Bank Street College of Education was established as the Bureau of Educational Experiments in 1916, and 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
• 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
*Note: This credo, which was originally published in the early 1950s, is a historical document and reflects the time period in which it was written. Given this, although it contains references to gender that we would not choose to use today at Bank Street, we have decided to preserve Mitchell’s original language.
Dear Current or Prospective Student:
Welcome to Bank Street College of Education.
At Bank Street, education is more than preparation for a career—it is a journey of growth, reflection, and discovery. For over a century, our programs have prepared teachers, leaders, child life specialists, museum educators, and advocates who bring knowledge, creativity, and care into the lives of children and families everywhere.
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 established teacher, or considering a career change, Bank Street has much to offer.
Here, students develop the skills to create rich, challenging learning environments while also learning how to inspire and support those around them. Our unique approach blends theory with practice, drawing on the remarkable resources of our School for Children, Family Center, Head Start program, and extensive partnerships with schools, districts, museums, and hospitals.
At the heart of our graduate education is advisement: a small-group mentoring process that supports students in connecting coursework to real-world experiences. This close integration of learning and practice is what makes the Bank Street experience transformative, practical, and deeply personal.
As Lucy Sprague Mitchell, our founder, envisioned, “we see in education the opportunity to build a better society.” That vision remains at the center of our work. Whether you are just beginning your path, advancing your practice, or seeking a new direction, Bank Street offers a powerful community where curiosity, courage, and collaboration are nurtured—and where education serves as both a profession and a calling.
Suzanne McCotter Dean, Bank Street Graduate School of Education
Suzanne McCotter Dean
Academic Calendar 2025-26
Please note: The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday session, because of a 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 2025 | September 3 – December 22
September 2025
Monday, September 1: Labor Day | College Closed
Tuesday, September 2: New Student Orientation, Barbara Biber Convocation | 6:00 to 7:30 PM | All students welcome
Wednesday, September 3: Fall Term classes begin; Supervised Fieldwork Orientation
Monday, September 22: Rosh Hashanah | No Classes
Tuesday, September 23: Rosh Hashanah | No Classes
October 2025
Wednesday, October 1: Priority deadline to apply for graduation for spring 2026
Wednesday, October 1: Yom Kippur | No Classes
Thursday, October 2: Yom Kippur | No Classes
Monday, October 13: Indigenous People’s Day | College Closed
November 2025
Monday, November 10: Last day for students to file for a grade of withdrawal (WD) for fall 2025
Wednesday, November 26 – Friday, November 28: Thanksgiving Recess | No Classes Wednesday; College Closed Thursday/Friday
December 2025
Tuesday, December 16: Last day of Tuesday classes
Wednesday, December 17: Last day of Wednesday classes
Thursday, December 18: Last day of Thursday classes
Monday, December 22: Last day of Monday classes; Fall term classes end Thursday, December 25 – Friday, January 2: Winter Holiday | College Closed
Intersession 2026 | January 5 – 14
Monday, January 5: First day of Intersession
Wednesday, January 14: Last day of Intersession
Spring 2026 | January 20 – May 5
January 2026
Monday, January 19: Martin Luther King, Jr. Day | College Closed
Tuesday, January 20: Spring Term classes begin
February 2026
Friday, February 13: Priority deadline to apply for graduation for summer 2025 (Summer 1, 2, and Long)
Monday, February 16: President’s Day | College Closed
March 2026
Thursday, March 19: Last day for students to file for a grade of withdrawal (WD) for spring 2026
Monday, March 30 – Friday, April 3: Spring Break | No Classes
April 2026
Tuesday, April 28: Last day of Tuesday classes
Wednesday, April 29: Last day of Wednesday classes
Thursday, April 30: Last day of Thursday classes
May 2026
Tuesday, May 5: Last day of Monday classes (Monday classes meeting on Monday, May 4 and Tuesday, May 5)
Thursday, May 7: Commencement
Summer Long Term 2026 | Monday, May 11 – Monday, July 27
May 2026
Monday, May 11: Summer Long Term classes begin
Monday, May 25: Memorial Day | College Closed
Sunday, May 31: Priority deadline to apply for fall 2025 graduation
June 2026
Monday, June 1: Last day for students to file for a grade of withdrawal (WD) for summer 1 term
Friday, June 19: Juneteenth | College Closed
Thursday, June 25: Last day for students to file for a grade of withdrawal (WD) for summer long
July 2026
Thursday, July 16: Last day for students to file for a grade of withdrawal (WD) for summer 2 term.
Monday, July 20*: Last day of Monday classes
Tuesday, July 21: Last day of Tuesday classes
Wednesday, July 22: Last day of Wednesday classes
Thursday, July 23: Last day of Thursday classes | Summer Long term classes end
*Monday, July 27 is noted as a Make Up day.
Summer 1 Term 2026 | Monday, May 11 – Monday, June 15
May 2026
Monday, May 11: Summer 1 Term classes begin
Monday, May 25: Memorial Day | College Closed
Saturday, May 30: Priority deadline to apply for fall 2026 graduation
June 2026
Monday, June 1: Last day for students to file for a grade of withdrawal (WD) for Summer 1 term
Tuesday, June 9: Last day of Tuesday classes
Wednesday, June 10: Last day of Wednesday classes
Thursday, June 11: Last day of Thursday classes; Last day of classes that meet Tuesdays/Thursdays
Monday, June 15: Last day of Monday classes
Thursday, June 19: Juneteenth (observed) | College Closed
Summer 2 Term 2026 | Monday, June 29 – Thursday, July 30
July 2026
Monday, June 29: Summer 2 Term classes begin
Thursday, July 16: Last day for students to file for a grade of withdrawal (WD) for Summer 2 term
Monday, July 27: Last day of Monday classes
Tuesday, July 28: Last day of Tuesday classes
Wednesday, July 29: Last day of Wednesday classes; Last day of classes that meet on Mondays/Wednesdays
Thursday, July 30: Last day of Thursday classes; Last day of classes that meet on Tuesdays/Thursdays and Mondays/Thursdays; Summer 2 Term classes end
*The Summer Long term only applies to online programs.
**In order to receive a 100% tuition refund, students must drop a class by the last day of the Add/Drop period. See page 117 for the full refund policy and late registration procedures. Students may register for classes up until but not after the second class meeting.
Bank Street College Graduate School of Education
Bank Street College is a small, vibrant institution organized into three main programmatic divisions: the Graduate School of Education, Children’s Programs and the Education Center. All divisions share a common sense of purpose.
Mission Statement
The mission of Bank Street College is to improve the education of children and their teachers by applying to the educational process all available knowledge about learning and growth and by connecting teaching and learning meaningfully to the outside world. In so doing, we seek to strengthen not only individuals, but the community as well, including family, school, and the larger society in which adults and children, in all their diversity, interact and learn. We see in education the opportunity to build a better society.
The Bank Street Approach
Bank Street’s creative approach to teaching and learning recognizes that people learn best when they are actively engaged with materials, ideas, and people. Using this approach, Bank Street educators encourage children and adolescents to be curious, love learning, be respectful of and embrace human differences, engage with the world around them, and prepare to lead lives of consequence.
Referred to as either the “Bank Street approach” or the “developmental-interaction approach,” our educational philosophy begins with sound developmental principles and learning through experience with people, nature and cultures. It sees the educator as one who facilitates learning, develops clear educational objectives, and encourages learning through discovery and thoughtful engagement.
We strive to foster development in the broadest sense by providing diverse opportunities for physical, social, emotional, and cognitive growth. We respect people as active learners, experimenters, explorers, and artists. We understand that people do not all learn at the same rate or in the same way. We also understand that learning is social, and that people learn in interaction with others in their environment. Finally, we believe that the Bank Street approach leads to a lifetime of learning.
Through its innovative programs, unique philosophy, and commitment to quality education as a means of
achieving social justice for all, Bank Street shapes thousands of children, youth, parents, and educators throughout the United States and abroad.
Bank Street Programs
Children’s Programs includes the School for Children— a highly respected, innovative independent school for children aged three to fourteen—the Family Center for infants and toddlers through preschool, the Bank Street Head Start program—both a Head Start program and Pre-K for All program—and Liberty LEADs—a New York City–based high school completion and college access program. Many graduate students work alongside the School’s and the Center’s excellent faculty as student teachers and associate teachers. Several of the School for Children faculty teach courses in the Graduate School. This interaction between divisions allows students to participate in the educational process that they learn about in their courses. All fieldwork placements are carefully chosen, mentored, and use our broad network of colleagues, alumni, and partners.
Other key programs and initiatives include: the Center for Cultural Responsiveness, the Institute for Thriving Children and Families (encompassing the National Center for Children in Poverty and the Straus Center for Young Children & Families), Emotionally Responsive Practice, and EdPrepLab. You can find information on all these programs and initiatives on our website at graduate.bankstreet.edu. The Occasional Papers is a series of research, practice and policy-based papers on critical themes in education. The Library includes the Center for Children’s Literature and the archive of Bank Street’s historical documents.
The Graduate School, through the office of Continuing Professional Studies, provides workshops and courses (online and on site) for individual educators and professional development to schools, districts, and other agencies. The graduate-level short-format courses and workshops can be taken for graduate-level credit or professional development hours and NY State CTLE hours for teachers, administrators, and others who work with children and youth.
Bank Street College has a historical and philosophical commitment to encourage diversity in our student
“Bank Street is an intellectual hotbed of learning. It stays true to its mission in the nurturing of lifelong learning . ”
Evi, Educational Leadership
body, staff, and programs. As a matter of policy, we do not discriminate in admissions decisions or in any educational program or activities on the basis of race, creed, ethnicity, disability, gender, gender identity, age, marital status, or sexual preference.
For over a century, Bank Street College of Education has been a leader in learner-centered education, as exemplified in our Graduate School and in our Children’s Programs. The Graduate School provides outstanding master’s degree programs that blend theory with practice through close integration of academic study and field-based experiences. These programs prepare adults for professional work in schools, museums, hospitals, community organizations, and/or public service.
Our master’s degree programs, which are offered in online, in-person, and hybrid formats, closely coordinate academic work with field-based practice, preparing students for various roles as educators and leaders in schools, hospitals, museums, and community organizations. We offer many special opportunities for our graduate students, including a range of conferences and institutes, renowned speakers, workshops, and professional development and networking events that provide students with settings to engage with researchers, practitioners, and other educators.
Some graduate students come to Bank Street having just finished undergraduate study, some have worked as teachers for several years, some are moving from teaching to leadership, and some are making a career change. In Fall 2024, over 750 graduate students were enrolled. Of these, 57% self-identified as students of color (Black or African American, Hispanic, Asian, or Two or More Races).The faculty of the Graduate School are scholars and practitioners, researchers, and teachers.
Students enroll each term at Bank Street either as matriculated students, which means that they have applied to and been accepted into a degree-granting program, or as non-matriculated students, taking courses in the Graduate School of Education but not enrolled in a degree program. Individuals with bachelor’s degrees are welcome to come and take courses as non-matriculated students.
Degree programs lead to the Master of Science (MS), Master of Science in Education (MSEd), or the advanced Master of Education (EdM). All programs are registered with the New York State Department of Education, and most lead to New York State certification. Please refer to the section on New York State certification (page 133) and to the detailed program descriptions for additional certification information and prerequisites. At times minor
revisions in programs may be pending New York State Department of Education approval. These are denoted in the program descriptions.
Accreditations and Affiliations
Bank Street College of Education is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation. The programs included (full list here: graduate.bankstreet.edu/about/accreditation) have been awarded full accreditation by AAQEP through June 30, 2028. Full accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and has demonstrated the commitment and capacity to maintain quality. The Graduate School is also accredited by the Middle States Commission of Higher Education and holds memberships in the Commission of Independent Colleges and Universities of the State of New York, the Council of Higher Educational Institutions in New York City, the American Association of Colleges for Teacher Education, and the American Council on Education. The College is chartered by the Board of Regents of the State of New York.
Academic Programs
Academic Programs
All graduate degree programs include three components: coursework; supervised fieldwork/advisement; and a culminating integrative project. There are four academic terms for on-campus programs: Fall, Spring, Summer 1, and Summer 2; and three academic terms for online programs: Fall, Spring, and Summer Long.
Coursework
Coursework is grounded in the developmentalinteraction approach to learning, which holds that human development occurs in interaction with the world of people, materials, and ideas. All Bank Street courses include opportunities for active learning alongside instructors and peers. Through readings, discussions, and interactive experiences, graduate students deepen their knowledge and skills in supporting the development of children, adolescents, and adults across a range of contexts. The coursework in degree programs emphasizes human development; the historical, philosophical, and social foundations of education; and curriculum and inquiry. Through coursework, students deepen their capacity to promote equity-oriented, anti-racist practices in a range of educational contexts.
Graduate courses are generally held during weekday evenings (Monday through Thursday) once a week. Summer 1 and Summer 2 courses are generally held twice a week in the evening. Courses designed for the Museum Leadership and some partnership programs may follow a different timetable. The course schedule, which is available online, provides the schedule details for each term.
Supervised Fieldwork/Advisement
One component of a Bank Street education, unique to this College, is supervised fieldwork/advisement (SFW), a multifaceted process that supports the integration of theory and practice. All students in SFW have substantial experiences in the field as student teachers, teachers, residents, leaders, child life interns, or museum educators, among other roles. Through SFW, students gain practical experience with the support of an experienced faculty advisor and mentors in their field sites. In addition to individualized mentorship, students in most programs meet regularly with their fieldwork advisor in a small conference group setting to reflect on their fieldwork experiences with peers. These groups become professional learning communities in which members support each other in reflecting on their developing practice. Conference group rosters are final and students cannot request a transfer into another group. Students are expected to participate as responsible professionals in all facets of SFW. See page 119 information about additional SFW requirements including fingerprinting and FERPA compliance training.
Supervised Fieldwork/Advisement in Teacher Preparation Programs
Graduate students in most of the teacher preparation programs may choose to do supervised fieldwork/ advisement as student teachers, assistant teachers, or head teachers. Some programs require a teacher residency or employment on a Trans B certification. See individual program descriptions for details. An explanation of the differences among the fieldwork options follows.
• Student Teachers: Student teachers are typically placed in two to four public and independent school sites during the supervised fieldwork/ advisement year depending on program requirements. Students, advisors, and the program director discuss placements, and decisions are made based on the availability of placements, with consideration of the student’s professional needs and interests. The program director has the final say on all placements. Typically, the studentteaching schedule requires three to four full days per week. This position is unpaid.
• Assistant/Associate Teachers/Head Teachers: Assistant/associate teachers and head teachers are typically employed by a school five days a week. This site must be approved by the Bank Street program director as a supervised fieldwork setting appropriate to the student’s program. The school principal/director must approve of the assistant or head teacher’s participation in the program and agree to the use of video for supervision. The principal/director also needs to be aware that the graduate student must have opportunities over time to apply the practices they are learning about in their programs and that in some cases, these practices may vary from typical approaches in the setting. The supervised fieldwork/advisement process entails collaboration among the graduate faculty advisor, graduate student, and head teacher or site supervisor. Students are responsible for obtaining an assistant or head teaching position on their own. The majority of students who use a paid position for fieldwork are required to complete additional unpaid fieldwork placements in the summer or during the school year to meet program and state requirements.
• Teaching Residents: Students in residency programs work as teaching residents in partner schools during their supervised fieldwork/advisement year. Bank Street finds the residency partnership schools. Students may need to be interviewed at schools before their placement with mentor teachers. Students work 4-5 days a week as residents, depending on the program, and receive a stipend during their year of residency.
• Trans B Certified Teachers: Students in the Teaching Adolescents with Disabilities, Alt Cert Program must find positions as special education teachers in high-needs public schools (as identified by the New York City Public Schools), in grades 7-12. Bank Street must verify a student’s employment in one of the approved schools. Candidates in the program fulfill their supervised fieldwork experiences through their employment during the fall and spring semesters.
Integrative Master’s Project
All Bank Street degree programs require students to complete a culminating master’s project. The structure of these projects varies by department and program. As the culminating component of the degree, the master’s project is expected to be a significant, academically rigorous body of work that integrates many facets of the student’s experiences in the field and at Bank Street. This work will showcase how students apply theoretical knowledge to their current and future work as educators and educational leaders.
Teaching and Learning Department Master’s Projects
Students in the majority of Teaching & Learning Department programs choose from one of the Integrative Master’s Project (IMP) options below while others have a project specific to their program. Students are encouraged to discuss their IMP with their advisors early in their studies at Bank Street. A full description of each IMP as well as information about the timeline and registration for each option can be accessed at graduate. bankstreet.edu/academics/integrative-masters-projectimp/. Students in the majority of Teaching & Learning Department programs choose from one of the options below. Students in the Leadership Department and some Teaching & Learning Department programs must fulfill a Master’s Project that is specific to their program.
• Independent Study: The Independent Study is an original work that students initiate, often growing out of a meaningful course assignment, or a question or experience rooted in a fieldwork or work setting. Students must secure a faculty mentor who has reviewed their Independent Study proposal and committed to serving as a mentor before they register. The Independent Study typically includes two semesters of research and writing and is most closely aligned with a traditional master’s thesis. Independent Studies that meet certain criteria are made accessible to the public through the Bank Street Library’s online catalog. Students have the opportunity to present their independent studies to faculty, peers, and family.
• Portfolio: For the portfolio, students generate a collection of artifacts and reflective essays that provide evidence of their knowledge, skills, and dispositions in four domains: human development,
curriculum, philosophy/history, and social context of learning. Students meet in a group monthly over the fall and spring semesters to work with peers and the portfolio mentor. The portfolio concludes with a presentation to faculty, peers, and family. Students must apply to complete the portfolio in June and receive notice of acceptance by the end of July.
• Mentored Directed Essay: The Mentored Directed Essay is a series of essays written in response to program-specific questions. These questions are designed to help students think and write about salient issues pertaining to their area of specialization. With permission from the mentor, students may adapt questions to support the distinctive needs of their professional growth. This option is designed to provide structure and focus with some flexibility and is intended to be completed within a single semester. This IMP option is available in the fall, spring, and combined summer 1 and 2 or summer-long semesters. Students who register for this option will be assigned a mentor by their program director.
• Collaborative Student-Faculty Inquiry: The Collaborative Student-Faculty Inquiry is a onesemester small peer group option focused on a specific topic or issue. The topics are based on professional interests that faculty would like to explore along with students and are posted online with the course schedule each fall and spring. Students identify a particular aspect of the topic to investigate and, with peers, determine a format in which to present their research and findings. The Collaborative Student-Faculty Inquiry is offered during the fall or spring semester and groups meet four times during the semester. Students have the opportunity to present their final projects to faculty, peers, and family.
Credit Hour Assignment Policy
Bank Street Graduate School of Education credit hour calculations for degree and certificate programs follow NYSED guidelines, which are based on the US Department of Education’s definition of credit hour. Please view the Credit Hour Assignment Policy on the course schedule webpage for more information.
Overview
The programs in the Teaching and Learning Department prepare graduate students to become teachers, learning, literacy, and curriculum specialists, social workers, or child life practitioners, among a range of career pathways. What connects each of the programs is the orientation that a deep understanding of human development—informed by observation, experience, research, and theory—is essential to thoughtful practice with infants, children, adolescents, and their families.
Through courses and fieldwork, we support our graduate students in developing a broad repertoire of instructional methods and strategies aimed at reaching all learners. Our graduate students reflect deeply on their own practice, learning to ask critical questions and seek answers. We work to develop a practitioner’s capacity to advocate for and with all children and families, and to see themselves as agents of social justice and change.
Bank Street’s curriculum, in keeping with the mission of our founders, is rooted in a progressive philosophy. Our approach holds that development occurs within social contexts, in which learner and environment alike are shaped through reciprocal processes. The practitioner’s role in this framework is to construct environments and experiences for and with children and their families that engage them in critical exploration of themselves, others, and the wider world in which they live. We know that people learn when they are encouraged to tap into their innate human curiosity and when learning is vital, active, and creative.
We work to develop practitioners who think carefully about and plan for the needs and capabilities of a broad range of children within diverse contexts, and in collaboration with colleagues and families. Our graduate students examine the historical, social, political, and cultural forces that impact their varied possible work environments—e.g., schools, communities, and hospitals—and the children, families, and professionals within those environments.
The department offers a range of teacher preparation programs, which align with national and state standards. These include Infancy, Early Childhood (birth through 2nd grade), Childhood (grades 1st through 6th), Cross-Age (Early Childhood and Childhood), General and Special Education, Adolescent Mathematics and Adolescent Special Education (grades 7th through 12th), Bilingual/Dual Language Education, Reading and Literacy (pre-k through 12th), and Teachers of English to Speakers of Other Languages (TESOL). We have initial, professional, and non-certification options, along with partnership programs with Hunter College’s and Colombia University’s school of social work. In addition, we have a Studies in Education program as well as a fully online Child Life program.
Jess Wontropski, Department Chair jwontropski@bankstreet.edu
“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 & Childhood General Education
Infant and Family Development and Early Intervention (Non-Certification)
Marjorie Brickley, Director mbrickley@bankstreet.edu
36 Credits | Master of Science in Education (MSEd)
This program is designed for professionals who want to specialize in the development of infants, toddlers and 2 year olds with and without disabilities and their families. Courses focus on the context in which children develop and strength-based, culturally sustaining ways to work with families. This program does not lead to teacher certification.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process.
Certification
Graduates of this program are not eligible for certification. Courses in this program are aligned with the competencies of the New York State Infant Mental Health Endorsement.
Supervised Fieldwork/Advisement
Graduate students in this program have year-long supervised fieldwork experience in a birth through 2-year-old setting. Students are also required to have experiences in programs with children with disabilities or with historically marginalized communities.
