Course Schedule - Spring 2014

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Spring 2014 Course Schedule

(January 21 – May 6)

Please note - This schedule is subject to change. Last updated January 30, 2014. Please refresh your page to ensure you are seeing the most recent updates
Note the color codes: Updates | Closed courses | Canceled courses | Room numbers


PLEASE NOTE: All three-credit courses will include 9 ½ hours of out-of-class instructional time delineated in the course syllabus. This is in addition to the regularly scheduled 14 two-hour class sessions.


RELIGIOUS OBSERVANCE: The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday session, because of religious observance, please notify the course instructor by the first class session so that an alternative means can be identified for fulfilling missed class material and course assignments.


Courses are listed in the following format. Please click on the Course Number for a description of the class.

COURSE NUMBER [click the Course Number for the course description]
Course Title (# of credits)
(prerequisites and/or restrictions [if any])

  • Section/Day/Time
    Instructor
    (Dates [if special])

January Courses

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EDUC 600
Comparative Migration Experiences and Cultural Perspectives of Immigrant Groups
(1)

  • D1/TWTh/6:00-9:00
    Karina Otoya-Knapp
    (Dates: 1/7, 1/9, 1/15, 1/16)
    Note: This is a blended section. The class will meet face-to-face on 1/7, 1/9, and 1/15. There will be a synchronous online session on 1/16 from 6:00-9:00. Before registering, go to https://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to https://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.
    Room 711

EDUC 606
Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum
(1)

  • 01/M-F/4:45-7:15 [SECTION CLOSED]
    Sal Vascellaro
    (Dates: 1/6-1/10)

    Room 222
  • 02/M-F/4:45-7:15 [SECTION CLOSED]
    Sal Vascellaro
    (Dates: 1/13-1/17)

    Room 223
  • 03/MTTh/6:30-9:00
    Nancy McKeever
    (Dates: 1/6, 1/7, 1/9, 1/13, and 1/14)
    Room 219

EDUC 618
Working with All Children and Families: An Introduction
(1)

  • 01/M-Th/5:00-7:30 [SECTION CLOSED]
    Sue Carbary; Minna Immerman
    (Dates: 1/13, 1/14, 1/15, and 1/16)

    Room 706

EDUC 864 [COURSE CANCELLED]
Emergent Literacy and Selecting Literature for Young Children
(1)
(prerequisite: EDUC 565 or permission of instructor)

  • 01/MWTh/4:45-7:15 [SECTION CANCELLED]
    Mollie Welsh Kruger
    (Dates: 1/6, 1/8, 1/13, 1/15 and 1/16)

EDUC 865
Children’s Literature for Grades 3-6
(1)
(prerequisite: EDUC 564 or permission of instructor)

  • 01/MWTh/4:45-7:15
    Mollie Welsh Kruger
    (Dates: 1/6, 1/8, 1/13, 1/15, and 1/16)
    Room 407

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

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EDUC 500
Child Development
(3)

  • 01/Th/4:45-6:45
    Nancy Nager
    Room 710
  • 02/T/7:00-9:00 [SECTION CLOSED]
    Joe Kleinman

    Room 710

EDUC 505
Language Acquisition and Learning in a Linguistically Diverse Society
(2)

  • 01/W/7:00-9:00 [SECTION CLOSED]
    Luisa Costa

    Room 422
  • 02/Th/4:45-6:45
    Luisa Costa
    Room 422

EDUC 510
Curriculum in Early Childhood Education (Grades N-3)
(3)

  • 01/Th/4:45-6:45
    Sal Vascellaro
    Room 407

EDUC 511
Curriculum Development through Social Studies (Elementary and Middle School)
(3)

  • 01/M/7:00-9:00
    Harriet Lenk
    Room 420

EDUC 513
Social Studies as the Core of the Integrated Curriculum for Children with Special Needs (Grades 1 – 6)
(3)

  • 01/T/4:45-6:45 [SECTION CLOSED]
    Mimi Rosenberg

    Room 405

EDUC 514
Curriculum in Early Childhood Education: Developing Learning Environments and Experiences for Children of Diverse Backgrounds and Abilities
(3)

  • 01/T/4:45-6:45
    Margaret Blachly
    Room 319

EDUC 517
Geography in the Social Studies Curriculum (Upper-Elementary and Middle School Years)
(3)

  • 01/W/7:00-9:00
    Sam Brian
    Room 421

EDUC 525
Integrating Technology into the Curriculum to Support Student Learning and Inquiry
(1)

  • 01/M/4:45-6:50
    Jessica Millstone
    (Dates: 1/27, 2/3, 2/24, 3/10, 3/17, and 3/31)
    Room 709

EDUC 530
Foundations of Modern Education
(3)

  • 01/M/7:00-9:00
    Karina Otoya-Knapp
    Room 706

EDUC 535
Science for Teachers (Grades N-6)
(2)

  • 01/Th/4:45-6:45 [SECTION CANCELLED]
    Debbie Kurtzberg

  • 02/T/7:00-9:00
    Maggie DeLuca
    Room 408/409

EDUC 536
Foundations: The Influence of Culture and Politics on Literacy Theory and Practice
(2)

  • 01/M/4:45-6:45
    Helen Freidus
    Room 710

EDUC 537
Foundations and Practice of Dual Language/Bilingual Education
(1)

  • 01/T/7:00-9:00
    Gladys Aponte
    (Dates: 1/28, 2/4, 2/11, 2/25, 3/4 and 3/11)

