When students drop or withdraw from courses, Deferred Payment Plan. Total tuition and fees may be paid requests for tuition refunds are considered according to the in four equal installments as indicated on the Payment date that the request is received in the Registrar’s Office. Agreement form completed at registration. Deferred pay- Students should note that they remain fully liable for any ments are only allowed for fall and spring semesters. There portion of the cost of courses and supervised fieldwork that is no finance charge when payments are received in the Col- is not refunded and that registration fees are nonrefund- lege’s Business Office according to the following projected able. Liability is the same for students who opt for the schedule, but there is a $20 processing fee each term. Dates deferred payment plan as it is for those who pay in full at are subject to change. registration. Fall and spring term refunds are made according to the fol- 2 and 3 credit classes that meet four times per week (i.e., lowing schedule: Monday-Thursday) Courses dropped by the last day of the Add/Drop period: Date of Drop or Remaining 100% tuition refund (fees are non-refundable) Withdrawal Refund Liability Prior to the 4th 50% of tuition 50% of tuition plus After the Add/Drop period ends, the following refunds will class meeting registration fees apply to Withdrawals for 2, 3, 4 and 6 credit classes: Prior to the 5th 25% of tuition 75% of tuition plus Date of Drop or Remaining class meeting registration fees Withdrawal Refund Liability After the 5th No refund 100% of tuition plus Prior to the 50% of tuition 50% of tuition plus class meeting registration fees 3rd session registration fees Online classes: Prior to the 25% of tuition 75% of tuition plus After the last day of the Add/Drop period NO REFUND 4th session registration fees After the No refund 100% of tuition plus Any 1 credit courses starting AFTER the Add/Drop period: 4th session registration fees Date of Drop or Remaining Withdrawal Refund Liability Online and Hybrid classes: Prior to the 2nd 100% of tuition registration fees Date of Drop or Remaining class meeting Withdrawal Refund Liability After the 2nd No refund 100% of tuition plus 1st week AFTER 50% of tuition 50% of tuition plus class meeting registration fees add/drop period registration fees 2nd week AFTER 25% of tuition 75% of tuition plus In each term, refunds for 1-credit courses and courses that add/drop period registration fees meet in unusual calendar configurations will be handled individually. Please note that registration fees are not 3rd week AFTER No refund 100% of tuition plus refundable. 134 add/drop period registration fees Students wishing to appeal the refund policy must send Any 1 credit courses starting AFTER the Add/Drop period: their request in writing to the Refund Policy Committee Date of Drop or Remaining (RPC). The Committee will review students’ requests and Withdrawal Refund Liability gather information from all involved parties. The RPC will Prior to the 2nd 100% of tuition registration fees make a decision and share it with the student. The decision class meeting of the Refund Policy Committee is final. After the 2nd No refund 100% of tuition plus Title IV recipients attending Bank Street College may be class meeting registration fees eligible to receive a refund amount calculated according to federal financial aid regulations. Summer term refunds are made according to the following schedule: Courses dropped by the last day of the Add/Drop period: 100% tuition refund (fees are non-refundable)