Infant and Family Development and Early Intervention/ Early Childhood Special
Marjorie Brickley, Director mbrickley@bankstreet.edu
and General Education Dual Certification
50 Credits | Master of Science in Education (MSEd)
This program is for those interested in working with infants, toddlers, 2 year olds and their families as early interventionists, teachers, or specialists. This developmentally-focused program provides insights and knowledge about the physical, social, emotional, sensory, and cognitive needs of young children. Students learn ways to assess and provide for the needs of all children, including children with disabilities. Courses focus on the context in which children develop and strength-based, culturally sustaining ways to work with families.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process.
Certification
Graduates are eligible for New York State certification in Early Childhood General Education and in Teaching Students with Disabilities, birth through grade 2. See
page 133 for 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 (Dignity for All Students) is a requirement of this program. Courses in this program are aligned with the competencies of the New York State Infant Mental Health Endorsement.
Supervised Fieldwork/Advisement
To meet New York State requirements, all graduate students in this program have supervised fieldwork experiences in a birth-2’s setting. Students also must have experiences in kindergarten, and in grades 1-2, as well as in a special education or inclusion setting. All graduate students in this program fulfill some of these placement requirements through course assignments. Student teachers fulfill remaining experiences through their placements in the fall and spring. Working teachers and assistants may need to fulfill an additional fieldwork experience where they will be placed by Bank Street in the appropriate setting to meet their degree requirements.
Infant and Family Development and Early Intervention/
Infant and Family Development and Early Intervention/Early Childhood Special Education
Marjorie Brickley, Director mbrickley@bankstreet.edu
36 Credits | Master of Science in Education (MSEd) or Master of Education (EdM)
This program is designed for individuals who currently hold initial New York State certification in general or special education at the early childhood education level. This program is for those interested in specializing in working with infants, toddlers, two-year-olds and their families as early interventionists or teachers. This developmentally-focused program provides insights and knowledge about the physical, social, emotional and intellectual needs of young children. Students learn about ways to assess and provide for the needs of all children, including children with disabilities. Courses focus on the context in which children develop and strength-based, culturally sustaining ways to work with families. For those students with a prior master’s degree in education, this program leads to the Master of Education (EdM) degree.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must have valid New York State initial certification in Early Childhood or Childhood General Education. If the applicant has an initial certification, it will need to be valid during the entire duration of their matriculation. Out of state certification holders must apply for and be granted reciprocity with New York before being admitted into the program.
Certification
Graduates are eligible for New York State certification in Teaching Students with Disabilities, birth through grade 2. See page 133 for 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 (Dignity for All Students) is a requirement of this program. Courses in this program are aligned with the competencies of the New York State Infant Mental Health Endorsement.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have a supervised fieldwork experience in a special education or inclusion setting. Student teachers fulfill this experience through their placement in the fall or spring. Working teachers and assistants may need to enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
“I wanted to study an emotionally responsive, progressive form of education that took the whole child into account. I spoke to a number of people who had gone through various programs in New York City, and found that Bank Street was the most highly rated. ”
Infant and Family Development
Intervention/
Degree with Hunter College School of Social Work
Marjorie Brickley, Director mbrickley@bankstreet.edu
34 Credits | Master of Science in Education (MSEd)
This program is designed for those preparing for clinical careers working with infants, toddlers, and young children and their families by combining their interest in child development, working with families, and social work. Students in this unique program earn two degrees, a Master of Science in Education (MSEd) and a Master of Social Work (MSW). The program has additional course requirements (51 credits) for the social work degree from Hunter College School of Social Work, including a clinical fieldwork placement.
Students in the program must complete all the requirements of both institutions in order to be awarded the Bank Street College master’s degree.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must have experience with infants and toddlers. Applicants must apply and be admitted to each degree program at both Bank Street and Hunter College.
Supervised Fieldwork/Advisement
Graduate students in this program have year-long supervised fieldwork experience in a birth through 2-year-old setting. Students are also required to have experiences in programs with children with disabilities or that are under-resourced settings.
Certification
Graduates of this program are not eligible for teaching certification. Courses in this program are aligned with the competencies of the New York State Infant Mental Health Endorsement.
Early Childhood General Education
Abby Kerlin, Director akerlin@bankstreet.edu
45 Credits | Master of Science in Education
(MSEd)
This program sequence is for those teachers and prospective teachers who wish to work with young children, focusing on preschool through second grade. Students learn a developmental-interaction approach to early childhood education that enables them to support the growth, development, and learning of the whole child.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process.
Certification
Graduates are eligible for New York State certification in Early Childhood General Education, birth through grade 2. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have field experiences in a birth-PreK and kindergarten setting, and in grades 1-2, as well as in an under-resourced public or charter school/program. Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Early Childhood General Education Advanced Standing (ECASP)
Abby Kerlin, Director akerlin@bankstreet.edu
30 Credits | Master of Science in Education
(MSEd)
This cohort program is for experienced teachers who are working in an early childhood classroom. As an experienced teacher, this program will help you build on your current understanding that learning comes in the form of play, social interaction, and sensory experiences, as well as through engagement in the world of literacy, literature, mathematics, science, arts, and social studies.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must have at least three years of teaching experience and be a head or assistant teacher in a publicly funded early childhood classroom. Accepted students may be eligible for up to six life experience credits in place of Child Development and/or Foundations of Modern Education, pending a review from the Program Director.
Certification
Graduates are eligible for New York State certification in Early Childhood General Education, birth through grade 2. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have field experiences in a birth-PreK and kindergarten setting, and in grades 1-2, as well as in an under-resourced public or charter school/program. Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Early Childhood Special and General Education Dual Certification
Soyoung Park, Director, Online Program spark2@bankstreet.edu
Rae Leeper, Director, On-Campus Program rleeper@bankstreet.edu
48 Credits | Master of Science in Education (MSEd)
This sequence is for teachers and prospective teachers wishing to work with young children of varying developmental ability (birth through grade 2). By studying the cycle of observation, assessment, and instructional planning, students will be able to help young children realize their functional and educational potential. Bank Street’s interdisciplinary approach and developmental-interaction philosophy of early childhood education will enable students to support the growth, development, and learning of the whole child in the context of family and community.
This program has an on campus and a fully online option. For both tracks you will engage in use of technology. Particularly for the fully online program, you will be asked to use a range of technological tools. You must have a dedicated computer or tablet and stable Internet access. You will be expected to become familiar with the online tools, reach out to ask for support as you navigate the technology, and strengthen your presence and skill set in the online environment.
Due to the cohort nature of the online program, students are not permitted to transfer into the online program once they have begun coursework in an on campus program.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process.
Certification
Graduates are eligible for New York State certification in Early Childhood General Education and Teaching Students with Disabilities, birth through grade 2. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have a supervised fieldwork experiences in a birth-Pre-K and kindergarten setting and in grades 1-2, in an under-resourced public or charter school/program, as well as in a special education or inclusion setting. All graduate students in this program fulfill some of these placement requirements through course assignments. Student teachers fulfill remaining experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork experience where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
“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
Soyoung Park, Director, Online Program spark2@bankstreet.edu
Rae Leeper, Director, On-Campus Program rleeper@bankstreet.edu
30 Credits | Master of Science in Education (MSEd) or Master of Education (EdM)
This program in Early Childhood Special Education is designed for individuals who currently hold initial New York State certification in general education at the early childhood level. This master’s program sequence meets the needs of those teachers who wish to work with young children with disabilities, preschool through grade 2, and with their families. For those students with a prior master’s degree in education, this program leads to the Master of Education (EdM) degree.
This program has an on campus and a fully online option. For both tracks you will engage in use of technology. Particularly for the fully online program, you will be asked to use a range of technological tools. You must have a dedicated computer or tablet and stable Internet access. You will be expected to become familiar with the online tools, reach out to ask for support as you navigate the technology, and strengthen your presence and skill set in the online environment.
Due to the cohort nature of the online program, students are not permitted to transfer into the online program once they have begun coursework in an on campus program.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must have New York State initial certification in Early Childhood or Childhood General Education. If the applicant has an initial certification, it will need to be valid during the entire duration of their matriculation. Out of state certification holders must apply for and be granted reciprocity with New York before being admitted into the program.
Certification
Graduates are eligible for New York State certification in Teaching Students with Disabilities, birth through grade 2. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have a supervised fieldwork experience in a special education or inclusion setting. Student teachers fulfill this experience through their placement in the fall or spring. Working teachers and assistants may need to enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Early Childhood Special Education
Early Childhood Special Education Advanced Certificate (Non-Degree)
Rae Leeper, Director rleeper@bankstreet.edu
15-21 Credits | Certificate Program
This certificate program is designed for teachers who are interested in adding Early Childhood Special Education teaching certification to their existing New York State teaching certification. Supervised Fieldwork/Student Teaching/Advisement is not required for those students who have previous experience teaching in an inclusion or special education setting. Please note that this program does not qualify for financial aid.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this certificate program must have a master’s degree in education with a 3.0 GPA or higher from an accredited institution of higher education and already hold New York State initial/
professional teaching certification in Early Childhood or Childhood General Education. If the applicant has an initial certification, it will need to be valid during the entire duration of their matriculation.
Certification
Students who complete this sequence are eligible for New York State certification in Teaching Students with Disabilities, birth through grade 2. See page 133 for more detailed certification information. This certificate does not lead to a master’s degree, but students may apply for the Early Childhood Special Education master’s degree program (page 25) should they wish to continue their studies. 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 (Dignity for All Students) is a requirement of this program.
course is waived for students who have already taken a similar course as part of their initial certification. Students may then take a 2 credit elective course with director approval.
15-credit certificate program assumes that the supervised fieldwork requirement has been met via a
Childhood Special and General Education Dual Certification/ Dual Degree with Columbia University School of Social Work
Rae Leeper, Director rleeper@bankstreet.edu
43 credits | Master of Science in Education (MSEd)
Students in this unique program earn two degrees, a Master of Science in Education (MSEd) and a Master of Social Work (MSW). The Columbia University portion of the dual degree program is at least 48 credits.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants must apply and be admitted to each degree program at both Bank Street and Columbia University.
Certification
Graduates are eligible for NYS certification in Early Childhood General Education and in Teaching Students with Disabilities, birth through grade 2. See page 133 for more detailed certification information. See the Columbia University School of Social Work catalog
for additional information. Completion or evidence of completion of the three NYS mandated workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention (Dignity for All Students) is a requirement of this program. Degrees at both institutions are conferred only after both programs are completed.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have a supervised fieldwork experiences in a birth-Pre-K and kindergarten setting and in grades 1-2, in an under-resourced public or charter school/program, as well as in a special education or inclusion setting. All graduate students in this program fulfill some of these placement requirements through course assignments. Student teachers fulfill remaining experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork experience where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Early Childhood Special Education/ Dual Degree with Columbia University School of Social Work
Rae Leeper, Director rleeper@bankstreet.edu
30 credits | Master of Science in Education (MSEd)
Master of Education (EdM)
Students in this unique program earn two degrees, a Master of Science in Education (MSEd) or a Master of Education (EdM), and a Master of Social Work (MSW) (for those with a prior master’s degree in education, this program leads to the EdM). The Columbia University portion of the dual degree program is at least 48 credits.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must have valid NYS initial certification in Early Childhood or Childhood General Education. If the applicant has an initial certification, it will need to be valid during the entire duration of their matriculation. Out of state certification holders must apply for and be granted reciprocity with New York before being admitted into the program. Applicants must apply and
be admitted to each degree program at both Bank Street and Columbia University.
Certification
Graduates are eligible for New York State certification in Teaching Students with Disabilities, birth through grade 2. See page 133 for more detailed certification information. Completion or evidence of completion of the three NYS mandated workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention (Dignity for All Students) is a requirement of this program. Degrees at both institutions are conferred only after both programs are completed.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have a supervised fieldwork experience in a special education or inclusion setting. Student teachers fulfill this experience through their placement in the fall or spring. Working teachers and assistants may need to enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Early Childhood and Childhood General Education Dual Certification
Abby Kerlin, Director akerlin@bankstreet.edu
46-47 Credits | Master of Science in Education (MSEd)
This program sequence, also referred to as cross-age, is for those prospective teachers who seek preparation to work with children from preschool through grade 6. Student teachers and working teachers will gain classroom experience across a broad range of grade levels through fieldwork and coursework requirements. All working and student teachers must use EDUC 808 to complete one of the four age-band requirements of this program. Working teachers must complete EDUC 994 in a different age-band than the age band of the teaching job they will hold during the year of supervised fieldwork.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have supervised fieldwork experiences in birth-PreK and kindergarten setting, in grades 1-2, and in grades 4-6, as well as in an under-resourced public or charter school/program. Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in two additional fieldwork placements, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Certification
Graduates are eligible for New York State certification in both Early Childhood, birth through grade 2, and Childhood, grades 1 through 6, General Education. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Early Childhood and Childhood General Education
Childhood General Education
Abby Kerlin, Director akerlin@bankstreet.edu
45 Credits | Master of Science in Education (MSEd)
This program sequence is for those teachers and prospective teachers who wish to work with children in elementary schools, grades 1 through 6.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process.
Certification
Graduates are eligible for NYS certification in Childhood General Education, grades 1 through 6. See page 133 for more detailed certification information. Completion or evidence of completion of the three NYS mandated
workshops in Child Abuse Identification, School Violence Prevention, and Harassment, Bullying, and Discrimination Prevention (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have supervised fieldwork experiences in grades 1-3 and in grades 4-6, as well as in an under-resourced public or charter school/program. Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
(continued on next page)
Childhood Special and General Education Dual Certification
Soyoung Park, Director, Online Program spark2@bankstreet.edu
Elizabeth Silva Diaz, Director, On-Campus Program esilva@bankstreet.edu
52 Credits | Master of Science in Education (MSEd)
This program sequence is for those teachers and prospective teachers who wish to work with children from grades 1 through 6 in general, inclusion, or special education settings. This program provides an understanding of a broad range of learning styles so that students can identify and nurture each child’s learning style and build home/school connections. This program has an on campus and a fully online option. For both tracks you will engage in use of technology. Particularly for the fully online program, you will be asked to use a range of technological tools. You must have a dedicated computer or tablet and stable Internet access. You will be expected to become familiar with the online tools, reach out to ask for support as you navigate the technology, and strengthen your presence and skill set in the online environment.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process.
Certification
Graduates are eligible for New York State certification in Childhood General Education and in Teaching Students with Disabilities, grades 1 through 6. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have supervised fieldwork experiences in
• grades 1-3 and in grades 4-6
• in a public or charter school/program that falls under the State’s definition of high needs, and
• in a general and special education/inclusion setting.
Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
(continued on next page)
Requirements
This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the director or advisor. Students in the online cohort program should review page 118 for information on
Childhood Special and General Education Dual Certification Residency
Elizabeth Silva Diaz, Director, On-Campus Program esilva@bankstreet.edu
52 Credits | Master of Science in Education (MSEd)
This teacher residency program prepares students to be childhood special and general educators in diverse settings. The program is currently expanding to include school districts and organizations beyond New York City. The program is designed for prospective teachers who are interested in working with students in special and general education, who will learn to:
• Construct developmentally responsive learning experiences that encourage all learners to follow their curiosities.
• Create accessible curricula so all learners can explore literacy, literature, mathematics, science, arts, and social studies content.
• Develop a strong social justice, anti-racist focus.
• Apply New York State’s Culturally Responsive Sustaining Education Framework to their practice.
• Plan for dynamic and collaborative partnerships with families and school professionals.
• Engage in critical explorations of themselves, others, and the wider world.
This residency is currently funded by the Empire State Teacher Residency Program in partnership with New York City Public Schools.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. In addition, students will need to show a breadth and depth in the liberal art and sciences. This program is open to international students, who should refer to the website program page for more information.
Certification
Graduates are eligible for New York State certification in Childhood General Education and in Teaching Students with Disabilities, grades 1 through 6. See page 133 for 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, andDiscrimination Prevention (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
In addition to supervision from core faculty, and close collaboration with peers in conference groups, you will work in a classroom setting as a resident five days a week and experience two age bands (grades 1-3 and grades 4-6) in general and special education in public school environments.
(continued on next page)
Childhood Special and General Education Dual
Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the director or advisor. Students in the online cohort program should review page 118 for information on
Childhood Special Education
Soyoung Park, Director, Online Programs spark2@bankstreet.edu
Elizabeth Silva Diaz , Director, On-Campus Program esilva@bankstreet.edu
36 Credits | Master of Science in Education (MSEd) or Master of Education (EdM)
This program in Childhood Special Education is designed for individuals who currently hold initial New York State certification in general education at the childhood level. This master’s program prepares those teachers who wish to work with children in grades 1 through 6 who have special needs. For those students with a prior master’s degree in education, this program leads to the Master of Education (EdM) degree.
This program has an on campus and a fully online option. For both tracks you will engage in use of technology. Particularly for the fully online program, you will be asked to use a range of technological tools. You must have a dedicated computer or tablet and stable internet access.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must have New York State initial certification in Early Childhood or Childhood General Education. If the
applicant has an initial certification, it will need to be valid during the entire duration of their matriculation. Out of state certification holders must apply for and be granted reciprocity with New York before being admitted into the program.
Certification
Graduates are eligible for New York State certification in Teaching Students with Disabilities, grades 1 through 6. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have supervised fieldwork experiences in a special education or inclusion setting in grades 1-6. Student teachers fulfill these experiences through their placements in the fall or spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
“Bank Street provided me a new community of people where I feel valued as a learner, a teacher, and classmate. Each class has proved to be invaluable in my professional and personal development.”
Tashnuva, Childhood General and Special Education
Childhood Special Education (continued)
Childhood Special Education Advanced Certificate (Non-Degree)
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
15-21 Credits | Certificate Program
This certificate program is designed for teachers who are interested in adding Childhood Special Education teaching certification to their existing New York State teaching certification. Supervised Fieldwork/Student Teaching/Advisement is not required for those students who have previous experience teaching in an inclusion or special education setting.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this certificate program must have a master’s degree in education with a 3.0 GPA or higher from an accredited institution of higher education and already hold New York State initial/professional teaching certification in Early Childhood or Childhood General Education. If the applicant has an initial certification, it will need to be valid during the entire duration of their matriculation.
Certification
Students who complete this sequence are eligible for New York State certification in Teaching Students with Disabilities, grades 1 through 6. See page 133 for more detailed certification information. This certificate does not lead to a master’s degree, but students may apply for the Childhood Special Education master’s degree program (should they wish to continue their studies. 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 (Dignity for All Students) is a requirement of this program.
*This course is waived for students who have already taken a similar course as part of their initial certification. Students may then take a 2 credit elective course with director approval.
**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 director or designee.
Childhood Special and General Education Dual Certification/ Dual Degree with Columbia University School of Social Work
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
43 Credits | Master of Science in Education (MSEd)
Students in this unique program earn two degrees, a Master of Science in Education (MSEd) and a Master of Social Work (MSW) The Columbia University portion of the dual degree program is at least 48 credits.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants must apply and be admitted to each degree program at both Bank Street and Columbia University.
Certification
Graduates are eligible for New York State certification in Childhood General Education and in Teaching Students with Disabilities, grades 1 through 6. See page 133 for more detailed certification information. See the
Columbia University School of Social Work catalog for additional 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have supervised fieldwork experiences in grades 1-3 and in grades 4-6, in a public or charter school/ program that falls under the State’s definition of ‘high needs’, and in a general and special education/inclusion setting. Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Childhood Special and General Education
Dual Certification/ Dual Degree with Columbia University School of Social Work (continued)
Childhood Special Education/ Dual Degree with Columbia University School of Social Work
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
36 Credits | Master of Science in Education (MSEd) or Master of Education (EdM)
Students in this unique program earn two degrees, a Master of Science in Education (MSEd) or a Master of Education (EdM), and a Master of Social Work (MSW) (for those with a prior master’s degree in education, this program leads to the EdM). The Columbia University portion of the dual degree program is at least 48 credits.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must have valid New York State initial certification in Early Childhood or Childhood General Education. If the applicant has an initial certification, it will need to be valid during the entire duration of their matriculation. Out of state certification holders must apply for and be granted reciprocity with New York before being admitted into the program. Applicants must apply and be admitted to each degree program at both Bank Street and Columbia University.
Certification
Graduates are eligible for New York State certification in Teaching Students with Disabilities, grades 1 through 6. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have a supervised fieldwork experience in a special education or inclusion setting. Student teachers fulfill this experience through their placement in the fall or spring. Working teachers and assistants may need to enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
“A Bank Street education is a meaningful investment in my career. Bank Street graduates are highly valued by school systems and institutions. In addition to being sought-after professionals, Bank Street graduates are extremely satisfied with their preparation and with their careers.”
Kyalik, Childhood General and Special Education
Childhood Special Education/ Dual Degree with Columbia University School of Social Work
Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the director or advisor.
Teaching Adolescents with Disabilities
Shawna Hansford, Director shansford@bankstreet.edu
33 Credits | Master of Science in Education (MSEd)
The Teaching Adolescents with Disabilities, Alt Cert program is designed for applicants seeking to teach adolescents with disabilities in grades 7-12. In partnership with the New York City Public Schools (NYCPS), this program provides students with a Transitional B (or alternative) certification, which allows participants to be teachers of record their first year in the classroom and their first year in a graduate program. This program is only open to students in the New York City Teaching Fellows cohort. Students in this cohort program should review page 119 for information on program plans.
Admissions Requirements
Students are recruited by and admitted through the New York City Teaching Fellows program. See page 107 for additional graduate school admissions criteria and application process.
Certification
Graduates are eligible for New York State certification in Teaching Students with Disabilities 7-12 Generalist. No prior teaching certification is necessary for this program See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York City requires all graduate students in this program to find co-teaching positions as special education teachers in high needs public schools, in grades 7-12. Graduate students must be hired by a school from a list provided by the NYCPS. Bank Street must verify a student’s employment in one of the NYCPS-approved schools. Candidates in the program fulfill their supervised fieldwork experiences through their employment during the fall and spring semesters across two years. New York State requires graduate students to have field experiences in both grades 7-9 and 10-12.