    Room 422

EDUC 540
Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)
(2)

  • 01/T/4:45-6:45 [SECTION CLOSED]
    Hal Melnick

    Room 706
  • 02/T/7:00-9:00 [SECTION CLOSED]
    Hal Melnick

    Room 706

EDUC 542
Diagnosis of Learning Difficulties and Intervention Techniques for the Mathematics Educator
(2)

  • 01/Th/4:45-6:45
    Elizabeth Silva; Ana Lopez
    Room 706

EDUC 560
Native Language Literacy for Spanish-Speaking Children
(2)
(prerequisites: EDUC 537 and EDUC 561 or permission of instructor)

  • 01/Th/7:00-9:00
    Cristian Solorza
    Room 423

EDUC 561
Linguistics: Implications for Teachers
(1)

  • 01/T/7:00-9:00
    Gladys Aponte
    (Dates: 3/25, 4/1, 4/8, 4/22, 4/29 and 5/6)

    Room 422

EDUC 563
The Teaching of Reading, Writing, and Language Arts (Grades K – 3)
(3)

  • 01/M/7:00-9:00
    Susie Rolander
    Room 710
  • 02/W/7:00-9:00
    Kathleen Nolan-Kasal
    Room 711
  • 03/Th/4:45-6:45
    Mollie Welsh Kruger
    Room 711

EDUC 564
Language, Literature, and Emergent Literacy (A Focus on Grades N – 3)
(3)

  • 01/Th/4:45-6:45
    Michele Morales
    Room 709

EDUC 565
Children's Literature in a Balanced Reading Program (A Focus on Grades 3 – 8)
(3)

  • 01/T/7:00-9:00
    Madeleine Ray
    Room 709

EDUC 568
Teaching Literacy in the Elementary Grades (Grades 2-6)
(3)

  • 01/T/4:45-6:45
    Betsy Henley
    Room 406

EDUC 573
Storytelling with Children
(1)

  • 01/Th/4:45-6:50
    Nina Jaffe
    (Dates: 3/6, 3/13, 3/20, 3/27, 4/3 and 4/10)
    Room 423

EDUC 590
Arts Workshop for Teachers (Grades N-6)
(2)

  • 01/M/4:45-6:45
    Ann-Marie Mott
    Room 306
  • 02/T/4:45-6:45
    Edith Gwathmey
    Room 306

EDUC 591
Music and Movement: Multicultural and Developmental Approaches in Diverse and Inclusive Settings (Grades N – 6)
(2)

  • 01/M/7:00-9:00
    Roberta Altman
    CDR (Children's Dining Room)

EDUC 601
Special Education for Linguistically and Culturally Diverse Children
(1)

  • 01/Th/4:45-6:45
    Nilda Resnick
    (Dates: 3/13, 3/20, 3/27, 4/3, 4/24, and 5/1)
    Room 312

EDUC 604
Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings
(2)

  • 01/Th/4:45-6:45
    Adrianne Kamsler
    Room 319

EDUC 605
Designing and Managing Classroom Environments for Children and Youth with Special Needs (Grades K and Up)
(3)

  • 01/Th/7:00-9:00
    Pam Jones
    Room 605

EDUC 609
Classroom Management and Discipline in a Supportive Environment
(1)

  • 01/M/4:45-6:45
    Cathleen Wiggins
    (Dates: 1/27, 2/3, 2/10, 2/24, 3/3 and 3/10)
    Room 421

EDUC 614
Exhibition Development and Evaluation
(2)
(for matriculated Museum Education students or by permission of program director)

  • 01/T/1:30-3:30
    Paul Orselli
    Room 706

EDUC 618
Working with All Children and Families: An Introduction
(1)

  • 02/Th/4:45-6:45
    Sue Carbary; Minna Immerman
    (Dates: 3/13, 3/20, 3/27, 4/3, and 4/10)
    Room 406

EDUC 621
Introduction to Child Life Documentation
(3)
(prerequisites: EDUC 500 and EDUC 821; corequisite: EDUC 822.)

  • 01/Th/7:00-9:00
    Michelle Brauntuch
    Room 706

EDUC 629
Education of Children with Autism Spectrum Disorders: Assessment and Educational Intervention
(1)

  • 01/Th/4:45-6:45
    Minna Immerman
    (Dates: 1/23, 1/30, 2/6, 2/13, 2/27, and 3/6)
    Room 406

EDUC 651 [CANCELLED SECTION]
Special Study: Strategies for Language and Concept Development
(1)

  • DL/F; Sat /Various [SECTION CANCELLED]
    Speakers
    (Dates: TBA)
    Note: Register for this section in order to take the Language Series for credit.

EDUC 801
The World of the Infant: The First Year of Life
(3)
(prerequisite: EDUC 500 or EDUC 800)

  • 01/T/4:45-6:45
    Rachel Theilheimer
    Room 709

EDUC 803
Developmental Variations
(2)
(prerequisite: EDUC 500 or EDUC 501 or EDUC 800 or permission of instructor)

  • 01/T/4:45-6:45
    Naomi Weiss
    Room 711
  • 02/T/7:00-9:00 [SECTION CLOSED]
    Sean O'Shea

    Room 711

EDUC 805
Developmental Variations II: Emotional and Behavioral Issues
(2)
(prerequisites: EDUC 500 or EDUC 501 or EDUC 800; EDUC 803)

  • 01/W/7:00-9:00
    Val Burr
    Room 408/409

EDUC 807
Communication Disorders in School-Age Children
(2)
(prerequisite(s): EDUC 505; or EDUC 561 and EDUC 870)