After the Add/Drop period ends, the following refunds will apply to Withdrawals: 2 and 3 credit classes (i.e., M/W or T/Th) Date of Drop or Remaining Withdrawal Refund Liability Prior to the 3rd 25% of tuition 75% of tuition plus class meeting registration fees After the 3rd No refund 100% of tuition plus class meeting registration fees Graduate School Policies Status Changes for Matriculated Students Withdrawal and Readmission Graduate School Administration If matriculated students choose to withdraw formally from Cecelia Traugh, Dean their graduate program before completing a degree, they [email protected], 212-875-4668 should fill out a Withdrawal from College form available in Wendi Williams, Associate Dean of Academic Affairs the Registrar’s Office and also at my.bankstreet.edu. They [email protected], 212-875-4771 are then no longer considered active matriculated students. Barbara Coleman, Associate Dean of Administration If students have withdrawn and subsequently wish to return [email protected], 212-875-4472 to their program, they must contact the Office of Graduate Amy Kline, Assistant Dean Admissions and complete a process of readmission. They [email protected], 212-875-4442 may be asked to provide updated material to the Office Valentine Burr, Chair, Teaching and Learning Department of Graduate Admissions and/or the Chair of the Depart- [email protected], 212-875-4791 ment. They may also be required to take more credits than Anthony Conelli, Chair, Leadership Department are normally required for the completion of their program. [email protected], 212-875-4710 Readmission is not guaranteed. Peggy McNamara, Senior Director of Student Learning Support and Community Initiatives Students who do not enroll for one year and who do not [email protected], 212-875-4586 file appropriate paperwork requesting a leave of absence Ann Cox, Registrar or withdrawal from the college risk being administratively [email protected], 212-875-4416 withdrawn. Students who wish to return after being withdrawn must apply for readmission by contacting the Office Matriculated Enrollment of Graduate admissions. Confirming Enrollment/Beginning Matriculation Once an applicant is admitted into a program, the applicant Matriculated students who need to interrupt their studies, must confirm intent to enroll by submitting the New Stu- but who expect to resume their work toward the degree, dent Enrollment Form and $250 enrollment fee by the date should contact the Registrar’s Office and follow procedures to take a leave of absence (see page 136). outlined in the acceptance letter. 135 Confirmed students become matriculated students by regis- Changing Degree Programs tering for courses. Once a student matriculates, the student On occasion, students wish to change from one program to has five years to complete the program. another within the College. Students who wish to change their degree program must download a Change of Degree Upon admission, students declare their intention regard- Program Form from the Registrar’s webpage. The change ing their supervised fieldwork setting. If, prior to fieldwork must be approved both by the director of the original enrollment, a student’s fieldwork role changes (e.g., from program and by the director of the program the student student teacher to assistant teacher), the student must wishes to enter. Students transferring from one program to notify the faculty contact person identified in the admis- another may also need to take additional coursework and/ sions letter. or fieldwork to fulfill all the requirements for the degree in the program to which they have transferred. Waivers may be Deferring Enrollment required. Individuals who have been accepted into a program, but who wish to postpone their enrollment, should contact the Enrollment for Non-Degree Graduate Study Office of Graduate Admissions and their Program Director Individuals holding bachelor’s degrees from regionally ac- to request a deferral of up to one year. Once a deferral is ap- credited colleges and universities are welcome to register proved, the applicant will need to submit the New Student as nonmatriculated students at open registration. Students Enrollment Form and $250 enrollment fee to hold the ap- who wish to apply to Bank Street graduate degree programs plicant’s seat. It is also important that students notify the should do so by the time they have completed six credits. Office of Graduate Admissions and their Program Director Following this guideline helps ensure that students plan- if they plan to change the year in which they expect to do ning to enter a degree program are taking appropriate supervised fieldwork/advisement. The College cannot guar- courses for the anticipated degree. The College reserves the antee a place in supervised fieldwork/advisement for any right to withhold registration privileges from students who student who has not kept the Office of Graduate Admissions are attempting more than nine credits without entering a informed of changes in plans. The College will assume that degree program. Students who are accepted into a degree accepted students who do not register for classes and who program are not permitted to take courses as a nonmatricu- have not asked for a deferment are not going to pursue their lated student. Students’ matriculation clocks begin upon programs, and they will be removed from our active files. registration. All students, including those not enrolled in degree pro- may be required to ensure that a student’s study is suffi- grams, are required to remain in good academic and ciently current to warrant the awarding of a degree. In some professional standing in order to continue taking courses. instances, the Committee may require that a student apply Students hoping to enter degree programs must follow for readmission. the admissions procedures. For those applicants who are taking or have taken courses at Bank Street, course grades, Interruptions in Study if available, and instructor feedback will be taken into con- Leave of Absence sideration as part of the admissions process. Credits earned Sometimes it becomes necessary for students to interrupt as a nonmatriculated student will only be counted toward their study. In these instances, students should request a a degree if they have been taken within eight years prior to formal leave of absence by completing a Leave of Absence the date of matriculation. Enrollment in courses does not form, available from the Registrar’s Office. Students have guarantee admission to a graduate program. five years to complete all degree requirements. A leave of absence extends this matriculation period by the length of Medical Requirement for Enrollment: time for which the leave is granted. It is therefore in stu- Matriculated and Nonmatriculated Students dents’ interest to apply for a leave of absence when they will All students (nonmatriculated as well as matriculated) who not be in attendance for a semester or for a year. enroll for six (6) or more credits in any term are required to comply with New York State immunization require- Obtaining written approval from the student’s Program ments. These requirements specify that prior to attending Director and Chair is part of the process. Each request for a class, students must provide proof of immunity to measles, leave of absence is reviewed by the Registrar’s Office, and mumps, and rubella, and also to meningitis. (Those stu- the student is then notified in writing of the approval or dents born prior to January 1, 1957, need only provide men- denial of the leave. ingitis information.) To document their immunity, students must submit the Bank Street Student Immunization Report Leaves of absence may be granted for up to one year. If a or equivalent documentation to the Registrar’s Office. leave is granted, a date for the student’s anticipated return to the program must be established and recorded. Students Attendance who find that they need more than the one-year maximum Once enrolled, students are expected to attend all classes, leave of absence, and who therefore do not return to the 136 fieldwork placements, and conference groups. Participation College after that year, will be contacted by the College is viewed as an essential aspect of a student’s coursework. and granted a six-month grace period to decide whether to If a student is absent due to illness or other emergency, the resume their studies or withdraw from the College. Students student must inform the instructor and/or advisor, who may who do not enroll in a semester and do not take formal leave determine how the student can complete missed work. If a from the College will be contacted by the Registrar’s Office. student is in supervised fieldwork, it is the student’s respon- Students who do not respond to the College’s inquires sibility to notify the school or agency where the student is regarding their status will be automatically withdrawn from placed of any absences. The College respects individuals’ the College after a year of non-enrollment. If, at a later observances of religious holidays. When students anticipate time, a student who has withdrawn (or been withdrawn) absences for religious reasons, they are responsible for wishes to return, the student must apply through the Office informing instructors and advisors of this at the beginning of of Graduate Admissions for readmission to the College. the term. They are also responsible for working with faculty When students resume matriculation, they may be required to develop alternative means of fulfilling missed course and to complete more coursework based on current program field assignments. requirements. Students who do not enroll in a semester and do not take formal leave from the College will be contacted Enrollment Status/Timetable for Completing by the Registrar’s Office. Degree Requirements Once a student is matriculated, continuous enrollment is Medical Leave of Absence expected. Students may study on a full–time (nine credits Students who must temporarily stop attending all courses or more) or part-time basis, after consulting with an advisor and fieldwork for medical reasons should complete a Medical or Program Director regarding appropriate course load. Leave of Absence form. The form should be accompanied (or The length of time students take to complete their degrees followed) by a letter that provides supporting documentation varies depending on individual circumstances; however, all of the illness from the attending health practitioner including students are expected to complete the degree requirements the following information: for the M.S., M.S.Ed., or Ed.M. within five years of matricu- • Date of medical exam for this condition lation. After five years, if a student has not completed the • Brief description of the reason the student is unable to requirements, the student must apply to the Committee complete program requirements, in non-technical terms on Academic Standing for permission to continue working • The anticipated term of illness or length of time the toward a degree. The Committee determines whether or medical condition will inhibit the student from attending not additional time will be granted. Additional coursework courses and/or supervised fieldwork. Students utilizing financial aid must obtain a signature from programs; or up to six (6) graduate credits for all other pro- the financial aid office. The Registrar’s Office will review the grams provided they meet the following requirements: request and notify the student in writing of the approval or • course(s) were taken at an accredited academic institu- denial of the medical leave. The Registrar will inform the tion; student’s Program Director, advisor, and Department Chair. • grade of B or better was awarded; The Registrar will coordinate a medical withdrawal from • credits have not been applied to any prior degree; and affected coursework and/or fieldwork currently in progress, • credits were completed within eight years prior to stu- and refund applicable tuition paid for the term (not regis- dent’s matriculation at Bank Street. tration fees). The medical leave of absence may extend the student’s matriculation period by the length of time for which It is the responsibility of the student to initiate any request the leave is in effect. When students are ready and able to for transfer credit, which should occur during the first se- resume matriculation, they should contact the Registrar’s mester the student is matriculated via the Transfer of Credit Office. The College reserves the right to require students to form. To be granted transfer credit, a student must secure provide documentation from their medical provider attesting written approval from an advisor or Program Director and to their readiness to resume studies. They may be required to from the Department Chair, indicating that the course(s) is complete more coursework than is normally required for their (are) acceptable substitutes for Bank Street College offer- program, depending on the duration of the medical leave. ings toward the degree. Courses being transferred in lieu of a required course must also be approved by a Bank Street Medical Withdrawal from a Course(s) or Supervised instructor in that discipline. Any petition for an exception Fieldwork to the transfer credit policy should be addressed to the There may be times that students are advised by medical pro- appropriate Department Chair. The Department Chair will fessionals to withdraw from only some portion of their course review the request and consult with the Associate Dean and/or fieldwork in a given semester. If students remain for Academic Affairs. The decision of the Associate Dean is enrolled in at least one course or supervised fieldwork, they final. A Transfer Credit Request form is available from the do not need to apply for a full medical leave of absence, but Registrar’s Office and online. can instead apply for a medical withdrawal from the affected course(s) or supervised fieldwork. If students must withdraw If students take a graduate course at another institution in from all of their courses in a given term for medical reasons, order to satisfy an undergraduate deficiency (see page 123), 137 they should follow the process outlined above in the section they may also transfer in those graduate credits as elective on Medical Leave of Absence. credits toward their Bank Street degree. Students should take these additional courses within one year of matricula- To apply for medical withdrawal from courses or supervised tion. fieldwork, students will need to fill out the Medical With- drawal from a Course or Supervised Fieldwork form and sub- The transfer of such credit will be subject to the usual review mit it with documentation from a physician which includes for approval by the appropriate academic department at the following information: Bank Street, as well as to the general policies of the Col- • Date of medical exam for this condition lege for transfer credit. Undergraduate courses are never • Brief description of reason student is unable to complete accepted as transfer credit. course requirements in non-technical terms • The anticipated term of illness or length of time the Waiving or Substituting a Course medical condition will inhibit the student from attending Advisors are able to make recommendations about course courses. waivers or course substitutions required for a student’s If a student is a financial aid recipient, the student should degree. To request a course waiver or a course substitu- contact the financial aid office to inquire about the impact of a tion, a student should consult with the student’s advisor or medical withdrawal. program director. To be eligible for a waiver, a student must have taken either a comparable graduate level course at Once the completed documentation and Medical Withdrawal another institution, at least three (3) undergraduate courses from a Course or Supervised Fieldwork form are submitted in the appropriate subject area, or, for students changing to the Registrar’s Office, a grade of WDA will be assigned to programs, a comparable graduate level course within Bank appropriate the appropriate course(s), and steps taken to Street. Part of the process of securing a waiver is a consul- process a refund of applicable tuition (fees are not refund- tation with a representative of the discipline from which able). Students may not retroactively apply for a medical the student is asking to be exempted. If a course waiver is withdrawal from courses. approved by the chair, the student must submit a Recom- mendation for Waiver of Course Requirement form, avail- Transfer Credit from Other Graduate Study able from the Registrar’s Office and online. Students will not Matriculated students may file a request to transfer in up be granted any credits for waived courses. to three (3) graduate credits for the Advanced Certificate Individualized Course they intend to graduate, they must register for matricula- Students may arrange special individualized coursework tion maintenance by the end of the add/drop period. This with faculty members in areas of mutual interest. Both situation might occur, for example, if students are complet- the student’s academic advisor and the faculty member ing coursework for a prior class in which they received a with whom the student intends to work must approve the grade of incomplete. Students must register for matricula- individualized course. The faculty member will individu- tion maintenance, MMNT500 on my.bankstreet during web ally guide the student’s work. Together the faculty member registration or via paper registration form. A $50 fee applies. and the student determine the number of credits for the proposed work (1, 2, or 3). To register for an individualized Code of Conduct and Professional and course, the student must complete an Individualized Course Academic Standards Permission and Registration Form and submit it during the Bank Street College of Education has a deep commitment regularly scheduled registration period, and pay the tuition to social justice and equity. We strive to create an anti- per credit. biased and anti-racist setting which supports the learning and growth of all of our community members. We provide a Graduation Policies and Practices nurturing, progressive, educational environment as a model Bank Street degrees are conferred four times a year, at the for the kind of practice we hope our graduate students will end of each term. Students must submit a Graduation Appli- enact as professionals in school, healthcare, museum, and cation (available in the Registrar’s office, or on the Regis- other settings to support the learning and development of trar’s webpage) by the end of add/drop for the term in which all children, adults, and families. they wish to graduate. Students are responsible for the completion of all requirements pertaining to their degrees. We consider diverse domains of identity—including but not All financial obligations must be fulfilled before a diploma or limited to—race, ethnicity, culture, class, gender, sexuality, certificate is released, and diplomas and transcripts will be religious/spiritual background and ability status as assets to withheld from any student who has an outstanding balance. individuals and to the educational experience of the larger Degrees are conferred by the President of the College at an Bank Street community. We prepare graduate students to annual ceremony in May. work in settings across the city, state, country, and world in ways that honor and build on the many strengths and 138 Students who anticipate completing degree requirements capacities of the children and adults who inhabit those set- in their entirety by the end of the summer 1 2017, summer 2 tings. 2017, fall 2017, or spring 2018 term, and who have submitted a Graduation Application, are invited to participate in the We hold our graduate students to high academic and profes- annual spring commencement ceremony. Degree require- sional standards--both here at the college and in the field-- ments include all course and field work credits, the integra- as they prepare to be effective and highly-skilled educators. tive master’s requirement (if applicable), and any prerequi- Courses are offered face-to-face, online, blended and in sites and/or workshops as defined in the catalog published varied settings and satellite spaces across the city, state, the year of the student’s first term of enrollment and the and nation. Supervised fieldwork and advisement are core individual letter of admission. All degree requirements contexts for professional growth, which occurs through inte- must already be completed or be in progress with expected gration of theory and practice in collaboration with peers completion by the end of the spring semester. Students who and faculty. (See Student Handbook for an introduction complete requirements after the spring term are invited to to the developmental-interaction approach). All of these attend the following year’s ceremony. experiences are designed to challenge our students’ intellectual and creative abilities and to encourage their personal Any petition for an exception to this policy must be made and professional development. Students are expected to in writing to the Graduation Committee (Associate Dean meet the requirements specified for each course and to work for Academic Affairs, Associate Dean for Administration, closely with their advisor to establish and meet goals set Chair of the student’s Department, and the Registrar). for supervised fieldwork and advisement within the allotted Petitions should include an explanation of the extenuating course time and schedule. circumstance(s) and justification for special consideration. Petitions should be submitted to [email protected] Students engage in on-going assessment and evaluation with “Request to Participate in Commencement” in the sub- with their advisor and/or program faculty as they matricu- ject field. The Committee will convene and make a final deci- late through their program. Assessment in course and sion concerning eligibility to participate in the ceremony. supervised fieldwork is designed to enable students to be aware of their development as professionals in the field Matriculation Maintenance and take responsibility for meeting academic goals and A degree can only be conferred for currently enrolled stu- milestones throughout their tenure at Bank Street. Conse- dents. If students are not registered for classes, the Integra- quently, communication between students and their advi- tive Master’s Project or supervised fieldwork in the semester sor/program faculty is essential and required. Evaluations of students are designed to reflect each student’s academic and professional understanding, behavior, and competen- Extension of the Code to Online Learning Contexts cies. Faculty may confer about students and may review Bank Street College offers a number of online, blended student records at any time. learning and web-enhanced educational, training and workshop experiences. The code of conduct above applies The Bank Street College Code of Conduct and Due Process to all online learning contexts; in addition, there are specific Procedure provide guidance and recourse to preserve a behaviors we expect our students to adhere to online: sense of safety and security within our academic climate. • Use common sense, good manners, and respect. Be They outline the acts that violate the balance of harmony, courteous, considerate and tolerant. Always remember respect, and safety within an academic environment and that there is a human being on the other side of the restorative procedures to bring the community back into screen with individual ideas and feelings. balance. In order to maintain good academic standing, • Respect Intellectual Property: Abide and respect Intel- students are expected to observe the College’s Code of Con- lectual Property laws and always give credit to sources duct and demonstrate the academic and personal disposi- that may increase participants’ reference database. tions necessary for work with children, adults, families and • Maintain confidentiality and privacy within the online communities. space. This includes not sharing course materials and communications outside of the learning community At Bank Street, we deem this work to begin in our graduate without explicit permission and