Dual Language/Bilingual Early Childhood General Education
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
47-48 Credits | Master of Science in Education (MSEd)
This program is designed for teachers and prospective teachers who are interested in working with young children (birth through grade 2) for whom Spanish or Mandarin is the primary language.
Admissions Requirements
See page 108 for graduate school admissions criteria and application process. Applicants for this program must be fluent in both Spanish or Mandarin and English.
Certification
Graduates are eligible for New York State certification in Early Childhood General Education, birth through grade 2, with the bilingual extension. See page 133 for
Course Requirements Note:
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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have field experiences in birth-PreK and kindergarten settings, and in grades 1-2, in an underresourced public or charter school/program, as well as in a dual/language bilingual setting. Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Dual Language/Bilingual Early Childhood Special and General Education
Dual Certification
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
51-52 Credits | Master of Science in Education (MSEd)
This program is designed for teachers and prospective teachers who are interested in working with young children (birth through grade 2), including those with special needs, for whom Spanish or Mandarin is the primary language. Students will learn to teach in general education, self-contained special education, and inclusion settings.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must be fluent in both Spanish or Mandarin and English.
Certification
Graduates are eligible for New York State certification in Early Childhood General Education and Teaching Students with Disabilities, birth through grade 2,
with the bilingual extension. See page 133 or 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have field experiences in birth-PreK and kindergarten settings, and in grades 1-2, in an under-resourced public or charter school/program, a dual/language bilingual setting, and in an inclusion and/ or special education classroom. Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the director or advisor. Courses marked with an asterisk (*) are common to all Dual Language/Bilingual programs.
Dual Language/Bilingual Early Childhood Special Education
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
39 Credits | Master of Science in Education (MSEd) or Master of Education (EdM)
This program in Dual Language/Bilingual Early Childhood Special Education is designed for bilingual teachers who currently hold New York State certification in general education at the early childhood level and who want to work in special education or inclusion settings with very young children (ages birth through grade 2) for whom Spanish or Mandarin is the primary language. For those with a prior master’s degree in education, this program leads to the EdM degree.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must be fluent in both Spanish or Mandarin and English languages and have New York State initial certification in Early Childhood or Childhood General Education. If the applicant has an initial certification, it will need to be valid during the entire duration of their matriculation. Out of state certification holders must apply for and be granted reciprocity with New York before being admitted into the program.
Certification
Graduates are eligible for New York State certification in Teaching Students with Disabilities, birth through grade 2, with the bilingual extension. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have a supervised fieldwork experience in a bilingual special education or inclusion setting. Student teachers fulfill this experience through their placement in the fall or spring. Working teachers and assistants may need to enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
“The Dual Language Childhood Education Program at Bank Street truly emphasizes the importance of learning in more than one language. The community of instructors and students that is found in the program is truly nurturing! ”
Benelly, Dual
Language/Bilingual Childhood Special Education
Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the director or advisor. Courses marked with an asterisk (*) are common to all Dual Language/Bilingual programs.
Dual Language/Bilingual Childhood General Education
Elizabeth Silva Diaz | Director esilva@bankstreet.edu
45 Credits | Master of Science in Education
(MSEd)
This program is designed for teachers and prospective teachers who are interested in working in elementary classrooms (grades 1 through 6) with children for whom Spanish or Mandarin is the primary language.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must be fluent in both Spanish or Mandarin and English.
Certification
Graduates are eligible for New York State certification in Childhood General Education, grades 1 through 6, with the bilingual extension. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have supervised fieldwork experiences in grades 1-3 and in grades 4-6, as well as in an under-resourced public or charter school/program, as well as in a dual/language bilingual setting. Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the director or advisor.
Dual Language/Bilingual Childhood Special and General Education
Dual Certification
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
58-59 Credits | Master of Science in Education (MSEd)
This program is designed for those who want to work in elementary classrooms (grades 1 through 6) with children, including those with special needs, for whom Spanish or Mandarin is the primary language. Students will learn to teach in general education, self-contained special education, and inclusion settings.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must be fluent in both Spanish or Mandarin and English languages.
Certification
Graduates are eligible for New York State certification in Childhood General Education and Teaching Students with Disabilities, grades 1 through 6, with the bilingual extension. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have supervised fieldwork experiences in grades 1-3 and in grades 4-6, in an under-resourced public or charter school/program, a dual/language bilingual setting, and in an inclusion and/or special education classroom. Student teachers fulfill these experiences through their placements in the fall and spring. Working teachers and assistants must enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
New York City Public Schools Graduate Scholarship
Eligible candidates are encouraged to apply to the NYC Public Schools Graduate Scholarship program (www. teachnycprograms.net). Please note that candidates in the NYC Public Schools Bilingual Cohort must be admitted to the NYC Public Schools Jose P. Graduate Scholarship program and meet the requirements set forth by the NYC Public Schools Office of Scholarships, Incentives and Speech Programs.
Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the director or advisor. Courses marked with an asterisk (*) are common to all
Dual Language/Bilingual Childhood Special Education
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
42-43 Credits | Master of Science in Education (MSEd) or Master of Education (EdM)
This program in Dual Language/Bilingual Childhood Special Education is designed for bilingual teachers who currently hold initial New York State certification in general education at the childhood level and who want to work in special education and inclusion settings (grades 1 through 6), with the option of teaching in bilingual classrooms. For those with a prior master’s degree in education, this program leads to the EdM degree.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must be fluent in both Spanish or Mandarin and English languages and have a valid New York State initial certification in Early Childhood or Childhood General Education. If the applicant has an initial certification, it will need to be valid during the entire duration of their matriculation. Out of state certification holders must apply for and be granted reciprocity with New York before being admitted into the program.
Certification
Graduates are eligible for New York State certification in Teaching Students with Disabilities, grades 1 through 6, with the bilingual extension. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have a supervised fieldwork experience in a bilingual special education or inclusion setting. Student teachers fulfill this experience through their placement in the fall or spring. Working teachers and assistants may need to enroll in an additional fieldwork placement, where they will be placed by Bank Street in the appropriate setting to fulfill their degree requirements.
Dual Language/Bilingual Childhood Special Education
Course Requirements Note: This course listing does not indicate a suggested sequence. Course selection and sequencing is planned in consultation with the director or advisor. Courses marked with an asterisk (*) are common to all Dual Language/Bilingual programs.
Bilingual Extension (Non-Degree)
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
15 Credits | Certificate Program
This sequence is designed for teachers who are interested in adding the bilingual extension to their New York State certification. Supervised Fieldwork/ Student Teaching/Advisement is not required.
Admissions Requirements
See website for admissions criteria and application process and page 107 for additional admissions requirements. Applicants for this sequence must already hold a New York State professional teaching certification and must be fluent in both Spanish or Mandarin and English languages.
Certification
Students who complete this sequence are eligible for the bilingual extension to New York State teaching certification. See page 133 for more detailed certification information. This sequence does not lead to a master’s degree; therefore, it will not provide graduates with professional certification in education. Upon completion of this sequence, students must apply for the bilingual extension through the Certification Office. 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 (Dignity for All Students) is a requirement of this program.
Teaching English to Speakers of Other Languages (TESOL) Residency
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
41 Credits | Master of Science in Education
(MSEd)
This program is designed for prospective teachers who are interested in working with students learning English as a new language (ENL) in grades pre-K-12. Grounded in a developmental-interaction approach, our program is steeped in the belief that through careful observation, culturally sustaining pedagogy, inquiry learning, and assessment, teachers are able to respond to students’ shifts in development and interests. No prior teaching certification is needed. Graduates of the TESOL program are expected to seek full-time positions as teachers of English as a new language in NYCPS public schools.
This residency is currently funded by the Empire State Teacher Residency Program in partnership with New York City Public Schools.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. To fulfill New York State certification requirements, applicants must have at least 6 semester
hours or the equivalent of study (i.e. passing CLEP exam scores) in a language other than English at the time the program begins, but must fulfill a total of 12 semester hours in order to complete and graduate from the program.
Certification
Graduates are eligible for New York State certification in TESOL, grades K-12. No prior teaching certification is necessary for this program. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
Supervised fieldwork will occur during the residency year. You will have teaching experiences in grades pre-K-6 and grades 7-12 over the course of the program. You will be supervised by your advisor, a core graduate faculty mentor, and an experienced teacher and be expected to participate in a weekly conference group of 6-8 students along with your advisor.
Teaching
English to Speakers of Other Languages (TESOL) Advanced Certificate
Elizabeth Silva Diaz, Director esilva@bankstreet.edu
12–21 Credits | Certificate Program
This certificate program is designed for teachers who are interested in adding a TESOL certification to their existing New York State teaching certification. Depending on your prior teaching experiences with ENL students, you may have one semester of supervised fieldwork.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants must have a master’s degree in education with a 3.0 GPA or higher from an accredited institution of higher education and hold a valid New York State initial/professional teaching certification in early childhood, elementary or childhood, middle childhood, secondary or adolescent education, literacy or special education. If the applicant has an initial certification, it will need to be valid during the entire duration of their matriculation.
Applicants must also have at least 12 semester hours or the equivalent of study of a language other than English.
Certification
Graduates are eligible for New York State certification in TESOL, grades K-12. This certificate does not lead to a master’s degree, but students may apply for the TESOL master’s degree program (page 54). See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Supervised Fieldwork/Advisement
New York State requires all graduate students in this program to have supervised fieldwork experiences in grades PreK-6 and in grades 7-12, in settings with children for whom English is not their first language, as well as in an under-resourced public or charter school/ program. Depending on your prior teaching experiences with ENL students, you may have one semester of supervised fieldwork.
** TESOL Certification requires student teaching with students learning English as a new language in both elementary (preK-6) and secondary schools (7-12). Depending upon a candidate’s existing teaching certification(s), s/he will need to add supervised fieldwork for the missing grade band.
*** Supervised Fieldwork/Student Teaching/Advisement is not required for those students who have previous experience teaching in both elementary (PreK - 6) and secondary schools (7 - 12).
33 Credits | Master of Science in Education (MSEd)
If you already have initial teaching certification, the newly redesigned program in Reading & Literacy: Inclusive Teaching prepares you to work across grade levels, providing a greater range of teaching opportunities. This program is designed for classroom teachers who seek to deepen their literacy teaching methods, become reading specialists, or literacy coaches to work with culturally diverse learners and develop literacy curriculum that applies culturally responsive pedagogies.
Using multicultural literature as a foundation for teaching literacy, the program is designed to integrate reading research and practice that are informed by evidence-based teaching methods for early childhood through high school. Fieldwork is coordinated with coursework in each year of the program to provide
opportunities to deepen these connections between theory and practice. You will study methods for teaching phonics, oral language comprehension, decoding, reading comprehension, spelling, and writing to neurotypical and neurodiverse learners.
Benefits of this program include:
• Small class size and faculty/student ratio, which provide opportunities for collaboration, in-depth learning, and individualized coaching.
• Offers rolling admissions and the flexibility of starting in fall or spring.
• Designed to be completed in 18 months while you continue working in your current teaching position.
• Provides additional certification that may increase your salary.
Admissions Requirements Initial New York state certification in Early Childhood or Childhood General Education.
Studies in Education
Rae Leeper, Program Director rleeper@bankstreet.edu
30 Credits | Master of Science in Education (MSEd) or Master of Education (EdM)
Overview
The Studies in Education program is designed for students who wish to pursue an individualized course of study across the programmatic spectrum to meet individual academic and career interests. Together, the student and the program director plan a course of study based on the student’s stated goals. The program prepares professionals for a range of roles. With approval from the Program Director, students can take courses in the Online Leadership Programs and the on campus Teaching and Learning programs. In accordance with the New York State Education Department requirements, students in the Studies in Education Program must complete at least 51% of their credits on campus. It does not lead to any certification.
Students in Studies in Education have pursued careers in areas such as writing for children, educational policy and advocacy, educational consultation, creating developmentally appropriate content for television and media, after school programming, and arts education. Prospective students are invited to discuss their interest in this program with the program director to explore individual areas of concentration.
Course Requirements
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for this program must demonstrate a strong interest in studying children, the way they learn, and the adults who provide materials and leadership for them as well as the constituents and communities that can support their learning and development. To qualify for the EdM track, applicants must hold a prior master’s degree in education.
Certification
Graduates of this program are not eligible for certification. This program is not intended for individuals who plan to be classroom teachers or school leaders at institutions that require state licensure and / or certification.
Supervised Fieldwork/Advisement
While students take courses, they gain appropriate experience and intensive advisory support through supervised fieldwork/advisement. Students will enroll in supervised fieldwork for one semester (3-6 credits) or two semesters (6-12 credits).
The fieldwork placements will be selected with the student’s special focus in mind. For students already working in an appropriate setting, this may become the major work site for supervision. See page 10 for a full description of supervised fieldwork/advisement.
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.
Child Life Online
Deborah Vilas, Director dvilas@bankstreet.edu
42 Credits | Master of Science
(MS)
Overview
The child life program prepares students for careers as child life specialists in both hospital and community health care environments. Students develop the skills necessary to promote culturally sensitive, familycentered, developmentally appropriate care, and learn how to work with children and their families who are living with acute or chronic illness, surgery, trauma, injuries, and disabilities.
Throughout the program, students integrate theory and practice, grounding their work in a deep understanding of child and adolescent development. Students learn to advocate for and with children and their families, prepare children for medical procedures, teach children and their families about their diagnosis and treatment, minimize stress and anxiety for children and their families, create opportunities that strengthen self-esteem and independence, provide nonpharmacological techniques to comfort children, and provide life experiences that promote optimal growth and development.
Students will be asked to use a range of technological tools as part of your online program. Students must have a dedicated computer or tablet and stable Internet access. They will be expected to become familiar with the online tools, reach out to ask for support as they navigate the technology, and strengthen their presence and skill set in the online environment.
During the semester of supervised fieldwork/advisement, students are interns in child life health care settings where they are mentored by a Bank Street advisor and supervised by Certified Child Life Specialists in their fieldwork. Supervised fieldwork students participate in a one-semester weekly synchronous online conference group and ongoing advisement, which are instrumental in supporting professional growth and development during their internship.
Two Semester Internship and Advisement
In rare cases, hospitals require a two-semester internship. Students who pursue a two-semester internship require Bank Street supervision for the second semester of the internship and will be charged an additional fee for advisement supervision.
Securing an Approved Internship Position
All child life students are required to secure an internship position in a clinical setting in order to receive a master’s degree and sit for the ACLP certification exam. Internships are primarily full-time for one semester. To gain this highly competitive position, child life students are strongly encouraged to apply to a minimum of fifteen internship placements. Each student must be interviewed for and accepted into a setting that meets Association of Child Life Professionals (ACLP) standards of practice. To be able to complete an internship, the site must also hold an affiliation agreement with Bank Street, or be willing to enter into an affiliation agreement. Students should be aware that an agreement process can take a few months to complete. Bank Street has a high success rate of negotiating agreements with hospitals; however, the College cannot guarantee an affiliation agreement.
Admissions Requirements
See page 107 for graduate school admissions criteria and the application process. Applicants for this program must have completed a bachelor’s degree at the time of enrollment and demonstrate experience working with children. Admitted students must complete documented paid or volunteer hours with both well and sick children prior to applying for practicums or internships. One hundred of these hours must be in a pediatric healthcare setting. There is no minimum number of hours required outside a healthcare setting. Examples include but are not limited to volunteering in a hospital, programs for children with medical diagnoses, child life pre-internship experiences, volunteering at hospice sites, and paid work experience in a hospital setting. Applicants will need a letter from a professional reference who has directly observed the student working with children. A letter from a Certified Child Life Specialist is recommended, but not required. Applicants must have a dedicated computer or tablet and reliable internet access to participate in this program. At this time, Bank Street, cannot accept applications for the 42 credit program from outside the United States.
Certification
The Child Life Certification Commission (CLCC) grants child life professional certification. Upon successful completion of our child life master’s degree program including internship, graduates will be prepared to sit for the Association of Child Life Professional (ACLP) certification examination. For more information, contact the Association of Child Life Professionals at (301) 881–7090 or (800) 252–4515 or www.childlife.org
Child Life Online | Advanced Standing
Deborah Vilas, Director dvilas@bankstreet.edu
30 Credits | Master of Science
(MS)
Overview
The Advanced Standing program is designed for students who are Certified Child Life Specialists in both hospital and community healthcare environments and wish to obtain a master’s degree to further their skills or career. Students strengthen the skills necessary to promote culturally sensitive, family-centered care and learn additional methods to work with children and their families who are living with the realities of acute or chronic illness, surgery, trauma, injuries, and disabilities. Students integrate theory and practice as they learn developmentally appropriate ways of working with children and their families in healthcare settings. Students learn to advocate for and with children and their families, prepare children for medical procedures, teach children and their families about their illness, minimize stress and anxiety for children and their families, create opportunities that strengthen self-esteem and independence, and provide nonpharmacological techniques to comfort children, and
provide life experiences that promote optimal growth and development. Students will be asked to use a range of technological tools as part of their online program. Students must have a dedicated computer or tablet and stable internet access. Students will be expected to become familiar with the online tools, reach out to ask for support as they navigate the technology, and strengthen their presence and skill set in the online environment.
Admissions Requirements
See page 107 for graduate school admissions criteria and the application process. Applicants for this program must have completed a bachelor’s degree and be a Certified Child Life Specialist. Applicants will need a letter from a professional reference who has directly observed their work with children. A letter from a Certified Child Life Specialist is recommended, but not required. Applicants must have a dedicated computer or tablet and reliable internet access to participate in this program.
Certification
This program does not lead to certification.
“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.”
Overview
The Educational Leadership Department seeks to enhance learning in early childhood and PreK–12 programs as well as museum and cultural settings by preparing leaders who have the knowledge, skills, and commitment needed to engage learners, strengthen professional practice, and guide continuous organizational improvement.
The Leadership Department views the practice of leadership as transformative, humane, collaborative, and personal. Leadership candidates bring their insight about child development to their studies as they start coursework that will broaden their conceptual understandings and skills, including those related to adult development, the sociocultural, historical, and political foundations of school leadership, organizational development, leadership in curriculum and instruction, and the school change process which are essential to the success of those in school and district leadership.
Drawing heavily upon the philosophy of progressivism elaborated by Bank Street’s founders, our approach challenges leaders to attend both to the unique qualities and potential each learner brings to the classroom and to the educator’s role in creating a more caring, just society.
Our programs enable candidates to explore the complexities and dynamics of transformational leadership. Candidates consider the sociopolitical realities that frame the work of schools, the ethical and moral dimensions of leadership, the role of leader as researcher, and the practices of school administration.
Our Educational Leadership programs align with national and state leadership standards. Programs of study include Early Childhood Leadership, Leadership in Mathematics Education, Leadership in Museum Education, Progressive Leadership, Future School Leaders Academy, National Aspiring Principals Fellowship and Certificate program.
The Leadership Department offers the Master of Science in Education (MSEd) and the Master of Education (EdM) degrees. The MSEd is awarded to students who are completing their first masters. The EdM is an advanced degree awarded to candidates who already have a master’s degree in education.
Lydia Colón Bomani, Department Chair lcolonleon@bankstreet.edu
“Bank Street will ask you to slow down and look at the world carefully and allow the people and places to teach you about what matters. ”
Erica, Progressive Leadership Program
Aspiring Schools District Leaders Scholars Program
Nicole Limperopulos, Director nlimperopulos@bankstreet.edu
11 credits | Certificate
The Aspiring School District Leaders Scholars (ASDLS) Program is a competency-based certificate program that has been developed in collaboration with the New York City Public Schools. The program is delivered over two semesters (fall and spring) and prepares candidates to be transformational district leaders. Course content includes a focus on developing a district vision, assessing relationships among key stakeholders, understanding accountability through a district lens, and allocating the fiscal, human, and materials resources across the district. The coursework and field experiences prepare candidates for a range of positions across both district and central offices.
This program is offered fully online. Students will be asked to use a range of technological tools as part of the online program. Students are provided with support in navigating the technology. Minimum technological program requirements include a computer, stable internet access, and webcam.
Admissions Requirements
Candidates wishing to enroll in ASDLS must possess a minimum of 49 graduate credits from previous coursework at the point of admission.
Supervised Fieldwork/Advisement
The Aspiring School District Leader Scholars Program consists of five credits of academic courses, and six credits of supervised fieldwork. The program embeds the requisite supervised fieldwork across both semesters of the program.
Certification
This program culminates in an institutional recommendation for New York State School District Leadership Certification (SDL) and is intended for those individuals who have already completed a master’s or doctoral degree(s) in educational leadership at an accredited institution and/or have completed a program leading to School Building Leader Certification (SBL or SAS). Please see page 133 for additional certification requirements.
Early Childhood Leadership
Wendy Pollock, Director wpollock@bankstreet.edu
30 credits | Master of Science in Education (MSEd)
The Early Childhood Leadership program is designed to support the development of early childhood teachers and directors to strengthen the leadership skills of present leaders/directors/administrators. Participants will earn their Master’s Degree and be eligible for the School Building Leader (SBL) certification as well as earning a Children’s Program Administrator Credential (CPAC)* from the New York State Association for Early Childhood Education. This program is offered fully online. Students will be asked to use a range of technological tools as part of your online program. Students must have a dedicated computer or tablet and stable internet access. Participants will be expected to become familiar with the online tools, reach out to ask for support as they navigate the technology, and strengthen their presence and skill set in the online environment.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants for CPAC Certification must have an earned Bachelor’s degree with an undergraduate GPA of 3.0 (B average) or higher and a minimum of 18 credits in child development (early childhood education or related area). Applicants for SBL and CPAC Certification must have an undergraduate GPA of 3.0 (B average) or higher and at least three years of experience working as a full-time, paid, head teacher or in pupil personnel services, in an early childhood center, a community-based center or elementary school (PreK-3). Applicants will need to be working at an appropriate site during the duration of the program.