  • 01/T/4:45-6:45
    Lindsey Schostak Gal
    Room 424

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)

  • 01/M/4:45-6:45
    Ellen Wong
    Room 706
  • 02/T/4:45-6:45 [SECTION CANCELLED]
    Alicia Stoller

  • 03/W/7:00-9:00 [SECTION CLOSED]
    Cathleen Wiggins

    Room 710

EDUC 815
Seminar in Museum Education II
(2)
(for matriculated Museum Education students or by permission of program director)
(prerequisite: EDUC 533)

  • 01/T/10:00-12:00
    Marian Howard
    Room 706

EDUC 822
Children with Special Healthcare Needs: In the Hospital, at Home, and in School
(3)
(prerequisite: EDUC 821)

  • 01/T/4:45-6:45
    Troy Pinkney-Ragsdale
    Room 710

EDUC 823
Play Techniques for Early Childhood Settings
(1)
(prerequisite: EDUC 803)

  • 01/W/7:00-9:00
    Tamara Sewell
    (Dates: 3/12, 3/19, 3/26, 4/2, 4/9, and 4/23)
    Room 204

EDUC 828
Loss in Children's Lives: Implications for Schools, Hospitals, and Home
(3)
(prerequisite: EDUC 500)

  • 01/T/7:00-9:00
    Sharon Granville; Jennifer Costa
    Room 407

EDUC 860
Reading and Writing Problems of Children and Youth with Special Needs
(3)
(prerequisites: EDUC 505; EDUC 563 or EDUC 567 or EDUC 568)

  • 01/M/7:00-9:00
    Denise Callaway
    Room 424
  • 02/Th/4:45-6:45
    Janis Arno
    Room 424

EDUC 862
Assessment, Diagnosis, and Evaluation of Students with Special Needs
(3)
(prerequisite: EDUC 860)

  • 01/T/7:00-9:00
    Pam Schneider
    Room 421

EDUC 863
Collaboration and Differentiation in the Instruction of Students with Learning Problems
(3)
(prerequisite: EDUC 563 or EDUC 568 or EDUC 540 or EDUC 542)

  • 01/Th/4:45-6:45
    Diane Newman; Nesta Marshall
    Room 405

EDUC 866
A Developmental-Interaction Approach to Teaching Geography in the Upper-Elementary Grades
(1) (prerequisite: EDUC 510 or EDUC 514)

  • 01/F: 4:45-9:15/S: 9:00-5:00
    Ellen McCrum; Abby Kerlin
    (Dates: 4/4 and 4/5)
    Room 423

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 by permission of instructor)

  • 01/T/7:00-9:05
    Lynne Einbender
    (Dates: 1/28, 2/4, 2/11, 3/4, 3/11, and 4/1)
    Room 405

EDUC 868
Current Topics in Reading and Writing Difficulties in Multicultural Classrooms: Approaches to Decoding
(2) (prerequisite: EDUC 860)

  • 01/Th/7:00-9:00
    Ellen Cookson
    Room 710

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)

  • 01/T/7:00-9:00
    Arelis Javier
    Room 424

EDUC 870 [COURSE CANCELLED]
The Teaching of English as a Second Language
(2)
(prerequisites: EDUC 537 and EDUC 561 or permission of instructor)

  • 01 /T/7:00-9:00 [COURSE CANCELLED]
    Katharine Mora

EDUC 871
Writing Case/ Progress Reports
(1)
(corequisite: EDUC 941 or EDUC 942)

  • 01/W/7:00-9:05
    Mollie Welsh Kruger
    (Dates: 1/29, 2/12, 3/5, 3/19, 4/2 and 4/23)
    Room 316

EDUC 880
Insights from Occupational Therapy: Understanding Children's Sensory-Motor Development
(1)
(pre- or corequisite: EDUC 892)

  • 01/W/7:00-9:00
    Allison Lesch
    (Dates: 1/22, 1/29, 2/5, 2/12, 2/26, and 3/5)
    Room 314

EDUC 891
Practicum in Developmental Assessment of Infants and Toddlers
(3)
(prerequisites: EDUC 801 and EDUC 802)

  • 01/Th/4:45-6:45 [SECTION CLOSED]
    Majorie Brickley

    Room 420

EDUC 893
Developmental Systems II: Approaches to Early Childhood Assessment
(2)
(prerequisite: EDUC 892 or EDUC 894)

  • 01/M/4:45-6:45
    Nilda Bayron-Resnick
    Room 711

EDUC 895
Early Childhood Practicum II: Collaboration with Families and Colleagues about the Cycle of Assessment, Planning, and Instruction
(2)
(prerequisite: EDUC 894)

  • 01/M/7:00-9:00
    Carmen Colon
    Room 711
  • 02/M/7:00-9:00
    Sue Carbary
    Room 711

Fieldwork/Student Teaching/Advisement Courses

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EDUC 941
Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement
(6)
(pre- or corequisite: EDUC 860)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 942
Childhood General Education and Teaching Literacy Supervised Fieldwork/ Student Teaching/ Advisement
(6)
(pre- or corequisite: EDUC 860)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 946
Curriculum and Instruction Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 950
Clinical Experiences and Supervised Fieldwork I and II: Children in Healthcare Settings
(6)