carefully protecting the school classrooms and be grounded in sound judgement privacy of the children, adults and settings. based in values of social justice and equity, with an explicit commitment to anti-biased and anti-racist educational Professional Standards practice. Enactment of these values and practice is central In the Graduate School, instances may arise in which to our approach to progressive education and fosters the one or more faculty members judge that a student lacks harmony of our academic climate. As such, violation of this the academic and/or personal dispositions necessary for code is not tolerated and can be grounds for dismissal from continuing coursework or completion of studies leading to our academic programs. a degree or program of study in the Graduate School or for continuing coursework on a non-matriculated basis. The The following acts are deemed violations of the Graduate College reserves the right to dismiss the student or suspend School Code of Conduct: the student’s enrollment in supervised fieldwork/advise- 139 • Language indicative of disregard of individuals based ment and/or coursework for dispositional issues (including on their racial, ethnic, and cultural background, class, any violation of the Code of Conduct), as well as concerns gender, sexuality, religious/spiritual background and/ related to academic performance. or ability status (this includes intentional failure to use preferred gender pronouns); Plagiarism, verbal or physical abuse, excessive absences, • Acts that recklessly or intentionally endanger the men- inappropriate classroom or fieldwork setting behavior, tal or physical health of any member of the Bank Street any violations of the Code of Conduct, or other concerns College learning community; regarding a student’s professional conduct that occur in any • Acts that are harmful to others, including intentional academic or professional setting, including online course obstruction of others’ rights, sexual assault, abuse, environments and campus common areas (e.g., restrooms, discrimination, or harassment; corridors, elevators, lounges, etc.) is prohibited. All students • Willful destruction of College property; should have the reasonable right to expect a climate of • Willful destruction of the property belonging to any safety and security at Bank Street where we all abide by the member of the Bank Street College learning commu- Graduate School’s Code of Conduct and Professional and nity; Academic Standards. • Appropriation of College property; • Appropriation of property belonging to any member of Consequences for Violation of Code of Conduct and Pro- the Bank Street College learning community; fessional Standards • Disturbance of the peace for any member of the Bank • Violations of the Code of Conduct may result in suspen- Street College learning community; sion, dismissal, or other appropriate disciplinary action • Violations involving illegal possession, use, or sale of in addition to any penalty pursuant to the penal law. alcohol or drugs; • Violations for illegal drug or alcohol use and may result • Inappropriate or punitive actions toward children or in being charged for a drug violation. Students may adults, including verbal, nonverbal or physical abuse, also be at risk for loss of their financial aid and may be relational aggression and other ostracizing behaviors; required to complete a course of substance abuse treat- and/or ment as a part of their remediation. • Any act not specified above that threatens the sense of • Violations that disrupt the personal space and/or health, safety and/or belonging of any member of the sexual safety of any member of the Bank Street College Bank Street College learning community. learning community are subject to the Educational Law Article 129B: Enough is Enough. Students may be re- Student Self-Advocacy quired to complete a course of mental health treatment The College fully supports students’ rights and responsi- as a part of their remediation. For more information bilities to serve as advocates for themselves. Given their on “Enough is Enough” see the named section on the aspiration to serve in the role of educational leaders and College website (see link: bankstreet.edu/ graduate- practitioners in varied settings, our students are expected school/student-resources/policies-conduct- and-stan- to develop and practice advocacy skills that will be an asset dards/). to the children and adults for whom they are or will one day be responsible. Grounded in democratic and social justice Due Process Procedure values, we are resolved that our students know that these If any member of the College community observes or experi- ideals are also inclusive of times when they feel they are ences any of these violations occurring in any face-to-face, being unfairly treated or that their perspective has not been online, blended and/or other settings or satellite spaces, wholly understood by the Graduate School administration. including all common areas (e.g., restrooms, lounges, eleva- Students are invited to respectfully share their perspec- tors, lobby, areas, etc.), the individual is expected to report tives or disagreements using Due Process Procedures but them in writing to the Associate Dean of Academic Affairs. ultimately must abide by the Dean’s final determination of The statement should: their cases. • Specify allegations and the person(s) involved, • Provide a brief description of the circumstances. Academic Grievance Procedures Faculty members in the Graduate School work very closely The Dean of the Graduate School will respond with the and effectively with their students. Occasionally, differences formation of an Individual Review Committee (a description occur between graduate students and advisor or course in- of which can be found below), which will be convened within structor about, for example, course grades or evaluation of thirty days upon receipt of the written complaint. supervised fieldwork/advisement. Students are encouraged to resolve such problems directly with the individual advisor If the student is dismissed, the student has the right to or instructor. request that the Dean of the Graduate School convene an Individual Review Committee (IRC) to review the case. This If the difficulty cannot be resolved in this way, the following appeal must be made in writing to the Dean of the Gradu- formal grievance procedure should be followed: 140 ate School within fifteen business days of the date of the • The student discusses the problem with the Program dismissal letter. The IRC reviews the circumstances and Director or Department Chair (if discussed with the Pro- allegations and makes a recommendation to the Dean of the gram Director, the Program Director informs the Chair). Graduate School. The Dean of the Graduate School makes • The Program Director or Chair discusses the issue with the final decision concerning student dismissal, reinstate- the faculty member involved (and with the student’s ment, or possible disciplinary action. advisor, if appropriate). The Program Director or Chair prepares documentation and notifies the student in Individual Review Committee writing of the recommendation. When an Individual Review Committee (IRC) is convened, • If the student deems the problem still unresolved, the it is generally composed of three faculty members. The student may write a report and submit it to the Associ- Dean facilitates the appointment of the IRC, selects a date ate Dean of Academic Affairs, along with any pertinent for a review of the case, and informs the individual whose information. This report must be submitted by June 1st conduct is the subject of the IRC to expect to hear from the of the following year for a fall semester course or by Committee. An IRC will be convened within thirty days after January 1st of the following year for a spring or summer a written report alleging a violation of the Code of Conduct term course. or Professional Standards, or within 30 days after a request • The Committee on Academic Standing reviews the from a student to convene an IRC. report and the issue with the student (and an outside person if desired) and, either together or separately, It is the task of the IRC to read the report, meet with the with the faculty member. individual(s) who wrote it, and meet with the person al- • The Committee on Academic Standing makes a decision leged to have violated the Code of Conduct or Professional and shares it with the student, the faculty member, the Standards. The person accused may bring another person to Program Director, the Department Chair, and the Dean observe the proceedings of the IRC meeting. The IRC then of the Graduate School. The decision of the Committee decides whether the Code of Conduct or Professional Stan- on Academic Standing is final. dards have been violated. At the conclusion of its delibera- • Once a degree is awarded and posted to a student’s tions, the IRC meets with the Dean to report its findings; the record, the student’s academic transcript cannot be Dean then makes and implements the final decision about amended or changed, with one exception: after the de- the violation and any disciplinary action. The Dean will gree is posted, should a student wish to appeal a grade notify the affected individual within five working days from earned in the final semester, the student will have 30 the date of the meeting. days from the degree grant date to file an appeal with the Committee on Academic Standing. Other Student Complaints As academic honesty is a central institutional value to Bank Difficulties with program structures, schedules, or other is- Street College of Education, any direct or indirect infringe- sues should first be discussed informally with the student’s ment of this value by means of plagiarism is taken seriously. advisor or Program Director. If unresolved, they should then In an instance where an instructor suspects that the work be communicated in writing to the student’s Program Direc- submitted by a student is entirely or partially plagiarized, tor with copies to the Department Chair and the Associate the following steps will be followed: Dean for Academic Affairs. Written responses documenting the complaint and its resolution will be shared with the Step 1: The instructor will report the suspected academic student within 30 days, and records will be maintained by violation, with appropriate evidence, to the Associate Dean the Associate Dean for Academic Affairs who will also cre- of Academic Affairs. ate an annual summary of these formal complaints and the Step 2: The Associate Dean of Academic Affairs will con- responses to them. fer with the instructor to review the evidence and make a determination as to whether the incident warrants further Academic Standards investigation. The Associate Dean of Academic Affairs will Plagiarism make a determination at this point whether further action is Students at Bank Street are expected to adhere to the high- required. est standards of academic integrity, and will only be credited Step 3: If the Associate Dean of Academic Affairs deter- for work they have authored, and/or they will appropriately mines that further action is warranted, she will meet with assign authorship and provide referencing information, as the student as well as the instructor and the advisor and/ needed. Students should be aware of the definition of pla- or Program Director, as well as the Chair to discuss the giarism and know that all violations will be taken seriously allegation and provide the student with an opportunity to and may result in dismissal. describe the process of research and writing of the material • Plagiarism is the use of another person’s ideas, words, in question. or theories as one’s own in an academic submission, and failing to appropriately cite the original author. All Step 4: Following a review of the evidence and deliberation scholarship must rest on honest academic effort: described in Step 3, the Associate Dean of Academic Affairs • All work submitted must be original will make one of the follow determinations: • Any reference to another person’s work (including Option 1: The student may be required to redo the paper 141 ideas, theories, or concepts) must be cited explicitly and or complete an additional assignment. Should this pro- using the formatting guidelines of the most recent ver- cess extend beyond the final session of the course, the sion of the American Psychological Association (APA) student may request a grade of Incomplete. In this case, Publication Manual. all policies and procedures related to a course determina- • Work presented as actual experience cannot be invent- tion of Incomplete shall apply. Students may appeal this ed or fabricated. decision to the Committee on Academic Standing. The student may be given a grade of No Pass APA Citation Guidelines: Option 2: • All sources cited within the text of a paper must be (NP). In this case, all policies and procedures related to a included in the reference list at the end. Conversely, course grade of NP shall apply. Students may appeal this only sources cited in the paper should be included in the decision to the Committee on Academic Standing. reference list. Option 3: The Associate Dean of Academic Affairs may • When a direct quotation is cited within the body of a determine that the student’s behavior has violated the paper, quotation marks must be used, and the author’s Code of Conduct and/or Professional Standards of the name, year of publication, and page number must be College and that the student should be dismissed from included. the student’s academic program. The Associate Dean of • When paraphrasing another’s work, one must cite the Academic Affairs will provide notification of this decision, original source, giving credit to the original author. in writing, to the student and the registrar of the College. When paraphrasing, page numbers are not necessary, The student may appeal this decision by requesting that but the author’s name and year of publication are the Dean of the Graduate School convene an Individual required. Review Committee following procedures described on • Electronic resources must be cited as well. Materials page 140. found on the Internet are subject to copyright laws. See The Writer’s Handbook (bankstreet.edu/library under The Academic Standing Committee is Chaired by the As- Library Resources) for examples of citations of elec- sociate Dean of Academic Affairs and consists of standing tronic resources. members (the Registrar and Senior Director of Student • Citation and formatting guidance for the APA Publica- Learning Support and Community Initiatives), and three tion Guidelines are available at http://www.apastyle. faculty representatives. Appeals should be sent to the As- org/. sociate Dean of Academic Affairs. Satisfactory Work in Supervised Fieldwork/Advisement • Students must maintain satisfactory work in the super- (SFW/A) vised fieldwork setting, as assessed by the advisor and/or The College reserves the right to determine when (and site supervisor. whether) a student may begin SFW/A. For most programs students begin fieldwork in the fall, and normally receive the Students who do not remain in good academic standing may be grade of IP (In Progress) for the first semester of SFW/A; at placed on probation and/or be subject to academic dismissal. the end of the next semester, the grade for both semesters of SFW/A is converted to P (Pass) or NP (No Pass). If, however, Grade Point Average and Academic Probations the student does not achieve satisfactory work in the SFW/A All students must achieve a cumulative grade point average setting in the first term, the advisor may award a grade of NP. (GPA) of at least 3.0 in order to graduate. After each grading Whenever a grade of NP is awarded for supervised fieldwork, period, the Registrar’s Office reviews students’ records to the student is academically dismissed. determine each student’s academic standing. Any student whose cumulative GPA falls below 3.0 will be placed on If a student wishes to appeal a dismissal due to a grade of NP probation and will be required to meet with the Program in SFW/A, the student will follow the Due Process Procedures. Director to develop a written plan to restore good academic The Dean will convene an Individual Review Committee (see standing. The plan must be signed by the student and the page 140), which will review the circumstances and report Program Director and submitted to the Department Chair. its findings to the Dean. The Dean makes the final decision The purpose of the plan of study is to outline a strategy to concerning student dismissal or reinstatement and no further obtain and maintain a cumulative GPA of 3.0. The plan of appeals will be considered. study will include a scheduled courses (possibly over several semesters), and students will be required to register for The College also reserves the right to end a student’s courses as the plan outlines. After being placed on proba- fieldwork experience during a term if, in the advisor’s and/ tion, students must complete all courses (i.e. received no or site supervisor’s assessment, the student’s performance grades of incomplete) and achieve a semester GPA of at is deemed inadequate and/or inappropriate in the setting. least a B (3.0). In some instances, after two semesters of fieldwork, it is the assessment of the advisor that additional fieldwork is Once a plan of study is agreed-upon, the Department Chair 142 required. Credit for completion of the fieldwork year may be will review student progress on the plan. withheld until the additional term of fieldwork is successfully completed. Procedures for developing and following a plan • In the next term the student enrolls (following place- Students who enroll in fieldwork, but who do not complete ment on probation) the student must complete all the full requirement as designed, must return to and com- courses in progress (receive no grades of Incomplete) plete their fieldwork requirement within one year of the inter- and achieve at least a B (3.0) average for that term. rupted term or begin the fieldwork experience in its entirety Due to the timing of the grading periods, students may over again. For the typical fall/spring semester fieldwork that already be registered for the next term when they are begins in the fall term, students are expected to complete the notified that they are being placed on academic proba- requirement by the end of the spring term. If students do not tion. In these cases, the Department Chair will evaluate return in the spring to complete the second semester, they the student’s progress on the plan and may require a de- must register by the following spring to complete the required crease in credit load and/or withdrawal from all courses second semester. For single semester fieldwork programs for the subsequent term. The College’s standard policy that are interrupted, the students have until the following on refunds will apply. year to re-register for fieldwork (fall disrupted fieldwork must • At the completion of the probationary term, the Depart- re-register by the following fall, etc.). ment Chair will review the outcomes of the plan with the Program Director. If the student has successfully Satisfactory Academic Achievement addressed the points in the plan, the student will be per- There are three academic standards to which every student mitted to continue to enroll with a subsequent written must adhere in order to remain in good academic standing and and signed plan in place. This will happen each term until to maintain eligibility for financial aid programs: the cumulative grade point average of 3.0 is achieved. • Students must achieve and maintain a minimum of a B The Department Chair will approve each plan each term (3.0) cumulative grade point average. until the 3.0 GPA is achieved. During this period, the stu- • Students whose cumulative grade point average falls dent must achieve at least a 3.0 average each term and below 3.0 will be placed on academic probation. complete all courses in progress (i.e., receive no grades of • Students must comply with the Graduate School’s stan- Incomplete). Once a cumulative grade point average of dard of satisfactory academic progress. This means that 3.0 has been achieved, the student must maintain it. students must progress toward their degrees at a pace • If the plan has not been followed successfully in the ini- sufficient to complete all degree requirements within a tial or subsequent terms of probation, or if a cumulative five-year time frame. 3.0 average is not maintained once restored, a registration hold will be placed on the student’s record and the considered if the student has done satisfactory work up to student is subject to academic dismissal. Students can- that point. Students must request an Incomplete before the not graduate until the 3.0 is achieved. If a student com- end of the semester in which they are enrolled in a course. If pletes degree requirements, but does not have a 3.0 GPA, a grade of Incomplete is granted, the student and instructor the student must continue taking courses until a 3.0 is must agree on a final due date for submission of the out- reached. In these instances, the Committee on Academic standing work. To receive credit for the course, the student Standing will review the student’s progress. must complete all requirements by the date set. If the work is not completed by the due date, the grade is changed to Satisfactory Academic Progress toward the Degree (SAP) NC (No Credit). In exceptional circumstances, a student Students must make satisfactory progress toward their may petition the Committee on Academic Standing for ad- degree in order to be considered in good academic stand- ditional time to make up incomplete work. Extensions are ing and to maintain eligibility for financial aid programs. limited to May 15 of the following year for a fall semester Students must maintain a cumulative GPA of at least 3.0 course, or December 15 of the following year for a spring and complete 67.7% of classes attempted. Additionally, stu- or summer course . The Committee, in consultation with dents must earn a minimum number of credits per year at a the course instructor involved, will decide whether any addi- pace sufficient to complete all degree requirements within tional time—not to exceed the subsequent semester—will five years. To be making satisfactory academic progress, be granted. students must earn credits toward their degree according to the following schedule: The student’s cumulative record of credits includes any course in which the student receives a grade of Incomplete 30– to 46–Credit Programs (minimum credits earned) and the course cannot be counted in the student’s complet- Year: 1 * 2 3 4 5 ed/earned credits until the student has received a successful Credits: 4 13 25 35 36–46 completion grade. A grade of Incomplete could keep a student from achieving satisfactory academic progress. Within 47– to 58–Credit Programs (minimum credits earned) a semester/term, the recording of a successful completion Year: 1 * 2 3 4 5 grade that brings the student’s accumulated credits up to Credits: 4 13 25 46 47–58 the satisfactory progress standard will restore the student’s *Because the year is measured July 1 through June 30, a student who first eligibility for financial aid for this and subsequent semes- takes a class as a matriculated student in either the Spring or the Summer 1 143 term would only be required to complete one credit rather than four credits ters/terms within the academic year. Students should bear during those terms. in mind that excessive incompletes may interfere with satisfactory progress toward their degree and jeopardize their A student’s complete academic record will be reviewed academic standing. annually (generally in July) to see if the student is meeting each of the above standards of progress. All courses 3. Repeated Courses successfully completed count toward progress, and all Successfully completed courses will be counted toward terms are counted regardless of whether financial aid was completed/earned credits. received. 4. Waiving a Course Requirement In measuring satisfactory academic progress, certain Courses waived due to sufficient formal academic study in courses and situations will be treated in the following ways: an area are not counted as completed/earned credits.