Supervised Fieldwork/Advisement
Supervised fieldwork and advisement is completed during the Fall and Spring semesters of the program. Through supervised fieldwork/advisement, candidates practice leadership activities in their work settings and, with guidance from their faculty advisor and site mentor, develop the ability to synthesize theory and practice.
Certification
Students will be eligible for certification upon completion of course requirements of the degree and the portfolio has been completed successfully.
• CPAC Certification: To be eligible for a Children’s Program Administrator Credential through the NYS Association for the Education of Young Children, candidates must complete 18 college credits in child development or related areas, 18 credits in program administration, a portfolio demonstrating mastery in each of the six Program Administrator Credential Competencies, and submit three letters of professional recommendation.
• SBL Certification: To be eligible for New York State School Building Leader (SBL) certification, students must have successfully completed three years of fulltime, paid head teaching or pupil personnel services work in PreK–12 settings, and must pass both the New York State School Building Leader Assessment and the Educating
See page 133 for more detailed certification information.
* The Children’s Program Administrator Credential of New York State is an alternative certification designed to provide for and be recognized as a standard by which to measure program management, fiscal management, and leadership abilities of early childhood and school-age program administrators.
Future School Leaders Academy
Lydia Colón Bomani, Department Chair & Director lcolonleon@bankstreet.edu
30 credits | Master of Education (EdM)
The Future School Leaders Academy (FSLA) aims to increase the size, quality, and diversity of the pool of candidates for educational leadership positions in the public schools and districts in the lower Hudson Valley region and to enable these individuals to address leadership challenges and the region’s unique conditions and priorities. The program uses a collaborative, handson approach to leadership preparation and is offered in partnership with Putnam/Northern Westchester BOCES and participating school districts.
FSLA is designed to develop candidates’ ability to lead and manage schools and districts as purposeful, effective, humane organizations, in order to achieve continuous growth, equity, and excellence. It seeks to broaden and deepen candidates’ understanding of values, trends, and issues that affect learning and teaching, schools, and their communities. There is a specific focus on the challenges of developing learning communities and improving achievement in increasingly diverse districts and schools and on how to develop a culture of innovation, risk taking, and reflective practice to foster good teaching and learning.
To successfully complete the program, candidates must engage in a 30-credit course of study, a culminating project and standards-based portfolio, and a 600-hour building and district leadership internship. The course of study is over two academic years and the intervening summer and is organized around four core themes: leading learning, leading a learning organization, using a learner-centered approach to managing resources and policies, and leading improvement through inquiry and action.
Students in this cohort program should review page 118 for information on program plans.
Admissions Requirements
See page 107 for graduate school admissions criteria and FSLA webpage for the application process. Candidates are nominated by a participating school district or BOCES. Applicants for this program must have a master’s degree in education and at least three years of teaching or pupil personnel experience (PreK-12) and demonstrate leadership ability in an educational setting, including a commitment to working with diverse populations and implementing strategies to close the opportunity and resource gap. FSLA offers a Transition D option for school or district staff that have at least three years of experience that is equivalent to a teacher, administrator or pupil personnel provider; a master’s degree in a relevant field; and who demonstrates promise as an educational leader. If an applicant’s school site requires certification in order to work, this certification must be valid throughout the entire duration of the program.
Supervised Fieldwork/Advisement
With the aim of helping candidates synthesize theory and practice, supervised fieldwork/advisement extends over the two years of the program. Candidates complete a building and district leadership internship encompassing a wide range of activities in their schools, guided by their on-site supervisors and their Bank Street advisors. They participate in conference groups on a regular basis.
Certification
FSLA leads to an advanced master’s degree (EdM) and graduates are eligible for New York State K–12 certification as a School Building Leader (SBL) and a School District Leader (SDL). To qualify for each certificate, candidates must pass the corresponding New York State Assessment and the Educating All Students exam. Transition D candidates will only qualify for certification as a School District Leader (SDL). See page 133 for 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 (Dignity for All Students) is a requirement of this program. To graduate from the dual certification program, candidates must pass the New York State Assessment in School District Leadership.
Leaders in Education Apprenticeship Program (LEAP)
Nicole Limperopulos, Director nlimperopulos@bankstreet.edu
Over three semesters (summer, fall, spring) LEAP provides students with a rigorous, competency-based curriculum
equipped to meet the challenges of building leadership. By embedding the program in the district, this supports the development of a school leadership pipeline and builds the internal capacity for sustainability.
LEAP employs a hybrid model of instruction, fusing together in-person, synchronous, and asynchronous modules. Students will be asked to use a range of technological tools as part of the online program. Minimum technological program requirements include a computer, stable internet access, and webcam.
Leadership in Mathematics Education Online
Amy Withers, Interim Director awithers@bankstreet.edu
37 credits | Master of Science in Education (MSEd)
This program is designed for teachers, academic coaches, or administrators who want to become school leaders with a deeper understanding of mathematics. While candidates earn New York State School Building Leader certification, those who live outside of New York can pursue certification in their home states based on completion of an approved program in New York. This 16-month, fully online program is a cohort model, which supports a sustained learning community throughout the student’s tenure in the program.
This unique program combines opportunities to learn more mathematics, enhance mathematics pedagogy, delve deeply into professional development issues, and learn a full range of essential school leadership skills from anywhere in the country. During this program, students engage in intensive course work in adult development, action research, mathematics, mathematics leadership, and school building leadership. Students are expected to assume a range of leadership responsibilities with an emphasis on professional development in mathematics.
Admissions Requirements
See page 108 for graduate school admissions criteria and application process. Applicants for this program should have at least three years of head teaching experience. If an applicant’s school site requires certification in order to work, this certification must be valid throughout the entire duration of the program.
Supervised Fieldwork/Advisement
During the course of the program, students engage in guided field assignments which are instrumental in supporting professional growth and development. Through supervised fieldwork/advisement, candidates engage in leadership activities and develop the capacity to integrate theory and practice.
• Conference Groups: Two meetings per month during the two fall semesters, spring semester, and summer 1 semester; one meeting per week during the summer 2 semesters.
• Site Visits: There will be eight virtual site visits during the tenure of the program.
• Individual Meetings: Eight one-hour individual meetings throughout the 16 months with an advisor.
• Culminating Project Shares: Students are required to attend culminating project shares as part of advisement hours.
Certification
Graduates are eligible for New York State School Building Leader (SBL) certification. If you hold initial teaching certification, this degree can be used to meet the master’s degree requirement for professional certification. To be eligible for SBL certification, candidates must have successfully completed three years of teaching or pupil personnel service work in PreK–12 settings and must pass both the New York State School Building Leader Assessment and the Educating All Students exam. See page 133 for 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 (Dignity for All Students) is a requirement of this program.
Museum Studies: Learning and Engagement in Museums & Cultural Organizations
Brian Hogarth, Director bhogarth@bankstreet.edu
36 credits | Master of Science in Education
(MSEd)
Our Learning and Engagement in Museums and Cultural Organizations degree will prepare you for a variety of informal educational work in cultural organizations: strengthening civil society through innovative programming, community engagement, online resources and other programs for diverse participants, including children, families and adults. The program introduces you to the field and its many dimensions, advances your professional and educational practice, and builds your capacity to make change happen, inside organizations and within communities.
This is a blended program. Coursework is done mostly online, complemented by four to five short, face-toface weekend meetings in each of the two years in the greater NYC area, plus one weeklong summer session. During the face-to-face meetings, we visit organizations, observe programs, hold small workshops, and meet with professionals at their worksites.
This program will prepare you to work as an educator or public programmer designing and implementing a variety of learning and community engagement programs for cultural and non-profit organizations with educational missions. The range of organizations include art, history,
nature, science, and children’s museums, historic sites, gardens, parks, performing arts centers, zoos, aquariums, libraries, and community centers, among others.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Ideal applicants are actively seeking regular work in the sector or are several years into their career. They should demonstrate involvement or connections with a museum, library, community or cultural (non-profit) organization, either through fulltime, part-time, or as-needed employment, or through volunteer work, undergraduate coursework related to education in the arts/museums, classroom teaching or internship experiences with museums or cultural organizations, or a combination of the above.
Supervised Fieldwork/Advisement
The program integrates coursework with the candidates’ ongoing professional commitments. Each student is assigned an advisor who has had substantial experience in both education and senior management. Each student meets monthly with his or her advisor (who will also visit the home institution on occasion) and also with a small conference group of people who share the same advisor.
National Aspiring Principals Fellowship Program
Nicole Limperopulos, Director nlimperopulos@bankstreet.edu
30 credits | Master of Science in Education (MSEd) 24 credits | Certificate
The National Aspiring Principals Fellowship (NAPF), a collaboration between Bank Street Graduate School and New Leaders, is designed to support the growth and development of school leaders of color and equityfocused leaders.
The NAPF provides students with two pathways to building leadership: (1) the master’s degree, or (2) the certificate program. Students following the master’s degree track complete 30 credits of coursework, including six credits of supervised fieldwork, over four semesters and graduate with a Master’s of Science in Education and an institutional recommendation for New York State School Building Leader Certification. Students enrolled in the certificate program complete 24 credits, including six credits of supervised fieldwork, over three semesters, and receive an institutional recommendation for New York State School Building Leader Certification.
This program is offered fully online. Students will be asked to use a range of technological tools as part of the online program. Students are provided with support in navigating the technology. Minimum technological program requirements include a computer, stable internet access, and webcam.
Admissions Requirements
Please visit New Leaders (https://www.fellowship. newleaders.org/) for admissions criteria and application submission.
Supervised Fieldwork/Advisement
The program integrates supervised fieldwork within the first and second semesters of the program and is required for both the master’s degree and certificate program.
Certification
Both the master’s degree and certification tracks culminate in an institutional recommendation for New York State School Building Leader Certification. See page 133 for more information on the certification process.
Progressive Leadership Program (K - Grade 12)
Abbe Futterman, Director afutterman@bankstreet.edu
31 credits | Master of Education
(EdM) or Master of Science in Education (MSEd)
The Progressive Leadership program prepares future leaders to become the next generation of courageous advocates for educational excellence, equity, and social justice.
Through this master’s degree program, you will join a dynamic and powerful network of changemakers who reflect the diversity of our society and who are committed to driving educational justice and equity. Our community includes candidates from diverse grade spans and school settings, including public, charter, independent, and community-based organizations. Together, you will learn to become bold leaders and courageous advocates for educational equity who celebrate and value diverse voices, backgrounds, and individual talents. You will gain a vision for a brighter future and the tools to create and sustain the nurturing schools that all children and families deserve.
Since 1989, the Progressive Leadership Program has been at the forefront of preparing educational leaders who develop the strengths and possibilities of schools. Courses and fieldwork are firmly rooted in constructivist pedagogy, where experiential, humanizing, and liberatory leadership is not just theoretical, but put into practice.
Our fully online curriculum is interactive, personalized, and experiential. Applicants must have access to a computer and internet. Upon graduation, you will be equipped for a range of educational leadership roles in schools and district settings that focus on school reform and educational equity, including education administrator, assistant principal, principal, coach, director, dean, curriculum leader, and consultant. Your legacy in educational justice begins here.
Certification
Completion of the Progressive Leadership program leads to New York State School Building Leader (SBL) certification for those who meet experience requirements and pass the state assessments. See page 133 for more detailed certification information.
Supervised Fieldwork/Advisement
Throughout your journey, you will be guided by a distinguished group of faculty and advisors made up of current and former school leaders. You’ll collaborate with an on-site mentor, a dedicated faculty advisor in one-on-one meetings, and in a small peer advisory group to plan and develop projects for your fieldwork.
Admissions Requirements
See page 107 for graduate school admissions criteria and application process. Applicants must demonstrate three years of paid, full-time work experience as a classroom teacher or as a pupil personnel professional. Applicants need to be working at a school site in an appropriate position for the duration of the program.
Course Descriptions
Teaching & Learning Course Descriptions
COURSES ARE LISTED AS FOLLOWS:
Course Title
Course Number| # of credits (Term[s] course is offered)
Description
Prerequisites/Corequisites
KEY FOR TERMS OFFERED*:
(A) All terms (Fall, Spring, Summer Long, Summer 1, Summer 2) (F) Fall term (S) Spring term (Jan) January term (SL) Summer Long term (S1) Summer 1 term (S2) Summer 2 term (S1–S2) Across Summer 1 and Summer 2 terms (2/F) Every other Fall term (O) This course is either offered both online and in person or can be offered exclusively online.
(TBA) To be announced (*)
One asterisk next to the term indicates the course is only offered in person that term (**) Two asterisks next to the term indicates the course is only offered for online programs *Every effort is made to offer courses as listed. Offerings are subject to change. Check the current course schedule on the College website. When TBA is noted, please see your advisor. Semesters listed first are for on campus sections. Semesters listed after the O are for online sections.
Please note: Some courses are offered only to students in specific programs.
Courses as they appear on the schedule may include additional descriptors to indicate that they are courses for a specific cohort(s) and/or modality. Courses may have a combination of descriptors. For example, EDUC 500ER indicates a course for the Early Childhood Special and General Education Program. Students should reference their program plans or reach out to their advisor to ensure they are registering in the correct sections.
Child Development
EDUC 500 | 3 credits (O: F, SL)
In this course we will examine the interactions among the cognitive, social, emotional, linguistic, and physical development of children from infancy into adolescence. We will pay close attention to children as makers of meaning in the contexts of their development, including family, school, socioeconomic class, and culture. Through reading classic and current literature, we will attend to some of the larger questions about development, such as the relationship between nature and nurture, the role of developmental theory, and the tension between the search for developmental universals and the reality of individual differences. The goal is to make developmental theory vibrant and meaningful so that the generalized theoretical child comes to enhance and inform how one understands individual children.
Human Development
EDUC 502 | 3 credits (S2)
This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will analyze critically different developmental theories in relation to their own educational settings and experience. Participants explore the social and educational implications of a wide range of learning and behavioral disabilities in the context of family, school lives, community and society. Issues related to identity --self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability -- will be recurring themes. Participants will investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion.
Development: Adolescence through Emerging Adulthood
EDUC 503 | 3 credits (O: S) | Child Life students only This course continues from EDUC 500: Child Development, focusing on development from adolescence through emerging adulthood. The interactions between physical, social, emotional, and cognitive development will be an organizing focus in the course. Participants will critically analyze different developmental theories about their own experiences, and the experiences of adolescents and young adults and their families, in a range of settings. Through reading classic and current literature, participants will attend to some of the larger questions about development, such as the role and impact of brain development, as well as the tension between the search for developmental universals and the reality of individual differences. The course will pay close attention to adolescents’ emerging identities as mediated by factors including family, peer group, socioeconomic class, gender identity, power, religion, race, language, culture and health, as 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.
Language Acquisition and Learning in a Linguistically Diverse Society
EDUC 505 | 2 credits (O: F, S)
Based on the belief that language is an essential foundation for learning, this course addresses the typical processes of language acquisition in monoand multilingual learners. Participants will examine theories of language acquisition and the role that
caregivers and educators play in the development of language. In addition, participants will analyze historical, political, educational, social, and emotional factors that influence the socially constructed hierarchies of language varieties. A significant part of the course will be devoted to students who learn English as an additional language. Participants will learn how to use assessment of mono- and multilingual learners to identify appropriate instructional practices for social and academic language use in a range of educational settings. Course participants will also learn about ways of collaborating with families, colleagues, specialists, administrators, and interpreters.
Curriculum in Early Childhood Education (Grades N – 3)
EDUC 510 | 3 credits (S)
This course engages participants in understanding curriculum as the development of experiences and environments across the school day that support all domains of children’s development including social, emotional, and cognitive. Participants study how children come to learn about themselves, others, and the world through rich interactions with people, environments, and materials. The course focuses on social studies as the core of the early childhood classroom, using children’s lived experiences within families, neighborhoods, and communities as the central content for exploration. Social studies is a vehicle for a deeper understanding of self and others towards the goal of creating more just and democratic communities. Participants apply their learning as they develop interdisciplinary curriculum grounded in their observations of children’s identities and curiosities as well as their development. Participants consider how to advocate for a progressive approach to curriculum across a range of contexts and with a diverse range of learners.
Social Studies Curriculum Development for Inclusive and Special Education Settings (Grades 1 – 6)
EDUC 513 | 3 credits (O: S)
This course provides the opportunity for participants to analyze and develop integrated curricula in social studies using a sociopolitical lens. Participants integrate knowledge from the six disciplines of social studies: history, anthropology, sociology, political science, geography and economics into the design of a constructivist, inquiry-based social studies curriculum. The course explores ways children come to learn and care about themselves and others through social studies. There is an emphasis on differentiating curriculum, including attention to diverse linguistic and cultural backgrounds, and supporting students with disabilities.
Curriculum in Early Childhood Education for Inclusive and Special Education Settings
EDUC 514 | 3 credits (O:F)
This course provides a framework for developing curriculum that engages all children in authentic
meaning making about themselves and their wider world. Participants use principles of child development and inclusive practice as a foundation for planning experiences that support deep learning. The course focuses on curriculum as the core vehicle for affirming children’s developing identities, including cultural and linguistic identity. Using social studies as the core of an integrated curriculum, participants plan using diverse materials, modalities, content, and perspectives to help children examine big questions. Participants use universal design principles to create learning experiences that are inclusive of a broadly diverse range of learners.
Curriculum Development and Sheltered Instruction in Dual Language/Bilingual Classrooms
EDUC 515 | 3 credits (TBA)
This course is designed to acquaint teachers with current curriculum mandates and methods of implementation in a dual language classroom. Emphasis will be placed on social studies as the core in a dual language setting, including language planning and models of authentic assessment. Participants will have the opportunity to plan and develop curricula based on principles of child development, content knowledge, and the culture and values of the community of teachers and learners. Students will develop curricula both in English and in the native language. Attention will be given to the classroom environment; the selection of materials; literature, art, and mixed media; and trips and community resources. Teacher-family partnerships will also be discussed.
Educating Infants and Toddlers: Environments
EDUC 519 | 3 credits (2/F)
In this course graduate students will examine, define and expand the varied meanings of environment as it applies to the early care and education of children birth to three and their families. Participants will analyze and develop environments from a socio-economic, cultural, and developmental perspective, planning for infants and toddlers who develop typically as well as for those with disabilities, with a special focus on trauma-informed practice. Issues surrounding diversity, anti-bias care and infant mental health are addressed throughout in order to increase the awareness and sensitivity of teacher/caregivers. Graduate students gain experience in designing, setting up, and maintaining nurturing and emotionally responsive environments that promote the development of early literacy, scientific and mathematical thinking, and creativity. Principles of curricular and environmental design and materials selection are grounded in developmental theory. Topics include the relation of physical space to learning and development, scheduling the child’s day, primary caregiving, staff relations, care of the family, and issues in caregiving such as separation, ethics, health and safety. The broad focus includes settings in centers, family child care, and hospitals.
Educating Infants and Toddlers: Programs and Activities
EDUC 520 | 3 credits (F)
Graduate students will explore aspects of the infant/ toddler curriculum through the framework of the developmental interaction approach, which uses relationship-based care to promote healthy social and emotional well-being. A major focus of the course is infant/toddler play and the adult’s role in reflecting on, supporting, and fostering play. Participants will learn to design curriculum that integrates language and literacy development; art and music; the use of expressive materials; and experiences that promote scientific and mathematical thinking. The course will prepare graduate students to critically examine the parameters of noteworthy programs for typically developing infants and toddlers as well as those with disabilities and exposure to toxic stress. Graduate students will critique various local, national, and international exemplary and evidence-based approaches and programs. In order to concretize real-life issues, the course will include exploration of programs that serve diverse populations such as Early Intervention and Early Head Start. An overview of the early intervention law (Part C of IDEA) is included.
Supporting Students & Families through Advocacy & Wraparound Planning
EDUC 521 | 1 credit (O: SL)
Participants will engage in a one credit, asynchronous learning experience designed to increase awareness, understanding and practices around advocacy and wraparound planning, with a focus on children with dis/abilities. Participants will critically examine tools, resources, and planning processes that can better support children and families’ successful engagement with schools and the larger community. Through engagement with interactive online materials and scholarly readings, participants will reflect on their own lived experience in understanding the role of an advocate. Participants will also reflect on and apply an understanding of an equitable, strengths-based, collaborative approach to ensure the academic and social needs of children are met. Participants will learn strategies in creating comprehensive holistic pathways of support that put children and families at the center.
Developmental Interaction Approach to Science
EDUC 522 | 1 credit (cohort specific)
This course focused on developing a science way of thinking and doing. Each session deepens the participant’s understanding that doing science requires direct sensory encounters with the physical world. Alongside experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations of these experiences and can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done
with physical materials. Participants will reflect on their learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidencebased ways of making sense of the world that support the integration of science inquiry across the curriculum.
Developmental Interaction Approach to Math
EDUC 523 | 1 credit (cohort specific)
This course is meant to develop a framework for thinking about early numeracy, addition, and subtraction as well as beginning to lay the foundation for geometric thinking and work with patterns. Students will explore the big ideas and strategies that underlie counting and how teachers can build on those as students move into a deeper conceptual understanding of addition and subtraction. Students will also engage in mathematical inquiry and will begin to explore their mathematical mindset and habits as mathematicians. Through this process of self-reflection students will consider how their experiences as mathematicians can support more inspired and thoughtful instruction.
Developmental Interaction Approach to Music and Movement
EDUC 524 | 1 credit (cohort specific)
This is an active and participatory series of sessions. The course is designed to support the development of skills, strategies, and inspiration for intentionally and creatively incorporating music & movement within ongoing curricula. Students will reflect on the varied ways that music and movement can be used as modes of expression to enhance and support learning for all children in an early childhood setting. Students will consider ways that music and movement can support inclusion, identity safety, and community-building. Students will practice songs and games, improvisation, and experimental music and movement activities to enhance their own and children’s playful well-being, comfort, and capacity for self-expression.