  • 01/W/7:00-9:00
    Faculty Advisors

EDUC 953
Infant and Family Development and Early Intervention and Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(3)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 954
Infant and Family Development and Early Intervention Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 955
Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 956
Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 958
Early Childhood and Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 960
Dual Language/ Bilingual Early Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 961
Dual Language/ Bilingual Childhood General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 963
Early Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 964
Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 966
Dual Language/ Bilingual Early Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 967
Dual Language/ Bilingual Childhood Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 968
Dual Language/ Bilingual Middle School Special and General Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 970
Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 971
Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 972
Middle School Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 973
Dual Language/Bilingual Early Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 974
Dual Language/Bilingual Childhood Special Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 980
Childhood General and Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 982
Museum Education Supervised Fieldwork/ Student Teaching/ Museum Internship/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

EDUC 990
Extended Field Experience with Diverse Learners (for students completing fieldwork as student teachers)
(0)

  • 01/ N/A / N/A
    N/A

GSTD 960
Studies in Education Supervised Fieldwork/ Student Teaching/ Advisement
(6)

  • 01/W/4:45-6:45
    Faculty Advisors

LEAD 900
Leadership for Educational Change Supervised Fieldwork/Advisement
(6)

  • 01/W/7:00-9:00
    Faculty Advisors

LEAD 985
Community-Based Leadership Supervised Fieldwork/Advisement
(3)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Child Life

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EDUC 621
Introduction to Child Life Documentation
(3)
(prerequisites: EDUC 500 and EDUC 821; corequisite: EDUC 822.)

  • 01/Th/7:00-9:00
    Michelle Brauntuch
    Room 706

EDUC 822
Children with Special Healthcare Needs: In the Hospital, at Home, and in School
(3)
(prerequisite: EDUC 821)

  • 01/T/4:45-6:45
    Troy Pinkney-Ragsdale
    Room 710

EDUC 828
Loss in Children's Lives: Implications for Schools, Hospitals, and Home
(3)
(prerequisite: EDUC 500)

  • 01/T/7:00-9:00
    Sharon Granville; Jennifer Costa
    Room 407

EDUC 950
Clinical Experiences and Supervised Fieldwork I and II: Children in Healthcare Settings
(6)

  • 01/W/7:00-9:00
    Faculty Advisors

LEAD 825
Child Life Program Development and Administration
(3)
(prerequisite: EDUC 822 and EDUC 950)

  • 01/T/7:00-9:00
    Gloria Mattera; Maryanne Verzosa
    Room 423

Leadership Courses


Leadership For Educational Change

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LEAD 530
Education Policy, Advocacy, and Law
(3)

  • 01/T/7:00-9:00
    Ron Woo
    Room 420

LEAD 561
Supervising and Supporting Literacy Instruction in Diverse Settings
(1)

  • 01/M/7:00-9:05
    Peggy McNamara
    (Dates: 1/27, 2/3, 2/24, 3/24, 4/7, and 5/5)
    Room 405

LEAD 615
Processes of Supervision and Professional Development
(3)

  • 01/Th/7:00-9:00
    Gil Schmerler
    Room 711

LEAD 770
Leadership Professional Seminar
(3)
(prerequisites: EDUC 822; co-requisite EDUC 950)

  • 01/T/4:45-6:45
    Frank Pignatelli
    Room 421
  • 02/T/7:00-9:00
    Alisa Algave; Rachel Seher
    Room319

LEAD 900
Leadership for Educational Change Supervised Fieldwork/Advisement
(6)

  • 01/W/7:00-9:00
    Faculty Advisors

Leadership in Community-Based Learning

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LEAD 581
Community-Based Action Research: Theory and Inquiry Methods for Community Educators
(3)

  • 01/M/7:00-9:00 [NEW SECTION]
    Donna Nevel

    Room423

LEAD 615
Processes of Supervision and Professional Development
(3)

  • 02/W/7:00-9:00
    Dana Fusco
    Room 706

LEAD 985
Community-Based Leadership Supervised Fieldwork/Advisement
(3)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Semester-Based Integrative Masters Project (IMP) Options

For more IMP options, including Independent Study and Portfolio IMPs, please visit our Integrative Masters Project page.

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IMP 1
Site-Based Inquiry
(0)
(For students who are currently employed and wish to focus their IMP on a topic/problem related to their own work setting. Registration is not allowed after the class has met. See the Integrative Masters Project web page for more information.)

  • 01/T/4:45-6:45
    Katherine O’Donnell
    (Dates: 1/14, 2/11, 3/11, and 4/8)
    Room 407
  • 02/M/4:45-6:45
    Mollie Welsh Kruger
    (Dates: 1/27, 2/24, 3/24 and 4/21)
    Note: This IMP section has a focus on literacy.
    Room 406

IMP 2
Student/ Faculty Collaborative Inquiry
(0)
(Contact the facilitator/instructor if there are questions about a specific inquiry. Registration is not allowed after the class has met. See the Integrative Masters Project web page for more information.)