1. Withdrawals Treatment of Nonstandard Situations Withdrawals recorded on the student‘s permanent record 1. Readmitted Students will not count toward credits completed/earned and could Upon readmission after a period of nonenrollment, the adversely affect the student’s ability to meet the satisfacto- student will be eligible for financial aid for terms in the ry progress standards. Changes to the student’s enrollment academic year of readmission and will be measured for con- record caused by retroactive “nonpunitive” administrative tinued eligibility against the appropriate year’s satisfactory withdrawal activity can result in the student having to repay progress standards. the financial aid that the student received that semester/ term. 2. Transfer Students A transfer student will be treated as a new student for 2. Incomplete Grades measuring satisfactory academic progress; transfer credits Students are expected to complete the work for a course accepted toward the degree will be counted as credits com- by the end of the term in which it is taken. If, however, a pleted/earned. student is unable to finish assignments within the term, the student may request a grade of Incomplete (IN) and 3. Second-Degree Students additional time to complete the coursework. Incompletes A student enrolled for a second degree will be treated as are granted at the discretion of the instructor and are only a new student for measuring satisfactory academic progress; the credits accepted toward the second degree will be B– Below minimum for good academic standing 2.8 counted as credits completed/earned. C+ Fair 2.5 C Poor 2.0 4. Change of Major/Change of Degree C– Very poor 1.8 If the student seeks and gets approval to change a major/ NP No Pass 0.0 program within the same degree or certificate program, or if ENR Currently Enrolled (appears prior to grade entry NV the student begins pursuing a different degree without hav- for the term) ing earned the first degree, the student must complete the P Pass: Awarded (only) for Supervised Fieldwork/ NV new academic program within the maximum time frame al- Student Teaching/Advisement; selected seminars lowed (five years) from when the student began the original and practical museum leadership courses; and program, unless an exception is granted by the Satisfactory selected one–credit courses Academic Progress Committee. IN Incomplete (An IN can become an NC [No Credit]; NV see below) SAP Appeal/Probation IA IMP Attempted: IMP work attempted, but NV If students fall beneath the standards required for their has not been sufficiently completed. degree, then they may appeal to the Satisfactory Academic IP In Progress: Recorded at the end of the first NV Progress Committee (SAP Committee) at finaid@bank- semester of selected full–year courses and for street.edu to regain good standing and eligibility to receive year–long SFW/A. The IP grade is changed after financial aid, if applicable. The appeal will be evaluated completion of the full year’s work to a Pass or for mitigating circumstances resulting from events such No Pass as personal illness, injury, personal tragedy, or changes in NC No Credit: If Incomplete work is not submitted NV academic program. Also assessed is the students’ capabil- by the required due date, the Incomplete grade ity for improving their academic record to again meet the is converted to a No Credit grade standard of satisfactory academic progress. If students are TR Transfer Credit: Credit earned at another NV in poor academic standing because they are not completing institution and applied to Bank Street College sufficient credits to make satisfactory progress toward the degree degree, then a requirement of the appeal will be that they WD Withdrawal: This grade must be requested by NV 144 must follow the “Procedures for developing and following a the student and the request must be submitted plan” as described in the Grade Point Average and Academic by a specific deadline which is no later than the Probations section of the catalog (page 142). Students may midpoint of each term (see Academic Calendar be ineligible to register for additional credits until the speci- for pertinent dates) fied plan has been implemented successfully. If the appeal is WDA Administrative Withdrawal: This grade may be NV granted, students will be given a one-year probationary pe- awarded in special circumstances at the discretion riod to improve their academic record to meet the standards of the Administration of the Graduate School. of satisfactory progress. There is no limit on the number of WV Waived: Indicates that student does not have to NV times students may follow this appeal procedure. take the designated course to meet degree requirements SAP Reinstatement AT Attended: Awarded (only) for Continuing NV If the student chooses not to appeal, or if the appeal is Professional Studies courses taken denied, then the student may regain eligibility for financial not–for–credit and for the NYS internship aid by taking an official Leave of Absence from Bank Street NT Not Attended: awarded (only) for Continuing NV College for at least one year. Upon readmittance, the student Professional Studies courses taken may receive assistance for the terms of the academic year not-for-credit; for the NYS internship; and of readmittance and will be measured against the standard for IMP work not attempted of satisfactory progress at the end of the annual review for Z No grade submitted by the instructor. continued eligibility. (This is a temporary indicator only. It is replaced by an actual grade when grades are submitted.) Other Academic Policies Auditing courses is not permitted, and there is no grade of Grading Policy Audit offered by the Graduate School. Grades are defined as follows (NV denotes Neutral Value): Value in Calculation of Grade Reports/Transcripts Grade Point Average Student grades are posted on my.bankstreet.edu approxi- A Excellent (no A+ may be awarded) 4.0 mately one month after the end of each semester. Requests A– Very Good 3.8 for official or student copies of transcripts are generally B+ Good 3.5 processed within three to five working days after receipt of B Acceptable achievement; minimum 3.0 a written request, which must include an original signature. grade for good academic standing There is a $7 fee for each transcript requested. If students request more than one copy at a time, the charge is $7 for Student Handbook the first copy and $2 for each additional copy. The cost is A handbook for all students is available to download at the same for official and student copies. Transcript requests bankstreet.edu/graduate-school/student-resources/. may take slightly longer to fulfill during registration periods. Designed to complement the catalog, it contains additional For full instructions on how to order a transcript, visit www. details about the academic programs, student services, bankstreet.edu or call 212–875–4406. and student life. It is the responsibility of every student to obtain a copy of the Student Handbook and to be knowledge- Release of Transcripts/Access to Students’ Records able about its contents. Bank Street complies with the Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, also known Campus Drug and Alcohol Policy as the Buckley Amendment. The act is designed to protect In accordance with the federal legislation known as the the privacy of education records, to establish the right of “Drug Free Schools and Communities Act Amendments of students to inspect and review their education records, 1989,” Bank Street College of Education established the fol- and to provide guidelines for the correction of inaccurate lowing policy: or misleading data through informal and formal hearings. Students also have the right to file complaints with the Bank Street College prohibits the unlawful manufacture, Family Educational Rights and Privacy Act Office concerning distribution, dispensation, possession, or use of illegal alleged failures by the institution to comply with the Act. drugs and/or alcohol by employees and students on School The policy and procedures used by the institution to comply property or while conducting College business. This policy with the provisions of the Act are available in the Registrar’s includes School activities taking place on or off Bank Street Office. The Registrar’s Office also maintains a Directory of property, including driving to and from College-related Records that lists all education records maintained on stu- activities. Alcoholic beverages may be served at Bank Street dents by this institution. Questions concerning the Family College events/activities on or off School premises, but are Educational Rights and Privacy Act may be referred to the not to be served to anyone under twenty-one (21) years of Registrar’s Office. For additional information concerning age. A security guard is on duty during all campus events. FERPA, please see the Appendix, page 159. Campus Security Institutional Test Score Annual Report for the Carlos Esquivel, Director of Facilities 145 Academic Year 2015–2016 212–875–4615 Institutional pass rates are a key measure of the performance of teacher preparation programs in Title II of the Higher The College publishes and distributes an annual security Education Act. Institutions must report pass rates on teacher report, which contains safety tips, emergency procedures, assessments for all graduates and all other enrolled students. and campus crime statistics. This publication is available During the 2015-2016 year (7/1/15-6/30/16), 59 students took from the Director of Security, the Registrar’s Office, and the the Academic Literacy Skills Test and 52 passed it for a 88% Graduate School Office (Room 603); it is also excerpted in pass rate. 11 students took the Early Childhood edTPA and 10 this catalog (page 160). The Advisory Committee on Campus passed it for a 91% pass rate. 69 students took the Educat- Safety will provide upon request all campus crime statistics ing All Students test and 68 passed it for a 99% pass rate. 19 as reported to the United States Department of Education. students took the Multi-Subject Birth to Grade 2 Test and 19 General information about campus crime statistics may passed it for a 100% pass rate. 33 students took the Multi- be found on the United States Department of Education’s Subject Grades 1-6 Test and 33 passed it for a 100% pass website: http://ope.ed.gov/security/. rate. New York State Certification