Assistive Technology as a Tool for Providing
Educational Access
EDUC 525 | 1 credit (S) (O: SL)
This course examines how technology can create opportunities for access and expression for learners, including children with disabilities in learning, sensory, communication, and physical development. Through readings, discussion, and experimenting with a variety of actual technologies, participants will strengthen their capacities to match such tools to learner needs in diverse learning environments and activities. Participants will reflect on classroom experiences to ascertain how accessibility for learners can be enhanced. They will consider broader issues of access and equity, as they deepen their understandings of how technology can assist in creating more inclusive learning environments.
Teaching Mathematics, Science and Technology: Curriculum, Methods and Assessment for Adolescents with Disabilities
EDUC 526 | 3 credits (cohort specific)
An inquiry and problem solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication.
Foundations of Modern Education
EDUC 530 | 3 credits (O: F, S)
This course examines the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s progressive history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. Participants will analyze how critical issues in the field affect their practice with children and families in schools and communities. The course will explore ways in which education as an avenue for individual advancement and social justice has been defined, advocated for, enacted, and is still being negotiated in the U.S. The course will attend to what has been achieved as well as challenges that remain in creating educational spaces that affirm children’s and families’ race, social class, immigration status, language, gender, and ability, among other identity domains. Participants will apply their understandings to think about their role in bringing about desired, warranted changes in order to create more inclusive and democratic educational environments.
Human Development for Educators of Adolescents
EDUC 532 | 2 credits (SL)
This course focuses on understanding, teaching, and meeting the needs of children and adolescents through emerging adulthood. The interactions between physical growth and social, emotional, and cognitive development will be an organizing focus in the course. Participants will critically analyze different developmental theories in relation to their own educational settings and experience. Participants will explore the social and educational implications of a wide range of learning and behavioral disabilities in the context of family, school lives, community and society. Issues related to identity— self and other, dependence and autonomy, race, class, gender, language, religion, sexuality, power, ability, and disability—will be recurring themes. Participants will
investigate topics and issues through a combination of readings, observations, interviews, case studies and discussion.
Science for Teachers (Grades N – 6)
EDUC 535 | 2 credits (F, S1, S2) (O: F)
Science for Teachers focuses on developing a science way of thinking and doing in PreK-6th grade classrooms. Each session deepens an understanding that doing science requires direct sensory encounters with the physical world. By experiencing first-hand investigations of physical and biological materials and related phenomena, participants create a range of representations that can uncover existing patterns and concepts. Discussions, readings, and reflective writings deepen and broaden work done with physical materials. Participants will reflect on their own learning as they work to construct meaningful science experiences that respond to the developmental levels of their students and affirm students’ cultural, linguistic, and learning diversity. The course explores evidence-based ways of making sense of the world that support the integration of science inquiry across the curriculum.
Foundations of Literacy
EDUC 536 | 3 credits (TBA)
This course explores literacy theory in relationship to practical applications in schools. We define literacy to include multimodal forms of reading, writing, speaking, listening, visual expression, and viewing in interactive socio-cultural contexts. Foundational reading researchers are discussed with the goals of deepening the understanding of core language learning processes as well as how historical, cultural, and political trends have influenced how this research is interpreted by policy makers and implemented in schools across the elementary and secondary grades.
Foundations of Modern Education: Implications for Teaching Students with Disabilities
EDUC 538 | 2 credits (F)
This course examines the experiences of adolescents with disabilities and their educators in the context of the historical, philosophical, and cultural roots of contemporary education, including Bank Street’s history and philosophy, the contributions of major educational leaders, and current practices and innovations in education. The course is designed to help teachers to expand and deepen their understanding of the social, political, and economic forces that influence the work of educators and children and their families.
Understanding Foundational Mathematics Concepts in Early Childhood Teaching
EDUC 539 | 1 credit (O: SL)
Teachers who are comfortable with mathematics develop learners who are comfortable with mathematics. This course offers experiences that support the development of five foundational math concepts: Classifying and
Sorting, Measurement, Numbers and Counting, Patterns and Reasoning, and Shapes and Spatial Relationships. Through a progression of investigative activities in each concept, participants will build conceptual understanding and reflect on their evolving competency through various artifacts that indicate evidence of their work and growth. Through a range of concrete developmental activities and connected readings, participants will learn to make sense of mathematical concepts for themselves as well as their students.
Mathematics for Teachers in Diverse and Inclusive Educational Settings (Grades N – 6)
EDUC 540 | 2 credits (S1, S2)
This course provides participants with an overview of mathematics learning for children grades N-6. Participants deepen their own mathematical knowledge while furthering their understanding of effective mathematics instruction. In each session, participants do math together and use these experiences to investigate the development of mathematical thinking and to reflect on their own learning. Participants explore the essential elements of a constructivist mathematics classroom in which collaboration is core to building concepts and skills. Designing a classroom where deep mathematical understanding is the primary goal requires explorations of attitudes and beliefs as well as practices and expectations. This course addresses the moral imperative that all students are capable of learning math. It focuses on creating inclusive environments for learners with disabilities. The course also focuses on creating mathematical experiences that support students for whom English is a new language. Participants discuss classroom management strategies for grouping and individualizing instruction.
Assessment and Instruction in Teaching Mathematics to Children with Disabilities
EDUC 542 | 2 credits (S) (O: SL)
This course has been designed to convey the process of clinical teaching. Through focus on an individual child, students will be concerned with the practical and theoretical aspects of learning style, language as a learning tool, perceptual abilities and disabilities, dyscalculia, and specific arithmetic disability. Students will learn to analyze children’s strengths and weaknesses and to describe and clearly communicate specific recommendations for the child’s parents and classroom teacher.
Native Language Literacy for Mandarin ChineseSpeaking Children
EDUC 559 | 2 credits (TBA)
Through this course graduate students explore the acquisition of literacy skills in the child’s first language, in this case, Mandarin Chinese. The course will focus on literacy development in the following areas: oral language development through storytelling, songs, poems, games, etc.; the use of literature and of teacher- and student-
made materials; and grammar and spelling. Participants will analyze ways of using children’s literature and children’s writing and will explore ways to teach reading and writing in the content areas. Participants will also assess commercially available materials for teaching reading and writing in Chinese, as well as original and translated Chinese children’s literature. Teacherand student-made materials will be examined and developed, particularly in the context of children’s varied learning styles. Graduate students will also review the rules of Chinese grammar and orthography. This course is taught in Mandarin Chinese.
Native Language Literacy for Spanish-Speaking Children
EDUC 560 | 2 credits (TBA)
Through this course, students explore the acquisition of literacy skills in the child’s first language (Spanish). The course will focus on four areas: oral language development through storytelling, songs, poems, games, etc.; literacy development; the use of literature and of teacher- and student-made materials; and grammar and spelling. Students will analyze ways of using children’s literature and children’s writing in a reading program and will explore ways to teach reading and writing in the content areas. Participants will also assess commercially available materials for teaching reading and writing in Spanish, as well as original and translated Spanish children’s literature. Teacher- and student-made materials will be examined and developed, particularly in the context of children’s varied learning styles. Grad students will also review the rules of Spanish grammar and orthography. This course is taught in Spanish.
Linguistics: Implications for Teachers
EDUC 561 | 1 credit (TBA)
This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school.
Teaching Literacy Across the Content Areas in All Grades
EDUC 562 | 3 credits (Cohort Specific)
This course explores the teaching of content area literacies to guide discipline specific skill and strategy
development in reading, writing and research. Building on course readings, participants design lessons to teach nonfiction reading comprehension and research strategies, note taking, summarizing, vocabulary, and nonfiction writing using a three-part constructivist learning framework: building students’ prior knowledge before learning; developing students’ self-monitoring strategies to improve comprehension during learning; applying new knowledge to meaningful experiences after learning. Participants analyze the demands of academic language in textbooks and other source materials including multimodal digital texts to teach diverse students using culturally responsive pedagogy.
The Teaching of Reading, Writing, and Language Arts in the Primary Grades
EDUC 563 | 3 credits (F, S) (O: S)
This course examines the process through which reading and writing are acquired by young children, ages 4-8. We study the ways teachers can support literacy growth for children’s diverse learning needs and styles, cultural and linguistic backgrounds, and socioeconomic status. The course explores theoretical frameworks of literacy development as well as practical applications. Graduate students work directly with a child, who is an emergent reader and writer, to develop the skills of close observation, assessment, record keeping, and planning. Graduate students, individually and as a group, analyze the contexts, activities and relationships that support children’s language and literacy learning in early childhood classrooms.
Literature and Emergent Literacy in the Primary Grades
EDUC 564 | 3 Credits (O: SL)
Through active engagement with children’s literature, participants deepen their understanding of language development and oral language comprehension in young children’s learning. We will model how to plan for and support these processes in ways that translate directly into classroom practice. Participants develop criteria for selecting children’s literature that include quality of writing, illustrations, and a representative range of genres and topics taught using culturally responsive pedagogy.
Children’s Literature in the Upper Elementary Grades
EDUC 565 | 3 Credits (Cohort Specific)
This course explores the study of contemporary children’s literature through a range of perspectives informed by literary theory and literary criticism, which provide frameworks for selecting and teaching texts in classrooms. Through reading multiple books, participants consider the elements of character, plot, setting, point of view and tone in individual texts and across texts to promote the understanding of genre, text structure, theme and cultural perspectives. Participants discuss ways to organize the study of literature and develop children’s capacities to articulate their personal responses to deepen their comprehension.
Teaching Reading Comprehension through Literature in the Upper Elementary & Secondary EDUC 566 | 3 credits (Cohort Specific)
We will explore the study of contemporary children’s literature using literary theories as frameworks for analyzing, selecting, and teaching literature. In collaborative book club groups, participants consider the elements of character, plot, setting, point of view, purpose, and theme in individual texts and across texts to deepen the understanding of genre, text structure, authenticity, and diversity of socio-cultural perspectives. Methods for teaching reading comprehension strategies and vocabulary development are explored with each literary text the class reads and discusses. Participants design literature studies that develop their students’ capacities to monitor their own reading comprehension, to deepen their thinking about the texts they read, and to read through a critical lens to make connections between literature and the world where they live.
Teaching Literacy in the Upper Elementary Grades
EDUC 568 | 3 credits (F)
This course addresses the ways in which language, cognition, and the social-emotional development of children shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, it prepares teachers to meet the needs of children from diverse cultural and linguistic backgrounds, across a range of learners. During the course, students will work with individual children, plan for small and large groups, and create classroom environments that support a balanced approach to literacy. Particular emphasis will be paid to the ways in which linking assessment and instruction enables teachers to meet the developing needs of individuals and groups, incorporating guidelines from the NYS Standards. Students will learn to create units of study in reading and writing that include all aspects of speaking, listening, reading and writing. Through the experiences in this course, participants will gain a deeper understanding of interrelationship between reading and writing processes and the roles of the teacher, the family, and the child in those processes.
Approaches to Teaching Decoding to Diverse Learners
EDUC 577 | 3 Credits (Cohort Specific)
This course explores evidence-based approaches to teaching decoding to children who have reading and spelling disabilities. Participants will: examine peer reviewed research that supports effective interventions with phonics, morphology, and fluency, and why these are essential skills for reading comprehension; study language processes and apply this linguistic knowledge when assessing children’s reading strengths and challenges; learn about varied assessment tools, methods, and intervention programs used in supporting children’s decoding. Participants will apply this learning to develop differentiated decoding instruction for a diverse population of learners, including those who are
English Language Learners and those with languagebased learning disabilities. Prerequisite: EDUC 860.
Arts Workshop for Teachers (Grades N – 6)
EDUC 590 | 2 credits (F, S1) (O: SL)
This studio course stresses the relationship of expression in arts and crafts to aspects of teaching and learning in other areas. Students develop approaches for discovering the use and origins of materials as well as their role in the curriculum. The course helps teachers develop a basic art program in their classrooms. Studio experiences include painting, collage, clay work, printmaking, and such crafts as puppet making, dyeing, and weaving. Readings and class discussion deal with the development of art curricula using child development as a base. Students study children’s art through slides and children’s actual work.
Music and Movement Workshop for Teachers (Grades PreK-6)
EDUC 591 | 2 credits (S, S2)
This course explores the importance of children’s expression through music and movement. Everyone has the capacity to produce music and engage in creative movement. Participants at all levels of experience and skill will learn about and share songs, rhythms, and games from a range of cultural and linguistic traditions. In order to develop strategies for integrating music and movement across the curriculum, participants will engage with topics such as instrument-making from recyclable materials, drumming, sound improvisation, and movement as vehicles for expression and learning. As they engage with creating and reflecting on music and movement experiences, participants will explore the role music and movement play in children’s development in classroom environments.
Assistive Technology in Early Childhood Inclusive and Special Education Settings
EDUC 603 | 1 credit (TBA)
This course is designed to prepare students to respond to the needs of diverse learners in early childhood classrooms by using current augmentative and assistive technology to promote communication, improve classroom organization and management, and expand literacy opportunities. Students will have hands-on experiences using different technologies to create a variety of multimodal tools that they can incorporate into their teaching practices to support all children.
Family, Child, and Teacher Interaction in Diverse and Inclusive Educational Settings
EDUC 604 | 2 credits (S1)
In this course, participants will explore the role of teacher’s and the larger school’s role in constructing caring, collaborative, and reciprocal relationships with children and families. Participants will critically examine their own experiences, identities, and assumptions as they develop skills and dispositions to work with a
broad range of families and communities. The course will support participants in developing their skills in communication, advocacy, and collaboration as they learn to partner with families to support children’s positive identity development along with their social, emotional, language, and learning abilities and needs.
Designing and Managing Classroom Environments in Inclusive and Special Education Settings
EDUC 605 | 3 credits (S1) (O: F)
This course is designed to help participants create classroom environments that will meet the needs of all children, including those with disabilities. Addressing the concerns of both general and special education teachers, it incorporates presentations, role-playing, discussions, analyses of multimedia content, and informal diagnostic procedures. Participants examine the complexities of teachers’ day-to-day responsibilities and concerns, including classroom design, varied approaches to behavioral intervention, and the interplay among curricula, rules, expectations, routines, procedures, and children’s behavior.
Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum
EDUC 606 | 1 credit (January)
Unit blocks, and the dramatic play that accompanies block building, offer children multiple and diverse opportunities to develop and express their understanding of the social and physical world in which they live. In this course, participants will learn how to integrate block building experiences into the curriculum and organize block-building areas in the classroom. Participants will examine how block building supports the development of numeracy, literacy, problem-solving, and creative thinking skills, along with social and emotional growth. Field trips, and the opportunities for first-hand research that they provide, are an essential component of a block program and will also be included. This course will also support participants in settings with limited or no blocks in applying a broader understanding of the importance of play with open-ended materials and advocating for such experiences in their settings.
Computing For What? Exploring CS Education Visions for School Environments
EDUC 610 | 1 credit (O: SL)
This one-credit asynchronous course exposes participants to concepts, practices, and perspectives guiding computing education, especially as it has been integrated into Early Childhood and Childhood school environments. Through engagement with practitioner-facing and scholarly readings and online materials in computing education, videos of classroom practice, curricular review, and interactive hands-on tinkering with computing tools, participants will define computing education, distinguishing it from other kinds of technology education. They will consider where and how computing practices and concepts are embedded
in their own lives and in the lives of their students. They will explore rationale for computing education, including rationale that center equity, social justice, and critical perspectives on the technology industry. Participants will identify the values and visions that (might) drive their own practice and work in diverse early childhood and childhood settings, attending especially to visions that center problem-solving and expression through computational thinking and literacies.
Infancy Institute: Infants, Toddlers, Families:
Supporting Their Growth
EDUC 612 | 1 credit (S2)
This three-day Institute held during the month of June consists of workshops, guest presentations, and site visits. Topics vary each summer.
Understanding and Working with Families of Infants and Toddlers
EDUC 613 | 2 credits (F)
This course helps students understand the psychological underpinnings of parenting across a range of families and contexts. Through class discussion, readings, videos, role play in class and guest speakers, students will develop an understanding of what is involved in working with significant adults in the lives of infants and toddlers. Graduate students will explore the connections among early relationships, brain development, health and later mental health. A multilevel framework utilizes the concepts of containment and holding as a way to understand what parents must provide for their children and what adults must also provide for themselves in order to work effectively with families. Stages of parenting are looked at within the wider lens that incorporates variety among parents, as well as within the same parent at different times. Through practice with their own case material and readings on basic counseling techniques graduate students continue to develop a selfreflective ability that helps them think critically about their responses to families and learn when and how to provide guidance, towards the promotion of mental wellness and prevention of disruptions in development. The course will explore the roles of the teacher and the social worker.
Introduction to Child Life Documentation
EDUC 621 | 3 credits (O: S2) Child Life students only
This course is designed to prepare students for clinical assessment and various types of writing and documentation pertaining to child life services. The course will provide students with the opportunity to develop skills in identifying and gathering salient information about patients and their families, assessing patient and family emotional vulnerability and coping skills, chart writing (including electronic medical records), narrative progress and procedural note formats, student journals, case studies, grant proposals, and research studies. Students will learn to apply developmental stress and coping theories
to their assessments and interventions, including family-centered care and cultural considerations in all observations, recordings, and writings. Course benefits and outcomes will provide students with an introductory preparation experience for clinical analysis, assessment, and documentation before entering a supervised internship placement. Prerequisite: EDUC 500.
Supporting Autistic Students in Inclusive and Special
Education Settings
EDUC 629 | 1 credit (O: S)
This course will explore autism from historical, cultural, political, and developmental lenses. It will support graduate students in thinking deeply and from multiple perspectives about the evolution of our understandings about and interventions with the broad range of characteristics of learning and development attributed autistic people. This course considers the significance of home and/or school as the primary sources of educational intervention and direct services for autistic children. Participants will consider the importance of providing young autistic children with an educational program that is responsive to each child’s unique pattern of strengths and areas of growth, and will learn ways to partner in this work with a diverse range of families. Participants will explore the use of assistive technology as a tool for supporting student learning, communication, and independence.
Individualized Course
EDUC 650 | 1/2/3 credits (A) (O: A)
Occasionally, a student may need an individualized study course to complete the requirements of their program. The program director and the department chair must approve individualized studies.
Introduction to Education Systems (New Teacher Advisory)
EDUC 651 | 3 credits (SL)
This course is designed to introduce you to the educational systems that govern and shape your everyday work as an educator in New York City Public Schools (NYCPS). You will develop an understanding of New York State and New York City policies and processes that govern eligibility to teach in NYCPS. You will also develop an appreciation for the geographical, historical and political factors that shape the current NYCPS system and how these factors may influence your own experience working within NYCPS. You will learn about common school and district structures and processes and what you should expect as you enter the system as a first-year teacher. This course will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
Introduction to Education Systems Part 2 (New Teacher Advisory)
EDUC 652 | 3 credits (O: SL)
This course aims to support second-year special
education teachers working in New York City Public Schools (NYCPS) in navigating the complexities of the New York City school system. We will explore the role of a special education teacher at a deeper level, the impact of community factors on student attendance and learning, the provision of services for students with Individualized Education Programs (IEPs), and the importance of advocacy. We will also focus on strengthening your professional identity and understanding the resources available to support our students and their families. This course will be taught online and it will include a mix of synchronous and asynchronous meetings as well as out-of-class time asynchronous work.
The World of the Infant: The First Year of Life
EDUC 801 | 3 credits (S)
This course is about infants and families within the first year of life. The primary goal of the course is for graduate students to understand infant development across individual differences and contexts. There is a strong emphasis on using theory to facilitate an understanding of development and to articulate a point of view about these extraordinary first months. Participants will bring together research, theory and their own observations of infants to understand the cognitive, perceptual, sensorimotor/movement and social-emotional changes that occur when babies are in interaction with the world. Participants will study the science of brain development and its impact on all developmental domains. The course will attend to the specific contributions of familial and socio-political cultural and linguistic contexts as well as to the contributions of infants themselves. It will also explore the balance between the “expected” global shifts in development and each human being’s profound individual differences. This is not a “how to” course. Rather, the course provides knowledge of the developmental systems of infants who have a range of abilities. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems. Graduate students work on articulating their knowledge of development, on learning about new findings in the field, and on communicating with families. Note: EDUC 500 is recommended.
The World of Toddlers and Twos: The Second and Third Years of Life
EDUC 802 | 3 credits (F)
This course offers a developmental-interactional view of toddlers and two-year-olds and their families. Participants will look at the ways children in this age period become more autonomous selves while simultaneously developing capacities for more elaborated and diverse relationships with others and their environments. The course will examine the interplay of the toddler’s physical maturation, interpersonal experiences, physical environments and cultures in development. Participants will also focus on the everyday implications of the growing toddler’s
need for self-assertion and autonomy and the issues that adults face in parenting or working with this age group. Graduate students will study the science of brain development and its impact on all domains. Although this is not a “how-to” course, graduate students will learn how to apply their knowledge of development in the second and third year to their practices with toddlers and two-year-olds. This course develops awareness and knowledge of infant mental health in development, dyadic relationships and systems.
Teaching Students with Disabilities:
An Introduction to Disability Theory, Disability Law and Responsive Practices
EDUC 803 | 2 credits (O:S, SL)
This course is designed to increase participants’ awareness and understanding of the educational, social, cultural, linguistic and developmental implications of disability from historical, legal, and socio-political perspectives. The course will critically examine state and federal special education and disability laws and regulations and their implementation across a range of settings including their intersection with issues of race, class, language and gender. There is an emphasis on understanding how disability is socially constructed at the levels of family, community, school, and the larger society. Participants apply an understanding of disabilities to analyze and create accessible learning experiences for children. Prerequisite: EDUC 500 or permission of instructor.