  • 01/W/7:00-9:00
    Dates: 1/29, 2/26, 3/19, 4/23, and a workshop day
    Instructor: Margie Brickley
    Room 312
    Communicating What We Have Learned
    This inquiry will focus on how we share our knowledge and philosophy with others in the field. Students will learn about working with adults and how we can develop workshops or focused learning opportunities for professionals that are reflective and meaningful. Each participant will research a topic that s/he is passionate about and design a 1-hour interactive workshop. The background research on the topic and the rationale behind the design of the workshop will be submitted as a formal paper. The workshop will be given to a group of students, including the IMP group.
  • 02/W/7:00-9:00
    Dates: 1/22, 2/26, 3/19, and 4/23
    Instructor: Roberta Altman
    Room 406
    A Curriculum of Experience: Place Based Learning and Curriculum Design
    This inquiry focuses on issues arising from the need to develop curriculum projects that provide content in a context that is meaningful and relevant to students and their communities. Participants will examine core readings on place-based and experiential learning and then develop a curriculum project linking content with localities and/or cultural resources. A wide variety of topics and localities may be used for this inquiry, including classrooms, museums, historic sites, and the natural environment. There are four required group meetings and one individual meeting to support participants in generating their curriculum ideas, preparing their paper, and final presentation.
  • 03/T/4:45-6:45
    Dates: 1/21, 2/18, 3/18, and 4/29
    Instructor: Olga Romero
    Room 407
    Turning an Original Children's Book Into an Educational Tool
    This inquiry project will help students who have written a children’s book as a course assignment, to develop it into an educational tool for teachers and parents. Participants will conduct and summarize research that describes the developmental stages (physical, emotional and cognitive) that relate to the age level for whom the book was written, and they will look specifically at how their research addresses the central topic of the book. Students will also develop guidelines to show caregivers or teachers how the book can be used either as a stand-alone activity or as part of a specific lesson or curriculum. In addition, students will provide an annotated bibliography of other books that have been written about the same or similar topic. If possible, students will read the book to a group of children and report on the children’s reactions, questions, etc.
  • 04/T/7:00-9:00
    Dates: 1/28, 2/25, 3/25, and 4/22
    Instructor: Susan Goetz-Haver
    Room 303
    Drama and Literacy
    Students can work on projects that investigate the use of drama, theater games, or dramatic play to help children engage with, or comprehend, language and text. Each student will explore professional literature and research related to his/ her project, as well as develop a related inquiry project with children. Group sessions will focus on finding and honing a rich question, exploring forms of data collection, sharing research and other resources, analyzing the data, and shaping a presentation. We will also play with some drama, role play, and other related tools of engagement and understanding. Participants must have access to a group of children during the semester.
  • 05/W/4:45-6:45
    Dates: 1/22, 2/26, 3/26, and 4/30
    Instructor: Troy Pinkney-Ragsdale
    Room 219
    Turning an Original Children’s Book (Healthcare Theme) Into an Educational Tool
 for Children and Families with Healthcare Challenges
    This inquiry will help students who have written a children’s book, to develop it into an educational tool for caregivers, child life specialists and pediatric patients and their family’s. Participants will conduct and summarize research that describes the developmental stages (physical, emotional and cognitive) that relate to the age level for whom the book was written, and they will look specifically at how their research addresses the central topic of the book. Students will also develop guidelines to show caregivers or child life specialists how the book can be used either as a stand-alone activity or as part of a therapeutic plan. In addition, students will provide an annotated bibliography of other books that have been written about the same or similar topic. If possible, students will read the book to a group of children within a healthcare setting and report on the children’s reactions, questions, etc.
  • 06/M/4:45-6:45
    Dates: 1/13, 2/24, 3/24, and 4/28
    Instructor: Harriet Lenk
    Room 312
    A Curriculum of Experience: Place Based Learning and Curriculum Design
    This inquiry focuses on issues arising from the need to develop curriculum projects that provide content in a context that is meaningful and relevant to students and their communities. Participants will examine core readings on place-based and experiential learning and then develop a curriculum project linking content with localities and/or cultural resources. A wide variety of topics and localities may be used for this inquiry, including classrooms, museums, historic sites, and the natural environment. There are four required group meetings and one individual meeting to support participants in generating their curriculum ideas, preparing their paper, and final presentation.
  • 07/T/4:45-6:45
    Dates: 1/21, 2/11, 3/11, and 4/8
    Instructor: Alanna Navitski
    Room 420
    Exploring the Natural World with Children in Urban Environments
    Explorations of the natural world and natural materials have great benefits. Such experiences are potent learning opportunities, and can enhance children's connection to their environment, and to considering sustainable interaction with that environment. However, finding ways to facilitate such experiences can be challenging in New York City or other urban environments. In this IMP group, we will explore the importance of the natural environment in the lives of young children, and design curricular plans for integrating nature in meaningful ways.
  • 08/T/4:45-6:45 [SECTION CLOSED]
    Dates: 2/4, 2/25, 4/1, 4/29
    Instructor: Judith Leipzig
    Room 408/409
    Stress-reduction in the Classroom
    This collaborative inquiry group will explore the ways that traditional and modern stress-reduction techniques shared with children in classrooms can serve as valuable tools in supporting the development of a caring community, in helping children to transform the stress in their lives, and supporting them in engaging in learning. Such wellness practices as breath work, visualization, cross-lateral exercises and other tools can be incorporated within the curriculum, and used as part of the daily routine in the classroom, on the playground and at home. Graduate students who participate in this group will each identify and describe a concern that they have in their own classrooms. Each will choose several wellness techniques to teach and practice with their class over the semester, and will document the effect of the practices on the area of concern. Some (but not all) examples of the sorts of concerns could include: ongoing classroom conflict; lack of pro-social behavior in the classroom community; lack of focus during academic work; a general sense of overload and overwhelm for the children; and the experience of children in communities in which the challenges of poverty and/or violence are pervasive. A final individual paper and a group presentation are part of the IMP.