Many of Bank Street’s degree-granting programs are reg- Internship Certificate Credential istered with the New York State Department of Education Bank Street College supports the New York State Internship as programs that enable graduates to qualify for New York Certification Credential. This is an opportunity for gradu- State initial and/or professional certification in teaching or ate students who are seeking teaching positions to obtain in school building leadership. Depending on the certification New York State certification prior to graduation if they meet and/or experience that students have upon entrance to the the eligibility requirements set for them by the State. The program, graduates are eligible for either initial certifica- Internship Certificate Credential is a temporary New York tion, second initial certification, or professional New York State teacher certification that allows a graduate student certification. When a student graduates from a Bank Street who has completed at least one-half of the credits required certification program and applies for New York certification, for the master’s degree program to teach in a New York City the College recommends that student for State certifica- public school. Students must be matriculated in a program tion and, in effect, vouches for the student’s having met the that leads to certification and be in good standing. They must State’s academic requirements. also have a written job offer from a particular school for a job in the same certification area as the degree program in which International students or permanent residents (holders of they are enrolled. The Internship Certificate Credential is Green Cards) should check the New York State Department limited to a particular school and lasts up to two years. In- of Education’s website for detailed, updated information ternship certificates expire immediately upon graduation and regarding citizenship requirements for certification: www. recommendation for regular certification. Please keep this nysed.gov. in mind when you apply for graduation. Bank Street faculty serve as mentors to graduate students teaching under the Students accepted into New York State Certification pro- Internship Certificate Credential. grams should begin the process of working toward certification early in their master’s degree program. This process Visit www.bankstreet.edu/graduate-school/student-resourc- includes the following requirements: es/certification-glance/ for details on the requirements and procedures for New York State certification. Certification 146 1. Testing: resources are available to assist you with the process. Teacher • successful completion of the New York State Certification Education graduates whose degree was conferred prior to Exams (www.nystce.nesinc.com) 2004 and Leadership graduates whose degree was conferred prior to 2007 fall under regulations that are no longer in effect 2. Workshops (free to matriculated students): and are ineligible for institutional recommendation. • successful completion of two clock hours of training in the identification and reporting of suspected child abuse or Please contact the Registrar’s Office at certification@bank- maltreatment street.edu for assistance. Be sure to include your student • successful completion of two clock hours in school vio- identification number and name. lence intervention and prevention (SAVE) • successful completion of six clock hours in harassment, bullying, and discrimination prevention training (DASA) 3. Fingerprint Clearance • Visit www.bankstreet.edu Career Services taking a course. For further information on your rights and what the Disability Services Office offers, please visit our Susan Levine, Director webpage located within Graduate School Student Services. 212–875–4657; [email protected] Located in the Office of Admissions on the first floor on the east Bank Street College does not discriminate against qualified side of the Lobby. individuals with disabilities in the recruitment and admission of graduate students, as a matter of policy and as speci- The Career Services Office serves as a resource and informa- fied by applicable laws and regulations. tion center. Career Services are provided to alumni and to students matriculated in degree programs. Students are Library and Archives encouraged to take advantage of the variety of services the Kristin Freda, Director office has to offer at the beginning of their matriculation at 212–875–4458; [email protected] the College. The Bank Street Library contains a wide range of materials Résumé and interview skills workshops are offered individu- that support instruction and independent research: books, ally and for small groups throughout the year. Students are e-books, journals, research databases, Graduate School inde- encouraged to meet with the Director to discuss strategies pendent studies, DVDs, and more. Copies of course required to be used during the job search process, such as how to books, arranged by call number, as well as files of reserve organize a job search, networking, and researching schools, readings, are available at the Circulation Desk for use in the institutions, and agencies. In addition, the career services Library. In addition, many faculty make use of the Library’s office hosts the following annual events: a Job Search electronic reserve system, which provides class readings on- Support Day, which provides information on the job search line. If there are books or articles not held on site, library staff process, and two Job Fairs with representatives from New can request an Interlibrary Loan on behalf of the student. York City public, charter, and independent schools. Career Services also cosponsors job-related events with the Alumni The Children’s collection of materials contains picture books, Office. early readers, nonfiction, biographies, fiction, and young adult novels. The collection also contains many DVDs and books on 147 CareerConnect is our automated online system with numer- CD. The Children’s Librarian provides instruction to the School ous functions that will enhance the career services offered for Children classes and is available to assist children and to our students, alumni and employers. With this site, adults with research and book selection. students and alumni can easily and efficiently maintain an online personal calendar, manage multiple résumés, cover The Bank Street College Archives contain the institutional letters, and other employment related documents, search records of the Bank Street College of Education as well as and apply for job opportunities online, view and RSVP for historical materials related to the College. The collection career events, and much more! documents the history and evolution of the College from 1916 to the present. Bank Street graduates are innovative professional teachers and leaders who make wonderful contributions to the Librarians help students and faculty identify and locate schools within which they work. Our alumni are in demand, pertinent information, teaching them to conduct searches and are the reason Bank Street has the fine reputation it using the online catalog and databases. Librarians also offer does. research classes for students, which include a library tour and an introduction to research using the databases and catalog. A schedule of research class offerings each semester can be College Services found on the library’s website (http://www.bankstreet.edu/ library). Individual sessions are also available during reference The Disability Services Office hours with or without an appointment. The Library houses Coordinator Peggy McNamara, 24 PC and Macintosh computer workstations, each equipped 212–875–4586; [email protected] with Microsoft Office and which are available for word processing, email, and Internet access. Three copiers are avail- Bank Street College encourages students with visible or able for printing, copying, and scanning. Ethernet and wireless hidden disabilities to self-identify and to provide further in- connections are also available. formation as soon as possible after admission to the College so that they may receive the reasonable accommodations to Library policies, including circulation rules, are available on which they are entitled. the Library’s website: http://www.bankstreet.edu/library