Supporting Language and Literacy Development Across the Curriculum: 7-12
EDUC 804 | 3 credits (cohort specific)
This course introduces first and second language acquisition theories and research and their practical implications for developing a repertoire of strategies for teaching language and literacy to adolescents with a range of abilities. This course provides a framework for understanding how language, cognition, and social development interact with literacy and content learning in a sociopolitical context. Participants investigate the crucial role and impact of teacher language attitudes through a sociolinguistic lens informed by current and historical concerns of inequity for students from a range of linguistic and cultural backgrounds. Participants examine how both monolingual and emergent bilingual students use their entire linguistic repertoire in order to develop literacy in English language arts and in the content areas. Participants learn approaches to assessing adolescents’ language and literacy needs as well as ways to analyze text forms, both print and electronic, in terms of the kinds of responses they call for from learners and the support they offer to adolescents’ conceptual understanding. The course will investigate teaching new literacies in a multicultural context. There is a fieldwork component to this course. Prerequisite: EDUC 502.
Teaching
Students with Emotional and Behavioral
Disabilities
EDUC 805 | 2 credits (O: F)
This course focuses on understanding, teaching, and meeting the needs of children in emotional, social and behavioral development. Participants will critically examine the construct of children’s emotional and behavioral disabilities and approaches to intervention from historical, socio-political, mental health, and legal perspectives. There is an emphasis on understanding the intersection of these issues with the race, class, language, and gender of teachers and children. Participants will develop an in-depth case study of a child applying an inquiry orientation to the Functional Behavior Assessment-Behavior Intervention Plan. Participants will collect and analyze data from observations, interviews and other sources, and make recommendations to support ongoing social and behavioral development. Prerequisites: EDUC 803.
Teaching Children with Disabilities in Language and Communication
EDUC 807 | 2 credits S2 (O: S)
Building on theories of language development and learning, this course is designed to deepen graduate students’ understanding of language and communication disabilities in monolingual and bilingual children. There is an exploration of the reciprocal relationship between children’s diverse communication abilities and styles and academic, social and emotional development. The importance of teacher collaboration with other service providers is highlighted. Graduate students will reflect on their own communication styles as a means of more effectively meeting the communication needs of their students. The concept of social construction of disability will help to frame issues of equity that can guide teachers in their roles as advocates for all children. Prerequisite: EDUC 505 or EDUC 561.
The
Study of Children in Diverse and Inclusive Educational Settings through Observation & Recording
EDUC 808 | 3 credits ( S)
This course focuses on observation as a practice for more deeply understanding children through their interactions with people, experiences, and materials across a range of environments. Through a case study of one child, participants deepen their knowledge, skills, and dispositions for observing children. They learn to translate observations into descriptive, written data and analyze observational data to inform practice. Participants develop skills of reflection and analysis as they investigate how bias and perspective impact observation and one’s understanding of children. Participants integrate knowledge about disabilities in children’s social-emotional, cognitive, linguistic, motor, and language development. They consider multiple domains of children’s individual and socio-cultural identities including race, gender, culture, and language and the implications for constructing inclusive and
culturally sustaining classroom environments and curricula. Prerequisite: EDUC 500 or instructor’s permission.
Child Life in the Healthcare Setting: A Family-Centered Care Approach
EDUC 821 | 3 credits (O: F) Child Life students only
This course provides an overview of the child life profession. It examines research and theory that inform family-centered clinical practice and programming for infants, children, adolescents, and emerging adults in healthcare and community settings. Participants will examine child life competencies, principles, and responsibilities, as developed by the Association of Child Life Professionals. Participants will consider access and equity issues as they relate to assessment, interventions, and practical strategies designed to support children and families facing acute and chronic illness and health conditions. Pre- or corequisite: EDUC 500.
Children with Special Healthcare Needs: In the Hospital, at Home, and in School
EDUC 822 | 3 credits (O: F) Child Life students only
This course will explore the personal, educational, social, and familial dimensions of childhood health conditions, including a focus on the educational law and how it applies to children with special healthcare needs. Children with severe and chronic illness often spend more time in school and at home than in the hospital. We will address the impact of these transitions on cognitive, social, and emotional development through the use of vignettes. This course will address the ways in which workers in the healthcare, school, and community settings can help the children, their families, and their peers adapt successfully to the stressors they all encounter. Prerequisites: EDUC 500 and EDUC 821.
Play Techniques for Early Childhood Settings
EDUC 823 | 1 credit (F) (O: S)
This course explores play as central to supporting the social, emotional, and cognitive development of children with varying developmental and learning variations. Participants will learn a variety of therapeutic play techniques that promote self-regulation, self-esteem, and emotional expression, and development across domains. This course is appropriate for general and special education teachers, parents, caregivers, child life specialists, social workers, therapists and counselors. Participants are required to have prior coursework focused on child development and on developmental variations. Prerequisite: EDUC 803 or with permission of instructor.
Medical Aspects of Illness: A Child Life Perspective
EDUC 826 | 3 credits (O: F) Child Life students only
This course provides students with an understanding of the development of a wide range of medical conditions which most frequently affect children and youth. Fundamental to understanding disability and illness is the necessity of having knowledge about the physical,
neurological, and chemical roots of medical conditions which are alternately congenital, acquired, or genetic in their origin. Students will be introduced to research findings and standard practices of medical interventions and preparations for conditions highlighted in the course. Pre- or corequisite: EDUC 500.
Loss in Children’s Lives: Implications for Schools, Hospitals, and Home
EDUC 828 | 3 credits (O: S) Child Life students only
A developmental perspective is utilized to examine the child’s perception and understanding of levels of loss outside the walls of a healthcare setting. Topics to be addressed include separation and divorce, adoption, foster care, hospitalization and/or death of a parent, and domestic and media-induced violence. The essential roles of the child life specialist, healthcare provider, and family members will be discussed, underscoring the transdisciplinary collaboration which must exist between these caregivers. Prerequisite: EDUC 500.
Therapeutic Play Techniques for Child Life Specialists
EDUC 829 | 3 credits (O: S) Child Life students only
Students will explore the meanings and purposes of play and how play develops as a child develops. Various theories of play therapy will be introduced and the roles of child life specialist and play therapist will be delineated. Students will learn how child life specialists can create the optimal environment to encourage learning, development, and healing through play in hospitals and other healthcare settings. The course also covers directive and nondirective therapeutic play techniques for use in playrooms, clinical settings, and at the bedside, both with the individual child and with groups. Prerequisite: EDUC 500.
Research for Child Life Specialists
EDUC 830 | 3 credits (O: F) Child Life students only
This course is designed to support child life practitioners in being effective generators and consumers of research. In a changing health-care environment, research provides a foundation for child life services, validation of the therapeutic benefits of play and preparation, and justifies the continued development and support of child life programming provided by Certified Child Life Specialists. Participants will learn how to do action research using an inquiry-based approach. Participants will learn how to ask and analyze critical questions of practice grounded in a theoretical framework. Participants will gather and analyze data as a tool for making changes to child life practice and programming by learning to examine bias, perspective, and assumptions when conducting research and using findings. Prerequisite: EDUC 500.
Cross-Cultural Perspectives: Families and Ethical Issues
in Child Life Practice
EDUC 832 | 3 credit (O: S1) Child Life students only
This course focuses on developing an understanding of
the principles of ethical decision-making, when working with diverse families in complex healthcare situations. Participants will develop an awareness of the how ethical decisions are made in pediatrics in order to help mediate healthcare experiences for children and families as members of a larger team. The course will approach the family from an ecological perspective, examining the ways in which factors including but not limited to race, culture, language, socioeconomic background, family structure, immigration status, and community context may impact a family’s experience in healthcare systems. Participants will examine their own backgrounds and identities to surface differences in perspective and biases that may impact decision-making in child life contexts. Using current research and theory, standards of ethical practice, and an understanding of national, state/provincial and institutional healthcare systems and policies, participants will analyze case studies and apply this analysis to developing their practices in the field. Prerequisite: EDUC 500.
Supporting Language and Literacy Development Across the Curriculum: 7-12
EDUC 833 | 2 credits (cohort specific)
This course introduces first and second language acquisition theories and research and their practical implications for developing a repertoire of strategies for teaching language and literacy to adolescents with a range of abilities. This course provides a framework for understanding how language, cognition, and social development interact with literacy and content learning in a sociopolitical context. Participants investigate the crucial role and impact of teacher language attitudes through a sociolinguistic lens informed by current and historical concerns of inequity for students from a range of linguistic and cultural backgrounds. Participants examine how both monolingual and emergent bilingual students use their entire linguistic repertoire in order to develop literacy in English language arts and in the content areas. Participants learn approaches to assessing adolescents’ language and literacy needs as well as ways to analyze text forms, both print and electronic, in terms of the kinds of responses they call for from learners and the support they offer to adolescents’ conceptual understanding. The course will investigate teaching new literacies in a multicultural context. There is a fieldwork component to this course.
Teaching Humanities: Curriculum, Methods and Assessment for Adolescents with Disabilities
EDUC 8342 | 2 credits (S)
Deeply rooted in the philosophy that the humanities is central to adolescents’ understanding the world that they inherit and inhabit, this course examines methods for planning, developing, implementing, and evaluating curriculum and instructional strategies for adolescents with disabilities in English and social studies. This course uses a progressive and inquiry-based approach as a framework for teaching English language arts to
adolescents with a wide range of abilities and challenges. Participants will use a sociopolitical lens as they study literature, primary and secondary sources, digital, multimodal and new literacies, as they develop reading and writing skills and strategies across genres. This course focuses on developing participants’ skills in planning, instruction, and assessment to create meaningful access to the general education curriculum and in accordance with Common Core Standards. It emphasizes teacher collaboration to support the differentiation of instruction based on learner characteristics, learning environment, curriculum, and standards. An anti-bias and social justice orientation are woven throughout the course, with a focus on teacher and student advocacy and agency.
Formal and Informal Assessment of Adolescents with Disabilities
EDUC 835 | 1 credit (S)
This course is designed to develop an understanding of formal and informal assessment techniques used to identify the learning needs of adolescents with disabilities. Students will become familiar with commonly used psychological and achievement tests as well as understand the need for adaptive measures during the evaluation process. The emphasis is on how to use both formal and informal assessment data to develop instructional plans to meet the unique needs of adolescents with a range of abilities and challenges. The historical as well as current legal and ethical considerations, appropriate practices and limitations when working with students of diverse backgrounds and their families will be a theme throughout the course. Topics such as student self-assessment, vocational assessment, exit portfolios, alternative assessment, transition planning and wraparound services will be discussed with a focus on advocacy and equity.
Teaching Mathematics, Science and Technology:
Curriculum, Methods and Assessment for Adolescents with Disabilities
EDUC 836 | 2 credits (F)
An inquiry and problem solving approach forms an essential framework for the teaching of math, science and technology. This course examines assessment, curriculum and methods for developing, planning, implementing, and evaluating instructional strategies for students with disabilities, in the areas of math, science, and technology. It emphasizes teacher collaboration to support the differentiation of instruction based upon teaching structures, learner characteristics, learning environment, curriculum and standards. This course explores theoretical and practical frameworks for cross-curricular connections with access to the general education curriculum. Technology is both a subject of instruction as well as an instructional tool to support learning and communication.
Integrative Master’s Project (IMP)
EDUC 837 | 1
credits (S)
The Integrative Master’s Project (IMP) is one of the three major components of your degree requirements. As the culminating component, it is a significant, academically rigorous body of work that integrates many facets of your experiences at Bank Street and in the field, and applies theoretical knowledge to your current and future work as an educator. The process of writing the IMP is intended to further your professional growth through inquiry, reflection, and integration. The form and content of each IMP varies according to specific program requirements.
Kerlin STEM Institute | Mollie Welsh Kruger, Director
The Kerlin STEM Institute is composed of three practicum courses that develop participants’ capacity to teach Early Childhood STEM content and pedagogy. Over the three courses, participants will learn to design integrated STEM investigations, which incorporate Bank Street’s Science Way of Thinking and NYSCI’s Design Make Play models of teaching that encourage learners to construct meaning through active investigations. During the three courses participants will engage in museum explorations and investigations that can be directly applied to their classroom curriculum. In addition, participants will use their observations of students, their work samples, and instructional conversations with colleagues to revise investigations that meet the needs of a range of learners from diverse linguistic and cultural backgrounds. The content and pedagogy of these three courses will build on each other, culminating with a collaboratively designed STEM curriculum.
Introduction to STEAM in Early Childhood Classrooms
EDUC 850 | 1 credit (S)
This course is the first of three courses in the Kerlin STEAM Institute, focusing on how learners construct meaning of the world around them through active STEAM investigations. By experiencing age-appropriate, hands-on STEAM investigations, participants will begin to develop an understanding of STEAM learning with a focus on the use of narrative to support student agency and meaning-making. Participants will consider how STEAM storytelling can invite learners from various linguistic and cultural backgrounds and disabilities to share their thinking and build their STEAM identities. Instructional conversations with colleagues, readings, and reflective writing will deepen and broaden the work. Finally, participants will investigate their curriculum, identifying examples where they are already developing students’ STEAM thinking and opportunities to build on these experiences. Prerequisite: For Kerlin Institute fellows only.
Materials Literacy in the Early Childhood Classroom
EDUC 851 | 1 credit (S)
In this second course in the Kerlin STEAM Institute, participants will expand their skills for selecting
open-ended materials and tools to inspire STEAM investigations that connect to children’s diverse lived experiences. Through hands-on exploration, participants will consider how work with materials can empower students to explore, identify, and deconstruct elements of their community and see themselves as able to make positive change. Participants will share activities and lessons that include ideas for incorporating materials literacy and personal stories to foster student creativity and STEAM sensemaking. Prerequisite: EDUC 850, For Kerlin Institute fellows only.
Developmentally Appropriate Technology in the Early Childhood Classroom
EDUC 852 | 1 credit
In this third course in the Kerlin STEAM Institute, participants will consider how digital learning environments support all STEAM content areas. Individuals and teaching teams will explore how developmentally appropriate technology, including emerging technologies like AI, can be used to respond to the developmental level of students and affirm their cultural, linguistic, and learning diversity. The course will culminate in the sharing of portfolios highlighting how the Kerlin STEAM Institute has impacted participants’ vision for integrating STEAM into their classrooms and ideas for how they might continue to grow that vision. Prerequisites: EDUC850 and EDUC851. For Kerlin Institute fellows only.
Teaching Writing Across the Grades
EDUC 858 | 3 credits (Cohort Specific)
Participants examine the theories and practices of teaching writing, both as writers and as teachers. The goal of this dual focus is to develop meta-cognitive awareness of one’s own writing process to inform one’s teaching practice. Participants discuss course texts and videos of practice, select children’s literature for mentor texts, and assess children’s writing. The course explores: teaching children to select topics, draft, revise, edit and publish their own writing; designing writing curriculum that is inclusive and culturally responsive; using children’s literature to teach writing through concrete observation and inquiry; using writing conferences and assessments to differentiate instruction; and teaching writing mechanics using a constructivist approach.
Assessment and Instruction in Teaching Literacy to Children with Language and Learning Disabilities
EDUC 860 | 3 Credits (S) (O: S)
This course integrates research, theory, and practice as participants learn about supporting literacy development for children with reading, writing, and language disabilities within a developmental framework. The course explores the iterative relationship between assessment and intervention and critically examines a range of evidence-based methods and materials in use in the field. Participants apply their learning as they work
over multiple sessions with a child. Prerequisite: EDUC 563 or EDUC 568.
Formal and Informal Assessment of Adolescents with Disabilities
EDUC 861 | 2 credits (cohort specific)
This course is designed to develop an understanding of formal and informal assessment techniques used to identify the learning needs of adolescents with disabilities. Students will become familiar with commonly used psychological and achievement tests as well as understand the need for adaptive measures during the evaluation process. The emphasis is on how to use both formal and informal assessment data to develop instructional plans to meet the unique needs of adolescents with a range of abilities and challenges. The historical as well as current legal and ethical considerations, appropriate practices and limitations when working with students of diverse backgrounds and their families will be a theme throughout the course. Topics such as student self-assessment, vocational assessment, exit portfolios, alternative assessment, transition planning and wraparound services will be discussed with a focus on advocacy and equity.
Assessment, Diagnosis, and Evaluation of Children with Disabilities
EDUC 862 | 3 Credits (O: F)
This course is designed to explore a variety of approaches used for the diagnosis, planning, and evaluation of students with disabilities. Participants will develop a critical understanding of the historical, legal and ethical considerations, appropriate use, mis-use, value, and limitations of standardized assessments including their intersection with issues of race, class, language, and gender. Participants will administer and interpret various psycho-educational tests and develop instructional plans to meet the unique needs of children with oral language, reading, writing, and math challenges. Participants will broaden their abilities to incorporate information from diagnostic reports into their teaching.
Collaboration and Differentiation in the Instruction of Children with Disabilities
EDUC 863 | 3 credits (O: SL)
This course combines theory and practice through work with children from diverse cultural and linguistic backgrounds who have learning disabilities. Using assessment data gathered through formal and informal measures, students will devise educational plans for children. Participants will be exposed to a repertoire of evidence-based practices and instructional strategies in oral language, reading, written language, and math in order to promote positive learning outcomes. The course will also provide opportunities to develop and apply strategies for working with families and collaborating with other educators. Utilizing their knowledge of
individual learning differences, participants will become skilled at differentiating instruction for a class of students with diverse learning needs. Prerequisite: EDUC 803.
Emergent
Literacy and Selecting Literature for Young Children
EDUC 864 | 1 credit (TBA)
This course focuses on the role of literature in the life of the developing child as it facilitates and provides an entry into literacy. Students gain an understanding of the relationships between aspects of young children’s language and what they relish in stories: repetition, rhythm, rhyme, and concrete and sensorial language. Using multicultural and nonsexist perspectives, students evolve criteria for judging and selecting literature to use with children from ages three through eight. Effective uses of literature for young children are examined, including reading aloud, telling stories, and using literature to extend the curriculum in social studies or sciences. Prerequisite: EDUC 565 or permission of instructor.
Reimagining Geography Instruction: Making, Sharing, and Interpreting the World Around Us
EDUC 866N
This class offers teachers opportunities to develop a geographic lens through active learning experiences. These experiences highlight essential pedagogical tools and explore two critical big ideas in geography: Environments shape people and people shape environments. Maps play a central role in the class— the creation of maps and the use of maps as tools to spark open-ended inquiry that addresses the needs of all learners. We’ll move from the concrete to the abstract by mapping some of our own lived experiences and navigating a terrain model. The class explores the development of critical vocabulary and fluency with maps and the habits of mind necessary to develop a geographic lens. An inclusive approach is taken with specific references to promoting conceptual and vocabulary development for students with disabilities and multilingual learners.
The Teacher’s Role in the Development of Reading Comprehension: Strategic Teaching (Grades K – 6)
EDUC 867 | 1 credit (Cohort Specific)
This course will enable teachers to extend their theoretical and practical understanding of the ways to support children’s reading comprehension in kindergarten through grade 6. Using theoretical frameworks, students will investigate comprehension skills and strategies by identifying and matching the demands of text with the multiple needs of fluent readers. Students will develop competencies in current literacy practices such as Interactive Read Aloud, Think Aloud, Guided Reading, and Questioning the Author. In addition, they will analyze the ways in which teaching reading comprehension strategies empowers children to
be independent readers. Teachers will be able to use the strategies demonstrated in this course with all learners, including English Language Learners and children with special needs. Prerequisite: EDUC 563 or EDUC 567 or EDUC 568 or permission of instructor.
Approaches to Teaching Decoding to Diverse Learners
EDUC 868 | 2 Credits (S) (O: SL)
This course explores varied approaches to teaching decoding and word study to children who have learning disabilities related to reading and spelling. Participants examine the theory and research that inform our current understandings of the reading process and explore how these understandings have changed over time. Participants study language processes and apply this linguistic knowledge when assessing children’s reading strengths and challenges. The course examines how the use of language systems varies for readers across different languages to better understand how languagebased disabilities differ from the developmental patterns of learning a new language. Participants learn about varied assessment tools, methods, and intervention programs used in supporting children’s decoding. They apply this learning as they develop differentiated decoding instruction for a diverse population of learners, including those who are learning English. Prerequisite: EDUC 860.
Supporting Early Language and Literacy for Children with Disabilities (Birth-8)
EDUC 869 | 2 credits (O: S)
This course examines communication, language, and literacy as they emerge in monolingual and multilingual children from infancy through early childhood. Participants examine how language, socialization, communicative competence, and literacy develop within, and are impacted by, children’s sociocultural contexts. Participants are introduced to communication disorders and other learning disabilities of the early years that affect language and literacy learning. Specific practices are identified to enhance the experience of young children who are receiving services in school as English language learners. Modifications and adaptations to support children with disabilities are explored. Prerequisite: EDUC 500; pre- or corequisite: EDUC 505.
The Teaching of English as a New Language
EDUC 870 | (TBA) 3 credits
After a review of language acquisition theories, this course will address the teaching of reading, writing, and content areas through a new language. Students will examine how children learn to read and write in the home language and what the differences and similarities are when they read and write in a new language. The focus will be on the methodology of teaching a new language, appropriate language materials, effective class organization, and lesson planning that involves all of these components, including assessment. One of
the requirements of this course is individual work with language learners.
Clinical Teaching Summer Practicum in Assessment and Instruction
EDUC 874 | (S2) 3 credits
This practicum places participants in a teaching role in a summer program in our partner school. Participants will have opportunities to conduct assessments and implement EDUC 860 course content to provide targeted instruction for a range of children, many of whom struggle to read and write, and who are of varied ages and backgrounds. The practicum instructor will observe and coach each participant individually about their teaching practice. Participants also meet with others in the practicum to discuss readings, integrate theory and practice, and share ongoing professional experiences.