    Graduate students who choose this IMP topic must be in a classroom 3 to 5 days each week. In addition, before registering for this IMP, you should know that in that classroom setting you will be able to implement the stress reduction practices with your students on an ongoing basis. In addition, participants in this inquiry will need to commit themselves to developing a daily practice of one or more of the techniques shared by the instructor (as little as ten minutes each day.) There will be four group meetings and two individual Skype sessions with the instructor over the course of the semester. If you have further questions about the IMP, or about the stress-reduction techniques which will be explored, you can contact the instructor via email: jleipzig@bankstreet.edu
  • 09/W/5:00-7:00 [NEW SECTION]
    Dates: 1/29, 2/19, 3/12, and 4/23
    Instructor: Diane Newman

    Room 300B
    Planning, Engagement and Assessment: Developing and Implementing an Effective Lesson Sequence in Literacy, Mathematics or Special Education
    The focus of this student-faculty inquiry is on student learning. Participants will describe, analyze, and evaluate the teaching of a literacy, mathematics or special education "learning segment". This task is built around the assumption that successful teaching is based on a knowledge of the subject matter, understanding of children's needs, and reflecting and acting on evidence of the effects of one's pedagogy. Students will develop lesson plans, instructional and assessment materials, and include video footage as well as reflective commentary about their practice. The group will meet 4 times throughout the semester in order to support one another in generating and implementing planned lessons.
  • 10/W/7:00-9:00 [NEW SECTION]
    Dates: 1/22, 2/26, 3/26, and 4/23
    Instructor: Stacey Cloud

    Room 407
    Model Building to Support Social Studies
    This collaborative inquiry group will focus on how the building of and playing in a model in the classroom can support the social studies in an elementary school classroom. Models can be used to help children understand how geography affects the way people live and to help understand the sociological interactions between people. They can provide a place for children to process information they learn or trips taken during a study, a means to generate questions to investigate further, and provide invaluable assessment information for the teacher. Use of a classroom model can take many forms and include playing in the model directly either individually or collaboratively, using it to generate language for writing, and much more. Participants will use an existing social studies unit they have developed, or one that they have taught, that can incorporate and use model building as a central component. Each participant will document the lessons around the building and playing in the classroom model. Additionally, each participant will build a miniature version of the model they envision.
  • 11/Th/4:45-6:45 [NEW SECTION]
    Dates: 1/23, 2/13, 3/13, and 4/24
    Instructor: Lynne Einbender

    Room 225
    Integrating Language Arts and Content Area Curriculum
    This collaborative inquiry group will explore teaching nonfiction in the familiar formats of language arts instruction, such as read alouds, shared reading, guided reading and independent reading, as well as integrating content area curricular studies with language arts strategy instruction. Students will read texts from a variety of nonfiction genres for the grade level they select and write an annotated bibliography of the professional and children’s texts used. Students will create a curriculum unit that integrates any combination of reading, writing and a selected content area, such as a social studies or science unit. Topics to be discussed include identifying the criteria for selecting texts for nonfiction language arts teaching, analyzing the comprehension demands of nonfiction texts for young readers, and coordinating curricular goals across disciplines. There are four required group meetings and one individual meeting to support students in creating their curriculum and preparing their final presentation.

IMP 3
Mentored Directed Essay
(0)
Students should register for section 01.
In January, students will be assigned their particular mentor.
Registration is not allowed after the end of the Spring 2014 add/drop period.
See the Integrative Masters Project web page for more information.

  • 01/See Advisor/See Advisor
    Faculty Advisors

State Mandated Trainings

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Workshops are open ONLY to matriculated Bank Street students. Register for Trainings online, via https://my.bankstreet.edu. State Mandated Trainings are FREE for currently matriculated students.

STMD 100
State Mandated Training on School Violence Prevention
(0) (offered only to matriculated students)

Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school.

NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section

  • 01/M/4:45-6:45
    Lauren Kaplan
    (Date: 1/27)
    CDR (Children's Dining Room)
  • 02/W/7:00-9:00
    Ana Tiburcio
    (Date: 2/12)
    Room 406
  • 03/Th/4:45-6:45
    Lauren Kaplan
    (Date: 3/6)
    LLABS (Language Labs)
  • D4/F/4:45-6:45
    Ana Tiburcio
    (Date: 4/25)
    Note: This workshop will be fully online. Before registering, go to https://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to https://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.
  • 05/T/4:45-6:45 [SECTION CANCELLED]
    Ana Tiburcio
    (Date: 4/8)

STMD 105
State Mandated Training in Child Abuse Identification and Reporting
(0) (offered only to matriculated students)

All adults working with children under eighteen years of age are required by NY State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse.

NOTE: Workshops start promptly. You must be on time to attend a workshop. Students who are late will NOT be permitted entrance to the workshop and will need to register for a different section

  • 01/Th/4:45-6:45
    Christine Low
    (Date: 1/30)
    LLABS (Language Labs)
  • 02/F/4:45-6:45
    Deb Vilas
    (Date: 2/7)
    Room 422
  • 03/T/4:45-6:45
    Christine Low
    (Date: 3/11)
    Room 422
  • D4/M/7:00-9:00
    Deb Vilas
    (Date: 4/14)
    Note: This workshop will be fully online. Before registering, go to https://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to https://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.
  • 05/M/4:45-6:45
    Deb Vilas
    (Date: 5/5)
    Room 709

STMD 110
State Mandated Training: Dignity for All Students
(0)
(for matriculated students only)

Anyone applying for certification during or after the Fall 2013 semester must complete six hours of training on the social patterns of harassment, bullying and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors.