Nonmatriculated students who need accommodations should identify themselves as soon as they contemplate Council of Students (COS) are: 212–678–1654 and 800–724–1486 (toll–free). Visit the Wendi Williams, COS Advisor Bookstore’s website: www.bankstreetbooks.com. 212-875-4771; [email protected] COS (pronounced cuz) is the Bank Street College gradu- Housing ate student organization. Members meet regularly to Bank Street College does not maintain dormitory facilities. work on issues pertaining to the quality of student life at Notice of available apartments to rent or share may be Bank Street. The primary goal is to provide students with found on the Bank Street website. Other resources for ob- the opportunity to participate in and promote productive taining housing are local realtors, webpages, newspapers, dialogues among the student body, within the Bank Street and various “Y” organizations. For further information and community, and beyond. a detailed list of these resources, visit the Housing Informa- tion Resource page on our website www.bankstreet.edu/ COS sponsors and organizes educational and professional graduate-school/student-resources/housing/. development activities for students, as well as social events. COS’s annual survey to students seeks to better understand Application for housing may be made to International and respond to student needs, while providing students House, a graduate student residence facility within walking with an additional voice. distance of the College at 500 Riverside Drive, New York, NY, 10027–3916. Contracts run from September through mid The COS webpage (bankstreet.edu/cos) lists upcoming May and may be renewed for the summer. For more infor- events and happenings and provides information about get- mation and/or an application, call 212–316–8400, or visit ting involved and how to contact a COS representative. http://www.ihouse-nyc.org. Students enrolling for summer courses may also pursue housing options at International Student Associate Trustee House. One graduate student each year is selected to serve as the Student Associate Trustee, and is expected to attend the Information Technology quarterly meetings of the Bank Street College of Education Judy Johnson, Chief Information Officer Board of Trustees. He or she will provide a student perspec- 212-875-4512, [email protected] tive when pertinent issues are in front of the Board. The 148 student trustee also gathers and shares information from The Information Technology (IT) department works to and for the graduate student body by reporting to and hear- support all members of Bank Street College’s community ing from students. In addition, he or she will work with COS, by providing robust, secure, up-to-date, and accessible the accreditation coordinator and senior administrator, and technology. Details about our support services and contact the dean of the Graduate School. information can be found below.

The student trustee is appointed by the board of trustees Help Desk to a one-year term. Nominations are solicited in the spring 212-875-4642 or [email protected] for the following academic year. Qualifications: Applicants The Help Desk staff, located in the Library, are available for must be in good standing, with a minimum of one year of technical support for College hardware, software, Internet study remaining at Bank Street. They should be interested access, and telephone equipment. in issues of governance and in advocacy on behalf of fellow students. Excellent speaking and organizational skills are Cafeteria essential. Applicants cannot be in staff positions at Bank The Bank Street Cafeteria is located on the C–Level of the Street. main building and is open to the College community. The cafeteria offers a wide selection of wholesome foods. The Bookstore Cafeteria is open from 7:45 am to 3:00 pm, Monday through Caitlyn Morrissey, Interim Manager Friday. Catering services are also available. 212–875–4551; [email protected] Business Office Services The Bank Street Bookstore, located at Broadway and 107th Marion Kowalski, Chief Financial Officer Street, offers books, games, and toys for children, families, 212–961–3370; [email protected] and educators. All books required in courses may be ordered online at http://bankstreet.textbookx.com. The Business Office is located at Bank Street North, The In- terchurch Center, 475 Riverside Drive, 14th Floor, New York, The Bookstore is open Monday through Wednesday from NY 10115. It is the responsibility of the College’s Business from 9:00 am to 7:00 pm, Thursday through Friday from 9:00 Office to collect tuition and fees and to maintain students’ am to 8:00 pm, and Saturday through Sunday from 10:00 am financial accounts. In addition, Business Office staff work to 7:00 pm (call for holiday hours). The Bookstore’s address is with the Office of Financial Aid and the Registrar’s Office in 2780 Broadway, New York, NY 10025; the telephone numbers the administration of student loans and scholarships. Centers, Institutional Collaborations, ies, their final transcripts will be examined to determine if the student has maintained a 3.0 GPA overall and in the and Special Initiatives designated courses. When all requirements have been met, the Bank Street Admissions Office will send out the final The Graduate School oversees a number of special projects. acceptance letter. Many faculty work as staff developers, consultants, evaluators, and researchers on these and other projects. Bank Street Online Education Laura Zadoff, Instructional Designer for Online Learning Bank Street College/Lincoln Center 212-875- 4690; [email protected] Institute Collaborative Cathleen Wiggins, Coordinator Bank Street Online Education is an institutional unit dedi- 212–875–4529; [email protected] cated to the advancement of online teaching and learning at the college. Its mission is to support the Bank Street The Bank Street College/Lincoln Center Institute Col- community’s efforts to promote innovative teaching strate- laborative is designed to enhance the learning of all chil- gies and technologies to enrich the learning of our graduate dren through an exploration of ways to use the arts in the students and their students, which will in turn provide the preparation of new teachers. The Partnership connects the institution with long-term opportunities to extend its reach. Lincoln Center Institute with the graduate faculty of Bank Street College through a series of experiential workshops Bank Street Online is dedicated to offering online courses and performances of music, dance, opera, and the visual that reflect Bank Street’s understanding of teaching and arts. The goal is to help future teachers understand how learning. What does it mean to teach in an online environ- experiential investigations of the arts can engage children in ment using a Bank Street approach? It means courses that learning about the arts and support their development of a include: wide range of critical, analytic, and expressive skills. • A sense of community and social presence • Opportunities for authentic collaborative inquiry This collaboration is based on the belief that the infusion of • Constructivist experiences and discovery rather than the arts into teacher education programs yields profession- simple information delivery als capable of important shifts in perception and creativity. 149 In effect, drawing on the arts affords greater variety in cur- It is important that Bank Street graduate students engaged ricula and learning. This connection has enabled us to pair in an online learning environment recognize and experi- “teaching-artists-in-residence” with various faculty mem- ence themselves as part of a community of learners as they bers and groups of Bank Street students. Integration of the explore the course content online. arts into the teacher’s repertoire supports learning across the disciplines. Together we explore selected performances Information for courses that are either fully online or of theatre, dance, and music and consider how to use the blended (courses featuring both online and face-to-face ses- insights gained and sustain the enthusiasm and depth of sions) can be found in the schedule of classes. Students who understanding for both students and teachers, and those would like to find out more about online courses that are who work with them. right for them should make an appointment to speak with their program director or advisor. Bank Street Articulation Agreement with Purchase College, State University of New York (SUNY) For technical support, students should contact the Bank Street Help Desk at (212) 875-4642 or helpdesk@bankstreet. Bank Street College maintains an articulation agreement edu. Students enrolled in online courses are expected to with Purchase College, SUNY. This initiative is designed meet the same high professional and academic standards for undergraduate students currently enrolled at Purchase and adhere to the same high standards for academic integ- College, SUNY interested in obtaining certification in either rity as for those enrolled in face-to-face courses. Early Childhood General Education, Early Childhood Special and General Education, Early Childhood and Childhood Infancy Institute General Education or Childhood General Education at Bank Infants, Toddlers, Families: Supporting Their Growth Street. Eligible students take 20 credits of specified under- Marjorie Brickley, Director graduate courses at Purchase College, SUNY that count 212–875–4721; [email protected] toward the completion of 10 master’s degree credits at Bank Street, thereby reducing the total number of credits required Designed to meet the needs of those who work in varied for the completion of their master’s degree. Students may settings with infants, toddlers, and families, the three–day submit an admissions application in their junior year and Infancy Institute, usually offered in late June, provides a be provisionally accepted to Bank Street at that time. Once high-quality, individualized experience. Past programs have the students have completed all their undergraduate stud- included a nationally known keynote speaker, a visit to an infant/toddler program, choices among numerous work- Language Series shops, and seminars on such topics as attachment, infant/ Luisa Costa, Coordinator toddler development, activities for toddlers, sensory inte- 212–875–4689; [email protected] gration, early intervention, staff development, and working with families. The Language Series supports educators in understanding the critical role that language plays in the social and International Initiatives and Partnerships academic success of ALL students. The goals of the series Virginia Casper, Director are to promote an in-depth discussion about language 212-875-4703; [email protected] development and methodology with a focus on applications for school and home; to support the professional growth of The goal of this initiative is to grow and bring greater coher- all classroom educators—including dual language, bilin- ence to our long-standing international work while enrich- gual, ESL, special education, and monolingual teachers; and ing the opportunities in which both graduate students and to foster the exchange of ideas and to provide opportuni- faculty may teach and learn across a broader geographical ties for networking among teachers, parents, and leaders landscape. across schools. Each year, participants have the opportunity to engage with experts and practitioners in the field and This work has ambitious goals and a strong theoretical to brainstorm with other educators about current topics foundation rooted in developmental-interaction as a way related to language development. to think about education in a global and rapidly changing world. The area of the work entails educational capac- Tiorati Science Program for Schools ity building, such as professional development in under- Joy Lundeen-Ellebbane, Coordinator resourced or newly democratic countries to create stronger 212–875–4707; [email protected] infrastructures for specific schools and educational systems. The Tiorati Science Program for Schools is a collaborative Finally, we work in the private sector as well, providing venture between Bank Street and the Palisades Interstate curricular and other technical assistance with on going Park Commission. At the laboratory and classroom facility in monitoring and evaluation. As with all Bank Street work, Bear Mountain/Harriman State Park, New York, elementary 150 this initiative promises to move beyond simple knowledge school teachers, graduate students, and children investi- transfer and aspires toward collaborative engagement. gate the natural world of wooded slopes, lakes, streams, meadows, and marshes around the Tiorati classroom. The Kerlin Science Institute Tiorati Science Program for Schools offers the opportunity for teachers to bring their students to Tiorati and, with The goal of the Kerlin Science Institute is to strengthen Tiorati staff assistance, design children’s work in nature the teaching of natural and environmental sciences by studies, including studies of local parks and living organisms helping teachers think of science not merely as an estab- in the classroom. We integrate across the curriculum, paying lished body of knowledge but also as an active process of particular attention to the Common Core State Standards inquiry. The Institute is part of the Sally Kerlin Endowment and the science curriculum. for the Teaching of Natural and Environmental Sciences (established in 2002). Named for the late Sally Kerlin, a Bank Street alumna and life trustee of the College, the gift celebrates the Kerlin family’s long relationship with Bank Street College. Mrs. Kerlin’s daughter, granddaughter, and niece are also graduates.