Clinical Teaching Practicum for Teaching Literacy Across the Content Areas
EDUC 875 | 3 credits (Cohort Specific)
Participants apply the coursework in EDUC 562 to teach students who struggle with discipline specific reading and writing skills and strategies. Participants assess the students to guide individualized and small group instruction that focuses on vocabulary development, concept building, summarizing, and building stamina when working with challenging texts.
Research and Program Design Seminar
EDUC 876 | 3 credits (Cohort Specific)
Participants engage in creating individual summative projects that synthesize what was learned through completion of the program. They research the roles and responsibilities of literacy specialists in elementary and secondary schools. Building on this research and the program's coursework and fieldwork, participants envision how they would enact their professional goals in a literacy specialist role, including the creation of structures and materials for engaging with families and colleagues.
Practicum
in Developmental Assessment of Infants and Toddlers
EDUC 891 | 3 credits (S)
The Practicum in Developmental Assessment of Infants and Toddlers prepares graduate students to assess very young children across a wide developmental range, including those with disabilities, and to support families through the assessment process. Taking a relationship-based developmental approach to the observation and assessment of infant/toddler behavior, graduate students will use the assessment process to provide a close look at development across all developmental domains. Participants will learn to use assessments to create an IFSP for Early Intervention in collaboration with the family. Graduate students will learn how to administer and evaluate the validity
and usefulness of several different assessment and screening tools such as the Bayley Scales of Infant Development III and other standardized, criterionreferenced and evidence-based tools. Participants will be trained in a collaborative approach with families, respecting the family’s perspective while focusing on the strengths of and challenges to each child’s development. Participants come to understand the young child within the sociocultural context of his/ her family. Families from a diverse range of cultural and ethnic backgrounds participate in the course. The course requires graduate students to make a play-based developmental assessment, including observations of a child and dialogue with the child’s parents in the family’s home. Graduate students are required to meet with their family to discuss the overall assessment process. Prerequisites: EDUC 801 and EDUC 802.
Approaches to Early Childhood Assessment
EDUC 893 | 2 credits (S) (O: S)
This course introduces and explores informal and formal assessment practices for young children. Students will learn about various ways of observing, collecting, documenting, and analyzing children’s work and learning experiences in a variety of settings. Students will also become familiar with formal and informal assessment procedures and terminology, standardized testing, and strategies for test selection, to ensure results that are valid and unbiased. Students will also examine legal, ethical, culturally responsive, and professional considerations of assessment. Students will be given practical experience in the preparation and administration of different forms of assessment, including the construction of simple performance assessments. Critical attention will be given to careful interpretation and utilization of assessment data in developing meaningful curriculum and educational plans for individual children. Culturally responsive approaches to assessment and involving the family with the assessment process will also be addressed. Prerequisite: EDUC 803 or EDUC 894.
Early Childhood Practicum I: Observing a Child Through Family/Cultural Contexts
EDUC 894 | 2 credits (F) (O: F)
Early Childhood Practicum I and II is a year-long course that provides graduate students the opportunity to integrate theory and practice as they work with a child and family. Practicum I focuses on: 1) observation as the foundation of early childhood assessment and 2) culturally sustaining, family-based practice. Participants learn to observe and record children’s behavior in home, school, and community settings. Through regular observations, participants construct a respectful and increasingly complex understanding of the child within his/her sociocultural context. Special emphasis is placed on recognizing the strengths of the child and family. Participants develop greater awareness of their own perspectives and the ways their personal experiences
affect what they notice and how they interpret their observations. Participants begin to integrate adult development, family systems theory, and cultural/ linguistic diversity as a basis for developing relationships with the child’s family. This work provides a foundation for Practicum II. Prerequisite: EDUC 803.
Early Childhood Practicum II: Collaborating with Families and Colleagues in Assessment, Planning, and Instruction
EDUC 895 | 2 credits (S) (O: S)
This course completes a year-long sequence of work with a child and the child’s family. The focus in the second semester is two-fold: 1) developing a responsive collaboration with the family and 2) developing and analyzing the use of a range of instructional strategies. Through conversations, participants learn about the family’s perspectives and goals. To gather further data, participants select, develop, and use a variety of informal assessments. Participants apply their developing knowledge of the child’s interests and developmental needs as they design and implement instructional strategies. The course engages participants in a deep understanding of the assessment, planning and instruction cycle as they collect data and reflect on their instruction and apply their learnings in their ongoing work with the child and family. Participants will work with families to jointly plan goals as they develop their understandings of the IEP/IFSP. Prerequisite: EDUC 894.
Supervised Fieldwork/Advisement
EDUC 930 | 6 credits (F) (O: F)
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly 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. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC931.
Supervised Fieldwork/Advisement
EDUC 931 | 6 credits (S) (O: S)
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in weekly 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. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents,
depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other setting personnel are an integral part of the course. This course is the second half of EDUC930.
Supervised Fieldwork/Advisement
EDUC 9321/2/3/4 | 3 credits per section (F/S/F/S)
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in 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. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. Students are required to complete 4 semesters of fieldwork.
Supervised Fieldwork/Advisement
EDUC 932/4 | 3 credits (F/S)
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in 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. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. Students are required to complete two semesters of fieldwork.
Supervised Fieldwork/Advisement
EDUC 937 | 6 credits (O: F, S)
Fieldwork in appropriate settings with supervision and advisement. Candidates in advisement participate in 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. Participants will develop their capacity to construct learning environments and communities that support the development of infants, children, and/or adolescents, depending on the focus of their program. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This course is for one semester only, either in the fall or spring.
Teaching Literacy Supervised Fieldwork/Advisement
EDUC 943 | 6 credits (Cohort Specific)
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and co-teach with cooperating teachers and other school personnel are an integral part of the course. This is part one of two semesters of supervised fieldwork. The second part is EDUC944. Pre- or co-requisite: EDUC 860.
Teaching Literacy Supervised Fieldwork/Advisement
EDUC 944 | 6 credits (Cohort Specific)
Fieldwork in an appropriate setting with supervision and advisement. Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to instructional strategies for addressing the individual academic and behavioral needs of typically and atypically developing children within classroom settings. Opportunities to collaborate and coteach with cooperating teachers and other school personnel are an integral part of the course. This course is the second half of EDUC943. Pre- or co-requisite: EDUC 860.
Clinical Experiences and Supervised Fieldwork:
Children in Healthcare Settings
EDUC 950 | 6 credits (O: F, S)
Fieldwork in an approved child life internship with supervision and advisement. Graduate students participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Attention is given to developing child life practice that supports the psychosocial and emotional needs of children, adolescents, and families. Graduate students examine and practice strategies for supporting the individual strengths and challenges of a broad range of children and adolescents within medical settings. Opportunities to collaborate with interdisciplinary members of the healthcare team are an integral part of the experience. Graduate students are responsible for securing their own hospital internships.
Extended Field Experiences
EDUC 994 (1-2) | 1 credit (All) (O: All)
This one-credit course provides working teachers, interns, and assistant teachers the opportunity to meet the mandated New York State regulations for certification. The State regulations require teacher candidates to work in an additional grade band level in a high needs public setting, according to the age
band of their certification. In addition, there may be an expectation of direct work with English language learners (ELLs) and/or students with IEPs. Graduate students will be placed in appropriate educational programs for at least 50 hours. In addition, graduate students will participate in a series of seminars focused on these classroom experiences. Prerequisite: EDUC 930, 931, or 937.
Child Life Leadership and Program Development
LEAD 825 | 3 credits (S) (O) Child Life students only This course examines child life program development, leadership, and evaluation. Participants will explore a range of factors that underpin successful child life programs. Participants will develop skills in program development and the use of assessment for ongoing program improvement. A core factor in successful child life programs is strong formal and informal leadership that fosters collaboration. Participants will deepen their understandings of leadership in child life contexts through developing a philosophy of leadership grounded in a range of leadership theories, child life competencies, and ethical principles. The course will explore the evolution of leadership opportunities across a child life specialist’s professional career in local, national, and global contexts. Prerequisite: EDUC 500.
Explorations of Nature
SCIE 510 | 2 credits (TBA)
This course is designed to provide students with an introduction to the scientific exploration of the natural world through a review of the fundamental discoveries and principles of physical sciences, life sciences, and earth and space sciences. The course is organized around common principles of scientific inquiry, such as observation and experiment. As we discuss various concepts in the physical and life sciences, we will frame our work by issues such as what types of questions can be answered through scientific investigation, how such an investigation is designed, and the insights and limitations offered by experimental data. Once students understand the nature of science and its practice, we will explore some of the overarching themes that appear throughout the scientific disciplines, such as systems, models, constancy and change, time and space scales, evidence, and explanation. This course extends the traditional classroom lecture/ discussion structure by requiring an experiential component to engage students in scientific investigations. It is our belief that through readings, activities, and discussions, students will consider science in its proper light as a unique way of knowing and understanding the natural world.
ENL Case Management: Creating Access through Programming and Curriculum
TESL 515 | 3 credits (TBA)
This course is designed to help ENL teacher candidates refine their pedagogy while managing their student caseload within the mandated ENL service models
(stand-alone and integrated ENL) using standardsbased curricula and assessments to differentiate instruction. In collaboration with school professionals, participants will analyze informal and formal schoolwide data (including New York State English as a Second Language Achievement Test data, content, and literacy assessments) to identify the language and literacy needs of their ENL students. Participants will evaluate the strengths and weaknesses of the programming of ENL services in their schools and advocate for integrated, collaborative approaches that support ENL students across their school day. Special attention will be given to understanding the specific needs of newcomers, recently arrived unaccompanied children/refugee children & youth, long-term ELLs (LTELLs), and students with limited or interrupted /inconsistent formal education (SLIFE). Participants will explore ways to effectively connect with students to leverage cultural and linguistic resources, and other funds of knowledge to create socioemotional supports, empower students and families, and develop culturally responsive practices within their instructional programming. In addition, participants will develop strategies to self-advocate, collaborate, and negotiate their roles with other school professionals to better advocate for the needs of their students. Prerequisite: TESL 660.
Theoretical Foundations: Social, Cultural, and Linguistic Diversity in School TESL 530 | 3 credits (TBA)
This course explores how major federal and state laws, language policies, and theories of language development (first and second language acquisition, bilingualism, and translingualism) shape English as a new language (ENL) and bilingual program designs. Candidates will analyze how these programs serve diverse students in PreK-12 urban schools, with a special focus on the education of students who are immigrants, including students with limited or interrupted formal education (SLIFE). Candidates will explore immigration to the United States from a sociocultural perspective, investigate the factors that shape immigrant students’ experiences in schools, and how these impact their identity development. Graduate students will reflect on their own beliefs and perceptions about immigrants and emergent bilingual students while identifying the experiences that have contributed to these beliefs and perceptions. They will survey the demographic landscape of a school and evaluate how the school language allocation policy, curricula, and ENL & bilingual programs respond to the legal rights and the linguistic, socio-emotional and academic needs of emergent bilingual students. Based on their comprehensive analysis and principles of social justice, candidates will develop an advocacy plan to address identified needs of emergent bilingual students and their families.
Linguistics in Education
TESL 561 | 3 credits (TBA)
This course is an introduction to the study of language as it applies to educational settings. Participants will learn about the five basic linguistic structures: phonetics and phonology (sounds and sound patterning), morphology (form of words), syntax (arrangement of words), semantics (meaning), and pragmatics (the use of language). Participants will examine language structure as it exists within the larger context of sociolinguistics, equity, and social justice. The course will investigate how students use their full linguistic repertoire in academic settings (translanguaging), how teachers and society at large perceive language varieties, and how teachers value linguistic diversity in classrooms. The course examines the role of the brain in language development (psycholinguistics), language universals, body language, and discourse analysis. In the second half of the course, TESOL candidates will compare the structure and language features of world Englishes to that of other languages most commonly spoken in schools. The focus of the course will be on the practical application of this knowledge to developing a broader range of instructional strategies to support students’ language proficiency in school. Prerequisite: TESL 530.
The Teaching of Reading, Writing, & Language Arts in ENL Settings (PreK-12)
TESL 563 | 3 credits (TBA)
This course addresses the ways in which language, cognition, and the socio-emotional development of students shape and are shaped by effective reading, writing, and language arts instruction. Employing a social constructivist perspective, the course prepares teachers to meet the needs of students from diverse cultural and linguistic backgrounds. Participants will explore how emergent bilingual students utilize their entire linguistic repertoire, as well as their cultural and family backgrounds when learning to speak, listen, read, and write in a new language. Participants will recognize how home languages and language varieties impact the selection of readings, writing assignments, feedback, error analysis, and the interpretation of literacy assessments. Participants will explore approaches for teaching phonics, multimodal composition, rhetorical genre studies (RGS), and translingual research to develop flexible and culturally responsive literacy practices. Particular attention will be paid to the ways in which ENL teachers can collaborate with classroom teachers to develop literacy goals for students with varied language proficiencies (entering, emerging, transitional, expanding, and commanding) and developing literacy skills. Participants will also explore how to create portable and fixed learning environments that support a balanced approach to literacy, as well as explore ways to use age-appropriate technology to support students’ multimodal literacy development. In addition to gaining a deeper understanding of the
reading and writing processes, participants will better define their roles as literacy teachers and advocates of literacy practices that support emergent bilingual students. Prerequisite: TESL 530.
TESOL Research & Methodologies (Grades PreK-6)
TESL 660 | 3 credits (TBA)
This course explores TESOL methodologies to inform the teaching of English as a new language in grades PreK-6. The course will provide participants with a foundation for thinking about English as a new language (ENL) instruction as being grounded in a deep understanding of both learner and context. Participants will develop an understanding of how student identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), classroom culture and curriculum, and local and state assessments all impact planning and instruction for ENLs. Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual students, including those with disabilities, fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 870.
TESOL Research & Methodologies (Grades 7-12)
TESL 661 | 3 credits (TBA)
This course builds on the content covered in the Research and Methodologies (PreK-6) course by exploring the TESOL language learning methods and research that apply in middle and high school settings. Special attention will be paid to the social, emotional, and academic needs of adolescents with interrupted formal education (SIFE) and long-term English language learners (LTELLs). Participants will develop an understanding of how adolescent identity, language proficiency levels (entering, emerging, transitional, expanding, and commanding), middle and high school culture and curriculum, and local and state assessments all impact planning and instruction for adolescent ENLs. Using this grounding, participants will determine appropriate language materials, instructional technology, translanguaging strategies, environmental supports, and effective ENL service models to differentiate for the diverse listening, speaking, reading, and writing abilities and needs of their emergent bilingual students across the content
areas. Participants will develop skills in collaborating with a range of colleagues to create inclusive learning environments and effective classroom management strategies aimed at integrating emergent bilingual adolescents fully into their classroom communities. The course will explore how participants can advocate for an integrated and flexible role of ENL service delivery, preparing participants to design both stand-alone and integrated ENL experiences, as well as differentiating existing curriculum to better meet the needs of students. Prerequisite: TESL 660.
Assessment and Differentiation for Linguistically Diverse Students with Disabilities
TESL 862 | 3 credits (TBA)
In this course, participants will review the history of special education as it has impacted students and families from diverse cultural and linguistic backgrounds, focusing on over-representation in the classifications of intellectual disability, emotional disability, and language/learning disabilities. This course will help English as a new language (ENL) teachers examine the intersection between disability and cultural and linguistic diversity. Participants will unpack assumptions about linguistically and culturally diverse families, and understand how various disabilities interact with learning a new language to better discern typical patterns of language development from language-based disabilities. Participants will have the opportunity to become familiar with formal and informal assessments used to evaluate K-12 students and how these apply to emergent bilingual speakers, as well as concepts including validity, reliability, and basic statistical terminology. Participants will collaborate with school professionals to explore strategies for working effectively with families of linguistically and culturally diverse children and adolescents.
The Teaching of English Grammars & Discourse in ENL Settings
TESL 870 | 3 credits (TBA)
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, emerging, transitional, expanding, and commanding). Participants will use language assessments and error analyses in order to gauge students’ grammatical needs when speaking and writing and will use this assessment to inform the development of grammar lessons. The course will support participants in using technology for assessment and instruction and will focus the teaching of grammar as a tool for helping students engage more meaningfully in spoken and written discourse across a range of grade levels and content areas. Participants will study grammars as
living, dynamic systems, and through lesson design, they will empower students to consciously use grammars as communication tools in response to particular audiences and situations. Participants will collaborate
with classroom teachers and school leaders to integrate grammar lessons into existing literacy units used in schools. Prerequisite: TESL 561.
Educational Leadership Course Descriptions
COURSES ARE LISTED AS FOLLOWS:
Course Title
Course Number| # of credits (Term[s] course is offered)
(F) Fall term (S) Spring term (Jan) January term (SL) Summer Long term
(S1) Summer 1 term
(S2) Summer 2 term
(2/S) Every other Spring term
(2/F) Every other Fall term
(2/S2) Every other Summer 2 term
(3/S2) Every third Summer 2 term (O) This course is sometimes offered as a blended or fully online course. (TBA) To be announced
(*)
One asterisk next to the term indicates the course is only offered in person that term (**) Two asterisks next to the term indicates the course is only offered for online programs
*Every effort is made to offer courses as listed. Offerings are subject to change. Check the current course schedule on the College website. When TBA is noted, please see your advisor. Semesters listed first are for on campus sections. Semesters listed after the O are for online sections.
Please note: Some courses are offered only to students in specific programs.
Courses on the schedule include these additional descriptors:
R | online course (only for students in an online program)
A/F/E/L/M/S/Y | cohort specific course
N | Continuing Professional Studies (CPS) course
All Leadership programs are cohort programs and courses will be offered in the specific sequence indicated on the student’s program plan. Courses as they appear on the schedule may include additional descriptors to indicate that they are courses for a specific cohort(s) and/or modality. Courses may have a combination of descriptors. For example, LEAD510ER indicates a course for the Online Early Childhood Leadership Program. Students should reference their program plans to ensure they are registering in the correct sections.
Adult Development: Implications for Educational Leadership
LEAD 503 | 3 credits
Students will examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.
Human Development
LEAD 504 | 3 credits
A great deal of educational and public work in museums, libraries and cultural organizations revolves around the creation and implementation of programs for specific audiences. To support this work, this course is divided into several sections that, together, cover essential ideas about development in humans from childhood to adulthood, along with associated teaching and learning strategies. Observations of children, teen and adult programs and the growing field of access and wellness programs will be included. As we examine research on the cognitive, social, emotional, linguistic and physical development of children, we will pay attention to how these trajectories manifest across cultures and through interaction with biology and the environment. Understanding these developmental theories, and other patterns that evolve across the lifespan, will deepen how educators plan for and scaffold children’s and adults’ learning in museums and cultural settings.
Teaching and Learning with Objects
LEAD 505 | 1 credit
Objects, specimens, collections, archives, plants, animals, buildings and unique spaces are at the heart of museums, libraries and cultural organizations. Educators working in these types of organizations should be familiar with the many ways objects, collections and spaces impact users: provoking memories and imagination, offering multi-sensory experiences, encouraging inquiry and dialogue, understanding cultural values, and providing tangible evidence of life, history and culture, past and present. In this course, participants will practice unpacking the many layers and dimensions of objects, including decolonizing objects and ensuring that diverse perspectives are included when devising teaching and interpretive strategies. Some of the themes touched on here will continue in the Digital Learning, Programming and Designing Educational Spaces courses.
Educational & Social Role of Museums and Cultural Organizations
LEAD 506 | 2 credits
This course introduces the broader historical developments of learning and engagement work in a variety of museums, libraries and other nonprofit cultural organizations, along with the current emphasis on community engagement, access and diversity, building community partnerships and collaborations. Educators working in these spaces serve a variety of publics, onsite and off, from schools and teachers, to adolescents and families, to young as well as older adults. This course serves as a critical introduction to the roles that educators play in supporting these publics, as well as supporting organizational missions and public understanding around artistic and cultural diversity, heritage and the natural world etc. through various programmatic means. This course includes several site visits to different institutions in the New York City area.
Learning Theories
LEAD 507 | 1 credit
Most museums and cultural organizations have had education at the core of their missions since inception, but informal education is a relatively new discipline, still evolving and defining its place. Underlying these new directions are assumptions that explain what happens when learners engage with new phenomena, places and experiences, individually and with others. This course will explore fundamental theories around education and learning, social and cultural dimensions of learning and recent critical theories involving race, gender and ideas about shared or connected learning. By the end of the course, participants will be able to interpret and apply dimensions of various learning theories when articulating outcomes and assumptions that support both existing and new programs and their users.
Programming with Diverse Publics
LEAD 508 | 2 credits
A salient feature of educational work across museums, libraries and cultural organizations is the planning and delivery of a range of programs. A critical challenge in current programming is to foster greater diversity and access, to provide programming that is inclusive and welcoming for all, while continuing to serve existing audiences. The course will emphasize the importance of working with diverse publics (not for them) and what barriers exist that may be limiting participation. Participants explore different categories of programs that may be less familiar to participants and will be asked to walk through the many steps of planning a program or resource at a specific site for an intended audience. Participants will also factor in operational constraints such as time, people, scheduling and the available spaces in which programs happen.
Digital Learning LEAD 509 | 1 credit
This course reviews the growing presence of digital learning in education, within organizations, and through informal social media networks and other online communities of interest. Is technology changing how our brains process information? Are we learning differently now? How can the new digital technologies support and expand the work that we do in education within museums, libraries and cultural organizations? How can educators in cultural organizations make thoughtful and strategic use of these new tools, without being overwhelmed by the continual churn, expense and allure of new apps, platforms, products and services?
Participants will explore the notion of connected or shared learning in more depth and devise strategies and programs where new technologies can be effectively harnessed to support and expand learning and engagement.