NOTE: Workshops start promptly. You must complete the first session online by midnight of the date listed for each section and bring the online completion certificate with you to the second, face to face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.

  • Section 01
    First session: 3 hour asynchronous online component must be completed by midnight on January 21, 2014
    Second session: Day: Thursday, Date: January 30, 2014, Time: 5:00 - 8:00pm,
    Instructor: R. Woo

    Auditorium
  • Section 02
    First session: 3 hour asynchronous online component must be completed by midnight on February 21, 2014
    Second session: Day: Tuesday, Date: March 4, 2014, Time: 5:00 - 8:00pm
    Instructor: M. Gold

    Auditorium

Cohorts

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Principals Institute Museum Leadership Future School Leaders Academy School District Leadership Kerlin Fellowship 9-Credit Special Education Leadership Tarrytown Teacher Leaders

Principals Institute

** Courses available only to Principals Institute students

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Cohort 31

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LEAD 603
School Change: The Transformational Leader (Cohort 31)
(3)

  • P1/M/7:15-9:15
    Nigel Pugh
    BSN (Bank Street North)

LEAD 615
Processes of Supervision and Professional Development (Cohort 31)
(3)

  • P1/M/5:00-7:00
    Ellis Scope
    BSN (Bank Street North)

LEAD 912
Principals Institute Supervised Fieldwork/Advisement (Cohort 31)
(2)

  • P1/W/5:00-7:00
    Faculty Advisors

LEAD 913
Practicum in Urban School Leadership (Cohort 31)
(1)

  • P1/W/7:15-9:15
    Faculty Advisors

Cohort 32

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LEAD 603
School Change: The Transformational Leader (Cohort 32)
(3)

  • P2/M/7:15-9:15
    Nigel Pugh
    BSN (Bank Street North)

LEAD 615
Processes of Supervision and Professional Development (Cohort 32)
(3)

  • P2/M/5:00-7:00
    Ellis Scope
    BSN (Bank Street North)

LEAD 912
Principals Institute Supervised Fieldwork/Advisement (Cohort 32)
(2)

  • P2/W/5:00-7:00
    Faculty Advisors

LEAD 913
Practicum in Urban School Leadership (Cohort 32)
(1)

  • P2/W/7:15-9:15
    Faculty Advisors

Cohort 33

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LEAD 510
Leadership in Curriculum and Instruction (Cohort 33)
(3)

  • P1/T/5:00-7:00
    Kyle Haver
    BSN (Bank Street North)

LEAD 660
Research for Educational Change (Cohort 33)
(3)

  • P1/T/7:15-9:15
    Frank Pignatelli
    BSN (Bank Street North)

LEAD 912
Principals Institute Supervised Fieldwork/Advisement (Cohort 33)
(2)

  • P3/W/5:00-7:00
    Faculty Advisors

ECPI Cohort 1

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LEAD 534
Foundations of Educational Leadership: Adult Development (ECPI 1)
(1)

  • P1/MW/5:00-8:10
    Rima Shore
    (Dates: 1/6, 1/8, 1/13, and 1/15)
    Room 710

LEAD 615
Processes of Supervision and Professional Development (ECPI 1)
(3)

  • P3/Th/4:45-6:45
    Wendy Pollock

    Room 421

LEAD 660
Research for Educational Change (ECPI 1)
(3)

  • P2/Th/7:00-9:00
    Stephanie Pantazis-Reich

    Room 424

LEAD 930
Early Childhood Leadership Supervised Fieldwork/Advisement (ECPI 1)
(4)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Cohort 34

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LEAD 503
Adult Development: Implications for Educational Leadership (Cohort 34)
(3)

  • P1/Th/7:15-9:15
    Mayra Bloom
    BSN (Bank Street North)

LEAD 537
Organizational Development: Implications for Educational Leadership (Cohort 34)
(3)

  • P1/Th/5:00-7:00
    Peter McFarlane
    BSN (Bank Street North)

LEAD 912
Principals Institute Supervised Fieldwork/Advisement (Cohort 34)
(2)

  • P4/W/5:00-7:00
    Faculty Advisors

Cohort 35

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LEAD 503 [SECTION CANCELLED]
Adult Development: Implications for Educational Leadership (Cohort 35)
(3)

  • P2/Th/7:15-9:15 [SECTION CANCELLED]
    Mayra Bloom

LEAD 537 [SECTION CANCELLED]
Organizational Development: Implications for Educational Leadership (Cohort 35)
(3)

  • P2/Th/5:00-7:00 [SECTION CANCELLED]
    Peter McFarlane

LEAD 912 [SECTION CANCELLED]
Principals Institute Supervised Fieldwork/Advisement (Cohort 35)
(2)

  • P5/W/5:00-7:00 [SECTION CANCELLED]
    Faculty Advisors


Leadership in Museum Education

** Courses available only to Museum Leadership Education students

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LEAD 616
Museum Management I: Organizational Development
(2)
(for Museum Leadership students only or by permission of the instructor)

  • 01/F: 4:45-8:45/ Sat: 8:30-5:00
    Julie Johnson
    (Dates: 2/7, 2/8)
    Room 711

LEAD 617
Museum Management II: Marketing and Audience Development
(1)
(for Museum Leadership students only or by permission of the instructor)

  • 01/F: 4:45-8:45/ Sat: 8:30-5:00
    Donna Walker-Kuhne
    (Dates: 3/7, 3/8)
    Room 711

LEAD 618
Museum Management III: Professional Development
(1)
(for Museum Leadership students only or by permission of the instructor)