During the 2017/18 academic year, the Kerlin Science Institute will be engaged in redesign. Faculty, Staff, and Administration Faculty, Staff, and Administration

Board of Trustees College Administration Business Office Yolanda Ferrell-Brown Shael Polakow-Suransky Marion Kowalski Chair President Chief Financial Officer Sue Kaplan Justin Tyack Ashley Garner Vice Chair Chief Operating Officer Accounting Assistant Elizabeth S. Pforzheimer Cecelia Traugh Svetlana Gor Vice Chair Dean, Graduate School of Education Accounts Payable Anne V. Shutkin, SFC ’95 Jed Lippard Vanessa Krigger Secretary Dean, Children’s Programs Payroll Administrator Howard S. Stein Josh Thomases Tim Meyer Treasurer Dean, Innovation, Policy and Research Bursar Jeffrey I. Sussman Doug Knecht Indira Mookhram Vice Chair Executive Director, Bank Street Education Student Accounts Administrator Center Thwe Soe Statutory Trustees Sonja Carter Junior Accountant Yolanda C. Ferrell-Brown, Chair Vice President, Development and Patricia Zapata Anthony Asnes External Relations Office Grants Accountant Charles R. Bendit Akilah Rosado-McQueen Vacant Jay Chakrapani Vice President, Governance and Senior Accountant Tiffani Chambers Community Engagement Jonathan Cole Katie Connelly Information Technology Felice Friedman, GS ’76 Chief of Staff to the President Judy Johnson Claudia Gonzalez-Romo Chief Information Officer Sarah Gund, GS ’73 President’s Office Arshad Ahmed Victoria Hamilton Shael Polakow-Suransky Director, Applications and Web Margaret Honey President Technologies 152 Joshua Isay Katie Connelly Elizabeth Denning Kristen Kane Chief of Staff to the President Audio Visual Technical Specialist Sue Kaplan Regina Wright Devindra Jagmohan Kenneth B. Lerer Executive Assistant to the President Director, Infrastructure and Service Adam H. Litke Delivery Rebecca Mai Communications Curtis Jones Elizabeth S. Pforzheimer Shara Benison Help Desk Technician Sandra Pinnavaia Assistant Vice President, Communications Paul McGinness Shael Polakow-Suransky (ex officio) Chris Kyriakou Applications Architect Camilla Rab Graphic Designer Amaris Narain Anne V. Shutkin, SFC ’95 Rachel Reda Help Desk Technician Jeffrey Q. Smith Communications Officer Will Norales Howard S. Stein Help Desk Technician Jeffrey I. Sussman Gregory Russell Kevin Woodruff Strategy and Operations Senior Systems Analyst Rose Klein Young Justin Tyack Salman Sheikh Debbie Zlotowitz Chief Operating Officer Applications Architect Suleyni Abreu Associate Trustees Deputy Chief Operating Officer Human Resources Russell Granet (Parent AT) Reva Gorelick Elyse Matthews Maria Marino (Parent AT) Director of Strategic Initiatives Chief Human Resource Officer Evi Rivera-Williams (Staff AT) Renee Greig Julia Ho Michele Ryan (Staff AT) Budget Director Human Resources Information Melissa Comechero (Student AT) Kelly Lorenz Systems Specialist Chief of Staff Chaytanjali (Angela) Persaud Emeritus Trustees Akoshia Robinson Human Resources Generalist George P. Scurria Jr. Administrative Assistant to the Chief Margaret L. Stevens, GS ’77 Operating Officer Facilities Lynn G. Straus, GS ’57 Sarah Willis Carlos Esquivel Kate R. Whitney Senior Director, Strategy & Operations Director Daniel Diaz Maintenance Alfonso Esquivel Maintenance Winston Kelly Advancement Operations Noelle Dean Carpenter Charles Babian Mental Health Consultant Carlos Lenis Director of Advancement Opportunities Leslie Gartrell Mechanic Jacob Levy Mental Health Specialist Nyah Piper Development Associate Rachel Hass Administrative Assistant Mental Health Specialist Geraldine Stewart Eva Peck Housekeeper Graduate School of Education Psychoeducational Specialist Cecelia Traugh Campus Safety Dean Financial Aid Carlos Esquivel Barbara Coleman Emmett Cooper Director Associate Dean for Administration Director Clarington Mullin Wendi Williams Adrienne King Security Guard Associate Dean for Academic Affairs Senior Associate Director Martha Ovalles Amy Kline Kaisha Lopez Security Guard Assistant Dean Assistant Director Clifton Webb Peggy McNamara Security Guard Senior Director of Student Learning Support Registrar’s Office and Community Initiatives Ann Cox Central Services Gretchen Adams Registrar Hector Hernandez Senior Administrator Meghan Chvirko Clerk III Mia S. Gillespie Senior Associate Registrar Micah Stanley Administrative Coordinator David Bryant Clerk Rajko Kramar Assistant Registrar Director of Finance & Administration Niurka Jimenez-Jailall Stacy Nelson Assistant Registrar Development and Budget Administrator Bettina Tillman External Relations Office Esperanza Olivo Administrative Assistant Sonja Carter Administrative Assistant Vice President Bernadette Rhames Sophia Buxton Coordinator Departments 153 Special Assistant to the Vice President Laura Zadoff Teaching and Learning Cheryl Simon Instructional Designer for Online Learning Valentine Burr Office Coordinator Chair Admissions Office Development Stephen Ostendorff Educational Leadership Ashaki O. Charles Director of Admissions Anthony Conelli Associate Vice President, Development Jesse Nguyen Chair Carla Scheele Senior Associate Director of Admissions Director of Endowment and Special Gifts Pamela Guarrera Ayette Jordan Associate Director of Admissions Marketing Centers, Institutional Collaborations, Director of Development and Alumni Melissa Nathanson and Special Initiatives Relations, School for Children Associate Director of Admissions/ Bank Street College/Lincoln Center Sonaliz Morel International Student Advisor Institute Collaborative Annual Funds Manager LaVerne Pratt Cathleen Wiggins Rebecca Frisch Administrative Assistant Coordinator Prospect Research Manager Yanil Perez Career Services Infancy Institute Development Associate Susan Levine Infants, Toddlers, Families: Director Supporting Their Growth Institutional Giving and Alumni Marjorie Brickley Relations Continuing Professional Studies Director Kristin Conklin Joy Lundeen-Ellebbane Assistant Vice President, Institutional Giving Director Kerlin Science Institute and Alumni Relations Blanca Gomez Position Vacant Linda Reing Administrative Assistant Director Director, Alumni Programs Bernadette Rhames Virginia Loperena Administrative Coordinator Language Series Grants Development Officer Luisa Costa Ashley Arana Emotionally Responsive Practice Projects Coordinator Alumni Relations Coordinator Lesley Koplow Director Tiorati Workshop Margaret Blachly Joy Lundeen-Ellebbane Psychoeducational Specialist Coordinator Innovation, Policy, and Research Yakeisha Scott Children’s Programs Josh Thomases Project Assistant School for Children Dean Jed Lippard Candice Cutright Learning Agenda Dean Director of Operations and Implementation Jessica Charles Laura Guarino Margie Jimenez Director Associate Dean Operations Manager Shari Arroyo-Brown Kecia Isles Communications Manager Administrative Assistant Bank Street Head Start Anita Haber Steven Antonelli Liberty LEADs Director of Admissions and Enrollment Director Ana Tiburcio Management Elana Almaguer Director Jessica Anzelone Head Teacher Marisol Borrero Saks Assistant Director of Admissions and Pilar Anglero-Aviles Operations Manager Financial Aid Assistant Teacher Jennifer Balinas Elsie Gutierrez Erin Atkinson Administrative Assistant Admissions Assistant Family Service Coordinator Natalie Fernandez Ronnie Sampson Wolama Barnes College Success Advisor Visitor Coordinator/Admissions Assistant Assistant Teacher Karla Ruiz Kate Marcus Amy Eng High School Advisor Director of Communications Assistant Teacher Mitchel Balcacer Rajit Malhotra Sylvie Fan (Hsiao-Yi Fan) Middle School Advisor Director of Strategic Initiatives Bookkeeper/Administrative Assistant Vanessa Soriano Coy Dailey Thabat Frota-Marino Social Worker Director of Diversity and Community Assistant Teacher Evie Gurney Jeanette Garcia Library Director of High School Placement Family Assistant Kristin Freda José Guzman Maria Garcia Director of Library Services Math/Science Coordinator Assistant Teacher Grace Abanavas Charlie Vergara Bernice Guevera Reference Librarian Technology Coordinator 154 Assistant Teacher Allison Bruce Javaid Khan 155 Elizabeth Hernandez Children’s Librarian Upper School Coordinator Head Teacher Jackie DeQuinzio Linda Colarusso Marwa Keshk Technical Services Librarian Upper School Assistant Assistant Teacher Agatha Forrester Dawn Wheatley Jennie Seow Circulation Assistant Middle School Coordinator Cook Nora Gaines Jeff Kulick Devora Unger Acquisitions and Electronic Middle School Assistant Head Teacher Reserves Librarian Emily Linsay Marina Velez Peter Hare Lower School Coordinator Head Teacher Reference Librarian Elizabeth Jarvis Alex Iwachiw Lower School Assistant Center on Culture, Race and Equity Circulation Assistant Gabrielle Shatan Faith Lamb-Parker Audrey Pryce Lower and Middle School Psychologist Director Technical Services Assistant Mitch Saskin Veronica Benavides Debbie Taybron Upper School Psychologist Deputy Director Acquisitions Assistant Robin Taylor Lisa Gordon Cynthia Weill School Nurse Associate Director of Early Childhood Director of the Center for Children’s Janice Cox Programs Literature Kitchen Coordinator Erica Licht Lindsey Wyckoff Joanna Sly Associate Director of Research and Archivist and Special Collections Librarian Director of the After School Program Implementation Connor Gillespie Jonayah Jackson Sustainable Funding Project Assistant Director of the After School Project Associate Karen DeMoss Program Stephanie Abbeyquaye Director Cookie Mellitz Project Associate Brigid Fallon Director of the Summer Camp Project Analyst Dylan Morgan Guttman Center for Early Care & Divya Mansukhani Associate Director, Summer Camp Education Project Analyst Operations & Communications Robin Hancock Gretchen Mills Ife Collymore Director Research and Project Assistant Assistant Director, Finance & Administration Stefanie Horton Sophia Maria Williams Diana Pondt Coach Project Manager Executive Assistant to the Dean’s Office School for Children Faculty Evi Rivera-Williams Faculties Tal Aronson 6/7s Head Teacher Graduate School of Education Movement Teacher Edna Rome Sara Adler Inge Bader 8/9s Head Teacher EdM, Bank Street College of Education Music Teacher Dawna Lopez Serrato Nilda Bayron-Resnick Jessica Block 10/11s Math/Science Teacher EdD, Teachers College, Columbia University 10/11s Humanities Teacher Anne Sicherman Margaret Blachly Katherine Bloodgood Art Teacher MSEd, Bank Street College of Education 4/5s Head Teacher Karyn Silsby de Pla Marjorie E. Brickley Erika Blumberg 3/4s Head Teacher MSEd, Bank Street College of Education Music Teacher Margaret Silver Valentine Burr Gregory David 12/13s Humanities Teacher MS, Wheelock College 9/10s Head Teacher Niki Singh Sue Carbary Laura DiNatale 11/12s Humanities Teacher EdM, Bank Street College of Education 8/9s Head Teacher Priya Sitaraman Virginia Casper Cassie Dore 10/11s Humanities Teacher PhD, Yeshiva University 5/6s Head Teacher Jo Stein Stan Chu Allison Draizin 13/14s Humanities Teacher MSEd, Bank Street College of Education Spanish Teacher Anne Tobias Marvin T. Cohen Becky Eisenberg 4/5s Head Teacher EdD, Teachers College, Columbia University 9/10s Head Teacher Morika Tsujimura Barbara Coleman Katherine Enright 12/13s Math/Science Teacher MA, Teachers College, Columbia University 13/14s Math/Science Teacher Irene Vazquez Carmen Colón Julia Fields Spanish Teacher MS, Bank Street College of Education 12/13s Humanities Teacher Kayla Wong Anthony Conelli Leslie Forde 5/6s Head Teacher PhD, New York University Physical Education Teacher Luisa Costa Jenel Giles Family Center PhD, Graduate Center, CUNY 5/6s Head Teacher Jeannette Corey Barbara Dubitsky Candice Groenke Director EdD, Teachers College, Columbia University 155 Shop Teacher Glenora Forde Lynne Einbender 155 Dori Haber Budget Coordinator EdM, Teachers College, Columbia University 7/8s Head Teacher Judi Gentry Lorraine Falchi Ryan Harrity Educational Coordinator EdD, Teachers College, Columbia University 10/11s Math/Science Teacher Cashima Pondt Gabriel Guyton Diana Jensen Senior Administrative Assistant MSEd, Bank Street College of Education Art Teacher Jeanne Raichle Brian Hogarth Claire Mansfield CPSE Evaluation Coordinator MA, University of Kansas 6/7s Head Teacher Marian Howard Alison McKersie Family Center Faculty EdD, Teachers College, Columbia University 13/14s Humanities Teacher Michael Amaral Robin Hummel Lila Carey Mortimer Head Teacher EdD, Fielding Graduate University 7/8s Head Teacher Channing Edson Nina Jaffe David Mortimer Head Teacher MSEd, Bank Street College of Education 13/14s Math/Science Teacher Gabrielle Felman Pamela Jones Matthieu Moss Infant Toddler Parent Playgroup Staff MSEd, Bank Street College of Education 12/13s Math/Science Teacher Nicole Geller MPA, Columbia University Shuber Naranjo IEP Coordinator Abigail Kerlin Spanish Teacher Adriane Frye MSEd, Bank Street College of Education Julie Nunez SEIT Genevieve M. Lowry 11/12s Humanities Teacher Tania Prybylski Blair MSEd, Fordham University Efrain Padilla SEIT Mollie Welsh Kruger Physical Education Teacher Nancy Ireland EdD, Teachers College, Columbia University Traci Pearl SEIT Nesta Marshall 13/14s Math/Science Teacher Sarah Piel MSEd, Bank Street College of Education Maria Pflanz Infant Toddler Parent Playgroup Staff Margaret McNamara 4/5s Head Teacher Pamela Wheeler-Civita EdD, Teachers College, Columbia University Christine Ramos-Diaz Head Teacher Linda Metnetsky 11/12s Math/Science Teacher Kayla Zionts MSEd, Bank Street College of Education Maria Richa Head Teacher Nancy Nager Art Teacher PhD, Yeshiva University Susie Rios Diane Newman 6/7s Head Teacher PhD, Northwestern University Sean M. O’Shea Janis Arno Quinn Franklin PhD, Teachers College, Columbia University MA, Teachers College, Columbia University MS, University of Alabama Troy Pinkney-Ragsdale Farhad Asghar Susan Franks MA, Ohio State University MPA, New York University MSEd, Bank Street College of Education Wendy Pollock Michelle Barnea Kate Friedman EdM, Bank Street College of Education MSEd, Bank Street College of Education MSEd, Bank Street College of Education Denise Prince Antonia Bendezu Lindsey Schostak Gal MSEd, Bank Street College of Education MSEd, Bank Street College of Education MSEd, Bank Street College of Education Madeleine Ray Maribeth Bischof Rachel Garver BA, Hunter College, CUNY MSEd, Bank Street College of Education MSEd, Bank Street College of Education Rena Rice Betsy Blachly Scott Gaynor MSEd, Bank Street College of Education MSEd, Bank Street College of Education EdD, Teachers College, Columbia University Mimi Rosenberg Jessica Blum-DeStefano Jaclyn Gee EdD, Teachers College, Columbia University PhD, Teachers College, Columbia University MS, Bank Street College of Education Michele Ryan Michelle Brauntuch Susan Goetz-Haver MSEd, Bank Street College of Education JD, New York University PhD, New York University Gilbert Schmerler Samuel Brian Elise Goldman EdD, Teachers College, Columbia University MSEd, Bank Street College of Education MSEd, Bank Street College of Education Catherine Schwartz Alfred Brown Abby Gordon MA, Hunter College, CUNY EdD, St. John Fisher College MSEd, Bank Street College of Education Alice Schwarz Sharon Burns Alice Gottlieb MSEd, Bank Street College of Education MSEd, The City College of New York, CUNY EdD, Fordham University Ellis Scope John Chambers Sharon Granville PhD, Fordham University MAT, Harvard University MS, Long Island University Cristian Solorza Jessica Charles Ebony Green MSEd, Bank Street College of Education PhD, University of California, Berkeley EdD, Sage College of Albany Diane Tortu Gloria Colucci Edith Gwathmey MA, Teachers College, Columbia University MSEd, Western Connecticut State University MA, Hunter College, CUNY Cecelia Traugh Cynthia Copeland Belinda Hammond PhD, University of California, Berkeley MA, Pepperdine University MA, California State University, Northridge Salvatore Vascellaro Rebecca Cort Jane Hand EdD, Teachers College, Columbia University EdD, Teachers College, Columbia University MA, Teachers College, Columbia University Deborah Vilas Jennifer Costa Ria G. Hawks MSEd, Bank Street College of Education MSW, Columbia University School of MS, Columbia University MSW, New York University Social Work Elizabeth Henley Cathleen Wiggins Joan Dituri EdM, Bank Street College of Education MSEd, Bank Street College of Education EdD, Teachers College, Columbia University Jill Herman Wendi Williams Yasmin Dorrian MS, Teachers College, Columbia University PhD, Georgia State University MSEd, Bank Street College of Education Lindsay Huxter Jessica Wontropski Jessica Dowshen MS, Bank Street College of Education MSEd, Bank Street College of Education MSEd, Bank Street College of Education Chrys Ingraham Julia Drake PhD, Syracuse University Adjunct Faculty MSEd, Mercy College Minna Immerman Bernadette Anand Stephen Drakes MA, Teachers College, Columbia University EdD, New York University MSEd, Bank Street College of Education Arelis Javier Alisa Algava Jessica Durrett EdM, Bank Street College of Education MSEd, Bank Street College of Education MA, New York University Julie Johnson Joan Alpers Allison Easter PhD, Antioch University MS, Bank Street College of Education BA, Sarah Lawrence College Lauren Kaplan Morgan Altman Maria Edman MA, New York University MSEd, Bank Street College of Education PsyD, Yeshiva University Allison Keil Constance Anderson Penny Ellis MSEd, Bank Street College of Education MSEd, Bank Street College of Education MS, Hofstra University Christopher Kingman Vanessa Andrews Fred Ende MSW, Hunter College School of Social Work, MA, Russell Sage Graduate School MS, Fordham University CUNY Gladys Aponte Patrick Finley Kira Kingren MSEd, Bank Street College of Education MSEd, Bank Street College of Education MA, New York University Adriana Aquino Elizabeth Fisher Roberta Kirshbaum PhD, Universidad Nacional de la Plata MSEd, Bank Street College of Education MA, Teachers College, Columbia University Janet Aravena Ana Maria Ford Joseph Kleinman MS, Fordham University MSEd, Queens College, CUNY MSEd, Bank Street College of Education Leonisa Ardizzone Jonathan Foy Charlene Kohler-Britton EdD, Teachers College, Columbia University EdM, Bank Street College of Education MSEd, Brooklyn College, CUNY Danielle Kolker Janet Rassweiler Continuing Professional Studies MPA, Columbia University MSEd, Bank Street College of Education Suzanne Abrams Lesley Koplow Lisa Raymond-Tolan MS, Teachers College, Columbia University MSEd, Bank Street College of Education MS, SUNY Downstate Medical Center Leonissa Ardizzone MSW, Hunter College School of Social Work, Maria E. Richa EdD, Teachers College, Columbia University CUNY MA, Teachers College, Columbia University Kate Ascetta Lorenzo Krakowski Diane Rode MSEd, Bank Street College of Education MS, Bank Street College of Education MPS, Pratt Institute Tali Berkovitch Debbie Kurtzberg Susie Rolander PhD, New York University MSEd, Bank Street College of Education MSEd, Bank Street College of Education Julie Broderick Carole Lazorisak Nicole Rossol MSEd, Bank Street College of Education MA, New York University MSEd, Bank Street College of Education Eliza Chung Paula Lee Karen Rothschild MA, Teachers College, Columbia University MSEd, Bank Street College of Education PhD, University of Pennsylvania Elise Bauer Clark Ana Lopez Pamela Schneider MSEd, Bank Street College of Education MSEd, Bank Street College of Education PsyD, Pace University Carmen Colón Christine Low Jamie Schrager MS, Bank Street College of Education MSW, Columbia University School of PsyD, Yeshiva University Ellie Costa Social Work Tamara Sewell MSEd, Bank Street College of Education Saara Mahjouri PhD, Tennessee Technological University Rick Ellis PhD, University of California, Los Angeles Marsha Semmel EdM, Trenton State College Kate Malone MA, University of Cincinnati Amy Flynn MSEd, Bank Street College of Education Kathryn Shamszad MSEd, Bank Street College of Education Charlene Marchese MPH, University of West Florida Gil Foley EdD, Rutgers University Karyn Silsby de Pla EdD, Lehigh University Gabrielle Marden MSEd, Bank Street College of Education Pearl Rosen Golden MS, Bank Street College of Education Kanwal Singh MSA, Brooklyn College, CUNY Jacqueline Mark PhD, University of California, Berkeley Steven Goss MSEd, Bank Street College of Education Patti Slobogin EdD, Teachers College, Columbia University Ellen McCrum PhD, New York University Susan Griss MSEd, Bank Street College of Education Ali Snell MA, New York University 157 Peter McFarlane MSEd, Bank Street College of Education Nancy Gropper EdD, Teachers College, Columbia University Katie Stein EdD, Teachers College, Columbia University Shannon Meland MSEd, Bank Street College of Education Robin Hummel MS, Bank Street College of Education Joan Thompson EdD, Fielding Graduate University Brian Monahan Professional Diploma, Fordham University Lauren Kaplan PhD, Fordham University Marissa Thornton MA, New York University Katharine Mora MSEd, Bank Street College of Education Lesley Koplow MSEd, Bank Street College of Education Ana Lisa Tiburcio MSEd, Bank Street College of Education Lucienne Morel MSW, Hunter School of Social Work, CUNY Mollie Welsh Kruger MSEd, Bank Street College of Education Mark Villanti EdD, Teachers College, Columbia University Ann-Marie Mott EdD, Nova Southeastern University Leslie Laud MSEd, Bank Street College of Education Robert Wallace EdD, Teachers College, Columbia University Christy Mulligan PhD, Princeton University Bonnie Levine PsyD, Philadelphia College of Osteopathic Naomi Weiss MSEd, Bank Street College of Education Medicine MS, Bank Street College of Education Timothy Lightman Bisola Neil Emily White EdM, Bank Street College of Education PhD, City University of New York EdD, Teachers College, Columbia University Christine Low Joseph Nelson Emma Whitman MS, Columbia University PhD, City University of New York MSEd, Bank Street College of Education Ig Mata Kathleen Nolan-Kasal Amy Withers BS, Universidade Federal de Minas Gerais, EdM, Bank Street College of Education MS, Bank Street College of Education Brazil Felipe Orozco MS, Fordham University Jill Mayes MSEd, Bank Street College of Education Ellen Wong MS, Villanova University Paul Michael Orselli MSEd, Bank Street College of Education Elizabeth McKenna MAT, Wayne State University Ron Woo MSEd, Bank Street College of Education David Parker JD, Brooklyn Law School Ginny O’Hare Perrin MSEd, The City College of New York, CUNY Hilary Woodward MSEd, University of Miami Kristen Piering MS, Bank Street College of Education Candace Barriteau Phaire MSEd, Pace University Sarah Yazdian PhD, New York University Kara Pranikoff MA, New York University Frances Santore MA, Teachers College, Columbia University Chelsea Yoo MA, Temple University Megan Purvis MS, Bank Street College of Education Jean Schreiber MSEd, Long Island University MSEd, Bank Street College of Education Sue Seitner Kaisha Lopez Erica Licht MA, Teachers College, Columbia University MA, Ashford University MS, London School of Economics Ana Lisa Tiburcio Jonayah Jackson MSW, Hunter College, CUNY Registrar’s Office BA, Williams College Charles Vergara Ann Cox Stephanie Abbeyquaye EdM, Teachers College, Columbia University MSEd, Bernard M. Baruch College, CUNY BA, Eastern University Debbie Zlotowitz David Bryant MS, State University College at Buffalo MSEd, Bernard M. Baruch College, CUNY Guttman Center for Early Care & Meghan Chvirko Education MA, Emerson College Robin Hancock Professional Staff Niurka Jimenez-Jailall EdD, Teachers College, Columbia University Graduate School MSEd, Bernard M. Baruch College, CUNY Stefanie Horton Gretchen Adams MS, Bank Street College of Education MA, New York University Yakeisha Scott Amy Kline Office of Innovation, Policy, BS, The University of West Indies MPA, Bernard M. Baruch College, CUNY and Research Rajko Kramar Josh Thomases Learning Agenda MBA, Bernard M. Baruch College, CUNY MSEd, Bank Street College of Education Jessica Charles Stacy Nelson Candice Cutright PhD, University of California, Berkeley MBA, Iona College BA, St. Edward’s University Shari Arroyo-Brown Laura Zadoff BA, Hampton University EdM, Teachers College, Columbia University Bank Street Head Start Steven Antonelli Liberty LEADs MA, Hunter College, CUNY Ana Tiburcio Admissions Office Elana Almageur LMSW, Hunter College of Social Work, CUNY Stephen Ostendorff MS, Hunter College, CUNY Marisol Borrero Saks MSEd, St. John’s University Pilar Anglero-Aviles BA, Brooklyn College, CUNY Jesse Nguyen BA, City College of New York, CUNY Jennifer Balinas MA, Teachers College, Columbia University BA, Lehman College, CUNY Pamela Guarrera Erin Atkinson Natalie Fernandez 158 MA, Saint Bonaventure University BA, Hunter College, CUNY BA, Manhattanville College Melissa Nathanson Wolama Barnes Karla Ruiz MA, Teachers College, Columbia University AA, Hostos Community College MA, Teachers College, Columbia University Amy Eng Mitchel Balcacer Career Services MSED, Bank Street College of Education MS, St. John’s University Susan Levine MSW, Hunter College, CUNY Vanessa Soriano BA, Ithaca College Sylvie Fan (Hsiao-Yi Fan) MSW, California State University, Los BA, Soochow University (Taiwan) Angeles Continuing Professional Studies Thabat Frota-Marino Joy Lundeen–Ellebbane BS, City College of New York, CUNY Library MA, New York University Jeanette Garcia Kristin Freda BA, City College of New York, CUNY MLS, Simmons College Emotionally Responsive Practice Projects Maria Garcia Grace Abanavas Lesley Koplow BA, Brooklyn College, CUNY MILS, Pratt Institute MSEd, Bank Street College of Education Bernice Guevera Allison Bruce Margaret Blachly BA, City College of New York, CUNY MILS, Pratt Institute MSEd, Bank Street College of Education Elizabeth Hernandez Jackie DeQuinzio Noelle Dean MS, Bank Street College of Education MLS, Queens College LMSW, Hunter College School of Social Marwa Keshk Agatha Forrester Work, CUNY BA, Helwan University (Egypt) BA, Brooklyn College, CUNY Leslie Gartrell Jennie Seow Nora Gaines MSW, Columbia University School of BA, Baruch College, CUNY MLS, Simmons College Social Work Devora Unger Peter Hare Rachel Hass MS, Hunter College, CUNY MILS, Pratt Institute; MA, Victoria LMSW, Hunter College School of Social Marina Velez University of Wellington, New Zealand Work, CUNY MS, Lehman College, CUNY Alex Iwachiw Eva Peck BA, Stony Brook University MSEd, Bank Street College of Education Center on Culture, Race & Equity Audrey Pryce Faith Lamb-Parker BA, CUNY School of Professional Studies Financial Aid PhD, The New School for Social Research Debbie Taybron Emmett Cooper Veronica Benavides BA, Baruch College, CUNY MA, St. John’s University EdLD, Harvard University Cynthia Weill Adrienne King Lisa Gordon EdD, Teachers College, Columbia University MSEd, Bernard M. Baruch College, CUNY BA, Hampton University Lindsey Wyckoff MLS, Simmons College