  • 01/F: 4:45-8:45 / Sat: 8:30-5:00
    Lois Silverman; Sally Yerkovitch
    (Dates: 5/2, 5/3)
    Room 711

LEAD 619
Museum Management IV: Fundraising and Proposal Development
(2)
(for Museum Leadership students only or by permission of the instructor)

  • 01/F: 4:45-8:45 / Sat: 8:30-5:00
    Ann Bergeron
    (Dates: 1/10, 1/11)
    Room 711

LEAD 950
Museum Leadership Supervised Fieldwork/Advisement
(2)

  • 01/See Advisor/See Advisor
    Faculty Advisors

LEAD 954
Museum Leadership Seminar IV: Selected Topics in Community, Culture and Policy
(1)
(for Museum Leadership students only or by permission of the instructor)

  • 01/F: TBA / Sat: TBA
    Kent John Chabotar; Janet Waterston
    (Dates: 4/4, and 4/5)
    Room 711

Future School Leaders Academy

** Courses available only to FSLA students

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LEAD 534
Foundations of Educational Leadership: Adult Development
(1)

  • F1/Sat/8:30-12:30
    Judith Leipzig
    (Dates: 1/25, 3/1, and 4/26)
    Room 408/409

LEAD 615
Processes of Supervision and Professional Development
(3)

  • F1/Th/4:00-7:00
    Joan Thompson; Ray Sanchez
    (Dates: 1/23, 1/30, 2/6, 2/13, 2/27, 3/6, 3/13, 3/20, 4/3, 4/10, 4/24, 5/1, and 5/8)
    Being held at BOCES

LEAD 862
Leading a School District II
(1)

  • F1/Th/6:30-8:30
    John Chambers
    (Dates: 1/23, 2/6, 2/27, 3/13, and 4/3)
    Being held at BOCES

LEAD 906
Future School Leaders Academy Supervised Fieldwork/Advisement
(1.5)

  • F1/Sat/2:30-4:30
    Faculty Advisors
    (Dates: 1/25, 3/1, and 4/26)

School District Leadership

** Courses available only to SDL students

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LEAD 864
Leading a School District IV
(1)

  • 01/F: 4:45-8:45/Sat: 8:30-5:00
    Ken Grover
    (Dates: 2/28 and 3/1)
    Room 424

LEAD 870
Special Education Leadership: The District Perspective
(1)

  • 01/F: 4:45-8:45/Sat: 8:30-5:00
    Ken Grover
    (Dates: 1/24, and 1/25)
    Room 709

LEAD 908
School District Leadership Supervised Fieldwork/ Advisement
(3)

  • 01/See Faculty Advisor/See Faculty Advisor
    Faculty Advisors

Kerlin Institute

** Courses available only to Kerlin Fellows

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EDUC 851
Practicum in Teaching Science II
(1)

  • 01/M/5:00-7:05
    Jenny Ingber
    (Dates: 1/27, 2/10, 2/24, 3/10, 3/24, and 4/28)
    Room 408/409

Special Education Leadership Certificate Program

** Courses available only to BOCES 9-credit certificate program students

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LEAD 871
Special Education Leadership I: Implementation of IDEA
(3)
(for students enrolled in the BOCES 9-credit certificate program only)


Tarrytown Teacher Leaders

** Courses available only to students in the Tarrytown Teacher Leaders program

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LEAD 651 [NEW SECTION]
Leading Family and Community Engagement
(1)
(for students enrolled in the Tarrytown Teacher Leaders program only)

  • 01/TTh/4:30-6:30
    Cathleen Wiggins
    (Dates: 12/12, 1/14, 2/13, 3/11, 4/10, 4/29)


Summer Residency Leadership Programs

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Early Childhood Leadership Leadership in the Arts Leadership in Mathematics Education

Early Childhood Leadership


Second-Year Students

LEAD 831 [NEW COURSE]
Early Childhood Leadership Practicum in Organizational Development
(3)
(prerequisite: LEAD 535)

  • 01/See Advisor/See Advisor [NEW COURSE]
    Faculty Advisors

LEAD 930 [COURSE CANCELLED]
Early Childhood Leadership Supervised Fieldwork/Advisement
(4)

  • 01/See Advisor/See Advisor [COURSE CANCELLED]
    Faculty Advisors

Leadership in the Arts


First-Year Students

LEAD 910
Leadership in Technology and the Arts Supervised Fieldwork/Advisement
(3)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Second-Year Students

LEAD 910
Leadership in Technology and the Arts Supervised Fieldwork/Advisement
(3)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Leadership in Mathematics Education


First-Year Students

LEAD 525
Technology and School Change
(1)
For Leadership in Mathematics Education students only or by permission of the instructor.
This course is fully online. Before registering, go to https://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Go to https://www.epsilen.com/crs/1115119 and select "Join This Course" from the navigation on the right. Enter your logon information and enter the course environment. Contact helpdesk@bankstreet.edu for technical support.

  • D1/Online/Online
    Robin Hummel
    Note: This is a fully online course. See above.

LEAD 940
Mathematics Leadership Supervised Fieldwork/ Advisement
(3)
Please see Conference Group/Practicum Schedule.

  • 01/See Advisor/See Advisor
    Faculty Advisor

Second-Year Students

LEAD 940
Mathematics Leadership Supervised Fieldwork/ Advisement
(3)
Please see Conference Group/Practicum Schedule.

  • 01/See Advisor/See Advisor
    Faculty Advisor

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