Sustainable Funding Project Karen DeMoss PhD, The University of Chicago Brigid Fallon MPA, Bernard M. Baruch College, CUNY Divya Mansukhani MPA, Columbia University Gretchen Mills MA, Brown University Sophia Maria Williams MA, The New School for Social Research

159 Appendix

Notification of Rights Under FERPA for One exception which permits disclosure without consent Postsecondary Institutions is disclosure to school officials with legitimate educational interests. A school official is a person employed by the The Family Educational Rights and Privacy Act (FERPA) College in an administrative, supervisory, academic affords students certain rights with respect to their or research, or support staff position (including law education records. They are: enforcement personnel and health staff ); a person or company with whom the College has contracted as its agent • The right to inspect and review the student’s education (such as an attorney, auditor, or collection agent); a person records within 45 days of the day the College receives a serving on the Board of Trustees; or a student serving on request for access. an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing Students should submit to the registrar written requests his or her tasks. that identify the record(s) they wish to inspect. The College official will make arrangements for access and notify the A school official has a legitimate educational interest if the student of the time and place where the records may be official needs to review an education record in order to fulfill inspected. If the records are not maintained by the College his or her professional responsibility for the college. official to whom the request was submitted, that official shall advise the student of the correct official to whom the • Upon request, the College also discloses education 160 request should be addressed. records without consent to officials of another school in which a student seeks or intends to enroll. • The right to request the amendment of the student’s education records that the student believes are Directory information may be released without the inaccurate, misleading, or otherwise in violation of the student’s consent. The information includes: name, local student’s privacy rights under FERPA. address, home address, email address, local telephone number, home phone number, photograph, major, and Students may ask the College to amend a record that they status (including current enrollment, dates of attendance, believe is inaccurate or misleading. They should write the full-time/part-time, withdrawn). Students have the right to College official responsible for the record, clearly identify withhold the release of directory information by completing the part of the record they want changed, and specify why it a Request for Nondisclosure of Directory Information form is inaccurate or misleading. in the Registrar’s Office.

If the College decides not to amend the record as requested • The right to file a complaint with the U.S. Department of by the student, the College will notify the student of the Education concerning alleged failures by Bank Street to decision and advise the student of his or her right to a comply with the requirements of FERPA. The name and hearing regarding the request for amendment. Additional address of the office that administers FERPA are: information regarding the hearing procedures will be provided to the student when notified of the right to a hearing. Family Policy Compliance Office U.S. Department of Education • The right to consent to disclosures of personally 400 Maryland Avenue, SW identifiable information contained in the student’s Washington, DC 20202–5920 education records, except to the extent that FERPA authorizes disclosure without consent. Non-Discrimination Policy Campus Safety

Bank Street College of Education has a historical and The safety and well–being of our students, faculty, staff, philosophical commitment to encourage diversity in our and visitors are of the highest priority. The Bank Street student body, staff, faculty and programs. In addition, campus generally has been a safe and secure environment. we abide by all applicable federal, state and local laws Achieving this status and improving and/or maintaining it that prohibit discrimination on the basis of race, color, has required and will continue to require the cooperation of national or ethnic origin, religion, age, sex (including sexual all members of the College community. All members of the harassment), sexual orientation, marital status, handicap or College community are expected to wear ID cards (provided disability in admitting students to its programs. Applicable by the College) inside the building; visitors will obtain guest non-discriminatory practices also apply to administering badges upon entering the building. educational policies, scholarships and loan programs, and other programs or activities generally made available to In accordance with Chapter 597 of the New York State Laws of 2003, we include the following campus crime reporting students at the College. and statistics:

Criminal Offense Report Summary* 2014 2015 2016 Murder 0 0 0 161 Sex Offenses 0 0 0 Robbery 0 0 0 Aggravated Assault 0 0 0 Burglary** 0 0 0 Motor Vehicle Theft 0 0 0 Arson 0 0 0

Violations Report* Liquor Law 0 0 0 Drug Abuse violations 0 0 0 Weapons possession 0 0 0

* Detailed reports are on file in the Physical Plant Department at 603 West 111 Street, Apt.1E, buzzer #30. Includes main campus, BronxWorks and Putnam/Northern Westchester BOCES locations. ** Burglary includes theft. All incidents reported in the schools fall into the theft category. 162