Leading Critical Issues in Curriculum and Instruction
LEAD 510 | 3 credits
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development and their impact on student learning. By explicitly addressing the relationship between curriculum and instruction to critical theory and pedagogy, students will connect positionality to their professional noticing. At the same time, students will unpack educational equity to become discerning consumers and negotiators of curriculum. In this course, students will envision and conceptualize ways to ensure that all students experience a liberating curriculum by focusing intensively on the knowledge and tools needed to recognize and dismantle dehumanizing spaces that are emblematic of historic and contemporary systems and structures. Finally, the course explores critical issues in leadership in curriculum and instruction and is designed to connect theory to practice as a means of inspiring, guiding, and effecting school change.
Designing Educational Exhibits and Spaces
LEAD 516 | 2 credits
Exhibitions are more than just ‘stuff’ on display. They are about dynamic interactions and responses among people in physical spaces moving about in real time. Participants will look at exhibitions as a major program vehicle in museums as well as libraries and other cultural institutions, with the many implications of identifying audiences, supporting the mission, and appealing to the market. Throughout the course, we will think about how to maximize the learning and engagement potential of exhibits. Participants will review design elements of effective spaces, interpretive planning in exhibits, and how to rapidly prototype ideas with the public for greater input and feedback.
Partnerships and Collaborations
LEAD 517 | 1 credit
As museums and cultural organizations focus more attention on social value and public impact, it is essential for educators and other staff to cultivate knowledge of, and practice in, developing partnerships and collaborations. Participants will situate their collaborative educational work within expansive models such as learning ecosystems, to allow different organizations to do more in their communities by working together. These initiatives are promulgated by the hyperconnectivity of digital connections, allowing players in disparate locations to act quickly and more easily together. The course will include case studies of successful partnerships as well as techniques that foster productive interactions among different groups by articulating shared interests and the various assets that partners bring to the equation. Prerequisite: LEAD 506.
Curriculum Development
LEAD 519 | 3 credits
The main focus of this course will be on school field trips (in person and/or virtual, including related resources) to museums and cultural organizations; how these experiences intersect with curricula and specific units of study in schools at different levels. These trips are sometimes referred to as out-of-school experiences or place-based experiences, involving discovery, inquiry and/or play with objects, specimens, and unique environments. Participants will interrogate existing field trip programs using an anti-colonial lens. They will then design a new field trip-- aligned with a unit of study informed by specific standards and guidelines-- that effectively uses resources/objects, spaces and staff expertise at a museum or cultural organization. Field trip proposals will demonstrate the use of developmentally appropriate activities, different modalities, culturally relevant and culturally sustaining language and other effective teaching strategies. Prerequisite: LEAD 504.
Understanding Audiences and Users
LEAD 520 | 1 credit
Public museums, libraries and cultural Institutions, unlike schools and universities, do not mandate attendance nor do they issue degrees. As places of free-choice learning, they must continually reach out and attract audiences. This requires that staff understand audiences, both current and potential, and the communities in which they operate. In this course, participants will review fundamental marketing and visitor evaluation practices. By developing a greater understanding and empathy for visitor motivations, by identifying possible barriers to participation, by learning techniques for studying and evaluating visitor engagement, participants can develop more responsive, relevant, and inclusive communication strategies for educational programs that meet the needs of diverse publics in their communities.
Understanding Audiences and Users
LEAD 521 | 1 credit
Fundraising is a constant element of work in most cultural non-profit organizations. In this course, participants will begin by surveying the philanthropic sector: how it arose, what traditionally it did and how, and what changes have taken place, including the rise of digital philanthropy and impact investing. Next, participants will review the landscape of funders: foundations, corporate support, government granting agencies, and digital giving platforms such as crowdsourcing. Lastly, participants will practice writing grant proposals, which includes: developing a plan, researching a suitable funder(s), articulating program goals and outcomes, and how the impact of the program will be assessed.
Leadership Development LEAD 522 | 1 credit
In this course, participants will explore major theories of management, leadership and followership that can serve them in meeting the challenges of everyday work life and issues facing the sector. They will take a broad look at leadership and followership as intentional features of professional practice, including knowing oneself as essential for enacting effective leadership. Participants will review traditional views of leadership as residing in positions of authority together with shared and distributed models for leading and following for broader impact and change. By doing so, they will think about leadership and followership as fluid roles enacted by individuals across an organization at many levels.
Organizational Dynamics LEAD 523 | 2 credits
This course will help participants develop an organizational mindset-- to see how their job fits into the “bigger picture,” to work more effectively with other departments and individuals that may appear to have conflicting interests and priorities so that the organization can fulfill its mission and purpose. Participants will study the dynamic nature of organizations through frames and systems, team work as well as communications and negotiation. They will consider organizational culture, the challenges associated with change, transparency and becoming more diverse and inclusive. Participants will use their current workplaces or internship organizations as case studies for various course activities and assignments.
Professional Development LEAD 524 | 1 credit
This course focuses on the current trajectory of each participant in terms of their professional development. Participants will examine their individual strengths and challenges, practice speaking up and articulating what they value and stand for, for example championing social justice and advocating for the needs of diverse
learners. The course will also touch on labor and current hiring practices (including bias and discrimination), basic management principles, updating professional goals, public profiles and fine-tuning skills around listening and personal reflection. This course will complement the second semester of advising/fieldwork together with the Organizational Dynamics course to strengthen each participant’s skills and competencies.
Summer Institute
LEAD 529 | 2 credits
June Institute is a four or five day summer intensive pro gram focused on longer visits to a range of institutions and programs. Drawing on the institutional and professional interests and backgrounds of the participants in the program, the visits will take place in the greater New York City area, or a major city in the mid-Atlantic region such as Philadelphia or Washington DC. Participants will visit exhibitions, programs, and meet with professional staff to gain exposure to exemplary programs, challenging problems and best practices. Themes from prior courses will be reinforced. One part of the Institute may be set aside for discussions, reflections and other group activities.
Education Policy, Advocacy, and Law
LEAD 530 | 3 credits
Education policy is examined in the context of historical, philosophical, economic, sociocultural, political, and legal perspectives. Leadership theory and practices that create learning environments responsive to the multicultural constituencies of schools, as well as the laws that sustain them, are analyzed.
Foundations of Educational Leadership: Ethics and Philosophy
LEAD 532 | 1 credit
This course examines a range of educational philosophies as the foundation for understanding the attitudes, behaviors, and vision of leaders. The relationship between philosophical frameworks and effective leadership styles is analyzed for implications for schools as pluralistic, democratic environments.
Foundations of Educational Leadership: Organizational Development
LEAD 535 | 1 credit
This course examines theory, research, and practice concerning organizational development. The course provides opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews.
Organizational Development: Implications for Educational Leadership
LEAD 537 | 3 credits
This course examines theory, research, and practice related to organizational development. It covers a wide
range of issues related to capacity-building, school vision and culture, and problem solving, and focuses on the relationship between school management and instructional leadership. Students have opportunities to integrate theory and research with administrative practice through readings, small-group work, simulation experiences, observations, interviews, protocols, and case studies.
Supervising and Supporting Literacy Instruction in Diverse Settings
LEAD 561 | 1 credit
This course prepares participants to work with student leaders, new teachers, and colleagues as they plan effective literacy practices. Using a peer coaching/ mentor model, participants work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, coteaching, and preparatory and debriefing conversations, participants observe, record, and analyze the content and processes involved in coaching interactions. These experiences will allow participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.
School Change: The Transformational Leader
LEAD 603 | 3 credits
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience.
Development of Educational Policy
LEAD 604 | 1 credit
This course is designed to provide students with an under-standing of policy making at the local, state, and federal levels. Current issues and trends in education as they pertain to policy making are addressed. Students examine the forces that influence policy formulation and implementation at these three levels.
Processes of Supervision and Professional Development
LEAD 615 | 3 credits
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and
strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models, with particular attention given to the clinical supervision model.
Fiscal Management for Educational Leaders
LEAD 621 | 1 credit
This course is designed to explore school-based budgeting and fiscal management. The course will provide an overview of the various resources that schools receive and the rules that govern their use. There will be examples of how various schools use these resources, and a discussion of some of the considerations that school leaders may need to take into account in order for them to effectively implement the educational goals and objectives for their schools.
Fiscal Management, Grant Development and Marketing for Leaders
LEAD 624 | 3 credit
This course focuses on the financial management of early childhood programs in childcare settings and public schools as well as the grant development process and marketing strategies that are designed to enhance equitable access to quality early childhood experiences for young children and their families. The intersection of resources both within the community and from various funding streams will be examined to address issues of equity, advocacy and policy in early childhood settings. The first section of the course will address budget development, budget formulation and budget execution and evaluation of operating budgets. The second section of the course will focus on program design and proposal writing for grant development including categorical or competitive models. Participants will also learn about fundraising and marketing strategies designed to reach families with young children in underserved communities.
Law for School Leaders
LEAD 630 | 3 credits
The aim of this course is to familiarize both practicing and prospective administrators, supervisors, and school leadership personnel with the basic legal principles governing the structure and operation of school settings and the legal problems encountered in the day-to-day operation of schools. The broad general principles of school governance as determined by statute and case law are emphasized.
Leadership Individual Study
LEAD 650 | 1/2/3 credits
This course provides an opportunity to investigate a problem or area of interest related to educational leadership under the supervision of a faculty member. Permission of the student’s advisor is required.
Leadership Special Study
LEAD 651 | 1/2/3 credits
A group of students is provided with an opportunity to study an area of interest related to educational leadership under the supervision of a faculty advisor. Offered by special arrangement.
Research for Educational Change
LEAD 660 | 3 credits
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
Research for Educational Change LEAD 664 | 1 credits
This course is designed to enable leaders, teachers, special educators, and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform, and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.
Research for Mathematics Leaders I LEAD 667 | 1 credit
In this first course in the series of Research for Mathematics Leaders, students will learn and apply the process of action research through crafting a question, gathering data, analyzing data, and offering additional questions through an ongoing record of reflective field notes. This course is designed to increase graduate students’ understanding of qualitative research and will enable graduate students to gain a deeper understanding of the importance of qualitative research and how it can be used to effect change.
Research for Mathematics Leaders II
LEAD 668 | 1 credit
In this second course, students are supported in deepening their question from LEAD 667. Through the collection of additional data, the analysis of new data, and examining patterns and themes, students craft a deeper question that reflects the depth of an Integrated Masters Project (IMP). In this course the inquiry question will be revised taking into account the leadership standards. Prerequisite: LEAD 667.
Research for Mathematics Leaders III
LEAD 669 | 1 credit
In this third course in the series of Research for Mathematics Leaders, students will finish gathering and analyzing data and prepare their findings to share with the Math Leadership community and Bank Street faculty writ large. Prerequisite: LEAD 668.
Leadership Professional Seminar
LEAD 770 | 3 credits
This seminar is designed to develop competencies in re-search and communication. Participants will be guided in the preparation of a major paper for class presentation and critique. The paper will focus on a policy issue in education and the role of the school or district administrator in relation to that issue. The seminar combines formal class sessions and individual conferences.
Understanding Quantitative Data: Implications for Educational Leaders
LEAD 827 | 3 Credits
The goal of this course is to educate the school leader in the understanding of the use of quantitative data for improving instruction in schools. The course will deal with the mathematics of statistics and data collection so that school leaders are better equipped to understand the information provided to them, ask better questions, make better choices about what data they should collect, and what the data tells about the skills and understandings of the student. In addition we will look into bias in data collection and interpretation, who the players are in the data collection and interpretation, and how to communicate the data so that the school community will understand its implications. The course will use a case study approach. The mathematical ideas will be developed through the use of concrete materials, databases, and tools such as Excel, Google Forms, and a calculator.
Leading a School District I LEAD 861 | 1 credit
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data.
Leading a School District II
LEAD 862 | 1 credit
This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders’ decisions—in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships—affect schools’ capacity to engage students and strengthen achievement.
Leading a School District III LEAD 863 | 1 credit
This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.
Leading a School District IV LEAD 864 | 1 credit
This course focuses on examining a district’s budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the “real world” budgets currently in place in districts.
Special Education Leadership: The District Perspective LEAD 870 | 1 credit
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools.
Special Education Leadership: Meeting the Needs of all Students
LEAD 873 | 1 credit
Leaders are expected to create inclusive learning environments where all students, including students with disabilities and students who struggle, feel safe and have access to high quality, effective instruction. In this course graduate students will examine the history of the construct of disability and the disability rights movement and their impact on the school experiences of students with disabilities and their families. This course will also explore how markers of identity such as race, class, gender, and language intersect with disability. Graduate students will integrate their experiences and learning
to reimagine and design a learning environment that provides support and promotes equity for all learners.
Future School Leaders Academy Supervised Fieldwork/Advisement
LEAD 9061-4 | 6 credits (1.5 credits per semester)
This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop internship program plans each semester, linked to each semester’s theme and national leadership preparation standards. Students are supervised on site by their internship supervisor/mentor and their advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program.
School District Leadership Supervised Fieldwork/Advisement
LEAD 9081-2 | 6 credits (3 credits per semester) Fieldwork in an appropriate setting with supervision and advisement.
Leadership Supervised Fieldwork/Advisement
LEAD 912 | 8 credits/2 credits per semester
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial schoolbased responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors over 18 months. Participants also serve in a summer internship at a site that is different from their usual work site. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
Practicum in Urban School Leadership
LEAD 913 | 1 credit
Progressive Leadership interns continue to engage in focused leadership experiences in their own schools and/or other sites, with an emphasis on research-based strategies for turning around low-performing urban schools. Interns will refine their ongoing leadership work
based on the ISLLC Standards and the New York City School Leadership Competencies and will participate in monthly conference group sessions with their advisors. At the end of this course, each candidate presents a comprehensive portfolio of his or her internship experiences. This portfolio meets the program’s Integrative Master’s Project requirement.
Leadership Supervised Fieldwork/Advisement
LEAD 9181-3 | 9 credits (3 credits per semester)
This course meets New York State certification requirements for School Building Leadership (SBL) internship experiences. Through close work with a faculty advisor and peers, participants apply their learning from coursework to their field experiences, integrating theory and practice as they reflect on their own professional development. Interns work with a site supervisor and are given substantial schoolbased responsibilities that involve direct interaction and involvement with staff, students, families, and community leaders. Participants develop the capacity to build and support a positive school culture, build teams, enlist collaboration, and plan and sustain change efforts. Graduate students in advisement participate in small-group sessions with their advisors. At the end of supervised fieldwork, each candidate presents a comprehensive portfolio of internship experiences which meets the program’s Integrative Master’s Project requirement.
Early Childhood Leadership Supervised Fieldwork/Advisement
LEAD 9201-2 | 6 credits (3 credits per semester)
Participants explore a variety of theories and methods of analysis as applied to organizations and their members. Each participant prepares an in-depth analysis of his or her work setting, focusing on organizational structure and behavior.
Mathematics Leadership Supervised Fieldwork and Advisement
LEAD 945-2 | 6 credits (2 credits per semester)
This seminar and fieldwork experience consists of a cohort of graduate students who meet with their advisor throughout the 16 months of the program. The seminar includes the exchange and analysis of ongoing professional experiences based on the graduate students’ experiences in the field. It provides a forum for synthesizing theory with practice, and the creation of a professional learning community. Attention is given to leadership activities in students’ work settings and coaching strategies for addressing the academic strengths and needs of teachers of mathematics, including constructing classroom environments that support collaboration and agency. In addition, the seminar examines the historical, philosophical, and cultural roots of leadership as they have influenced current practices and innovations, and explores
Bank Street’s history and philosophy as a progressive institution.
Mathematics Leadership Summer Advisement
LEAD 946-2 | 3 credits (1 credit per semester)
This course is an extension of LEAD945. During the summer semesters, the cohort meets for weekly Advisement seminars that include readings that offer students the opportunity to integrate theory with practice in this evolving professional learning community.
Museum Advisement
LEAD 9601-2 | 4 credits (2 credits per semester)
Fieldwork in an appropriate setting with supervision and advisement.
Museum Supervised Fieldwork/Advisement
LEAD 9611-2 | 8 credits (4 credits per semester)
Fieldwork in an appropriate setting with supervision and advisement.
Mathematics for Leaders of Inclusive Schools: Supporting Teachers in Meeting the Needs of All Learners
MATH 525 | 3 credits
This course will provide teachers and leaders with a deeper understanding of the mathematics they need to know to help others refine and deepen math instruction in schools. They will learn how people learn math, and how to meet the mathematical needs of a wide range of learners—both adults and children. This course is grounded in a constructivist approach to learning and teaching. As such, we seek to form a community of learners in which participants are constructing their own understanding of mathematics, and what it means to be teachers and leaders of mathematics.
Integrated Mathematics I
MATH 541 | 3 credits
Participants in this course (and MATH 542 and MATH 543) engage in integrating mathematics. This experience helps participants deepen their understanding of the relationship among the various mathematical disciplines and supports them in their work with children and teachers. Participants explore elementary number theory, algebra, groups, and transformational geometry using concrete materials and open-ended problems. Open to Math Leadership students only or with permission of instructor and director.
Integrated Mathematics II MATH 542 | 3 credits
This course continues the integration of mathematics begun in MATH 541. Participants study Taxicab geometry and its relationship to Euclidean geometry. Participants explore probability, the relationship between probability and proportional reasoning, the art of equations, and the relationship between functions and their graphs. Prerequisite: MATH 541. Open to Math Leadership students only or with permission of instructor and director.
Integrated Mathematics III
MATH 543 | 3 credits
This course continues the work with graphing begun in MATH 542. Participants use the content from MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics and contrast these ways of approaching mathematics and the applications of each. Prerequisite: MATH 542. Open to Math Leadership students only or with permission of instructor and director.
Continuing Professional Studies Courses
Short-Form Graduate Courses
Continuing Professional Studies (CPS) courses are designed for teachers, administrators, librarians, childcare staff, parents, and others working with children and youth. These classes explore an array of topics in Early Childhood, Childhood, and Middle School Education, Special Education, and Educational Leadership. Each year, CPS serves more than 1,000 educators. Courses are offered in a variety of schedules, online and on campus, to meet the needs of working educators.
Open, continuing registration is held on a spaceavailable basis online at graduate.bankstreet.edu/cps. Courses can be taken for New York State Continuing Teacher and Leader Education (CTLE) hours, continuing education units (CEUs), and graduate credit. Participants registered for credit are required to complete readings and an assignment, usually due two weeks after the course ends and may require asynchronous online coursework. Graduate school tuition is charged to earn credit ($1,924 per credit for 2025–2026).
Continuing Professional Studies courses may be used to meet a wide variety of degree, licensing, and certification goals. Email cps@bankstreet.edu or call 212–875–4649 for more information. Those who wish to apply for admission to Bank Street degree programs should do so by the time they have completed three credits. Students already matriculated in degree programs should meet with their advisor prior to registering for graduate credit in a Continuing Professional Studies course. The following is a list of courses for credit. Not all courses are given every semester; see notations below. Additional not-for-credit workshops are offered throughout the year. A schedule with descriptions is published three times a year. Please visit graduate.bankstreet.edu/cps/cps-course-schedule/ for current information.
KEY FOR TERMS OFFERED: (F) Fall term (S) Spring term (S2) Summer 2 term
American Sign Language: Module One LANG 760N | 1 credit (S2)
Art Studio: Discovering Self While Learning More About Drawing, Painting and Collage ARTS 500N | 1 or 2 credits (S2)
Art with Young Children TEED 501N | 1 credit (S)
Behavior Management Strategies for the Classroom Teacher SETE 508N | 1 credit (F, S2)
Bibliotherapy in the Early Childhood Setting SETE 513N | 1 credit (S2)
Building Computational Fluency: Multiplication and Division TEED 346N | 1 credit (S2)
Children’s Literature for Grades 3-6, 1 credit EDUC 865 | 1 credit
Constructing a Democratic Classroom: Focus on Routines, Rules, and Transitions
Supporting Emergent Literacy in the Classroom (Preschool, Ages 3-5)
TEED 630N | 1 credit (S2)
Teaching Kindergarten Conference
TEED 551N | 1 credit (S)
The Youngest Scientist: Hands-on Adventures (Ages 3-8)
TEED 531N | 1 credit (F)
State Mandated Trainings
State Mandated Training on School Violence Prevention
TEWS 501N | 0 credits (F, S, S2)
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.
State Mandated Training in Child Abuse Identification and Reporting
TEWS 500N | 0 credits (F, S, S2)
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. Add to the end of the current course description(please format to bullet points): As of June 1, 2025, the curriculum was updated to include:
• Recognizing and mitigating your own biases in identifying and reporting potential cases of abuse or maltreatment;
• Strategies for identifying Adverse Childhood Events (ACEs);
• Guidance on identifying signs of abuse or maltreatment when interacting with children virtually;
• Recognizing signs of intellectual and/or developmental disabilities in children; and
• Factors to consider when determining whether a child with intellectual and/or developmental disabilities shows indicators of maltreatment or abuse.
State Mandated Training: Dignity for All Students
TEWS 708N | 0 credits (F, S, S2)
Anyone graduating and applying for certification after the summer 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.
Enrollment Management and Student Success
Enrollment Management and Student Success gradcentral@bankstreet.edu
610 West 112th Street, 6th floor
Also known as Grad Central, Enrollment Management and Student Success (EMSS) at Bank Street encompasses the Offices of Graduate Admissions, the Registrar, Financial Aid, Certification, Career Services, Student Support, and Marketing and Communications. Together, these offices provide guidance and support throughout a student’s journey, from the first point of inquiry through graduation.
Grad Central is designed to ensure that from start to finish, all students have a positive student experience. The one-on-one counseling offered to students from members of our team enables all students to have an individualized level of support. Students are encouraged to reach out to the individual departments as needed, and when in doubt, should reach out to the main account, gradcentral@bankstreet.edu, to be forwarded to the proper team.
Graduate Admissions
gradadmissions@bankstreet.edu
The Graduate School welcomes applications from individuals who have strong academic records and who have experience and interest in education or related fields. We believe that professions in education require intelligent, reflective, flexible, and creative individuals with strong ethical standards. Those interested in applying are encouraged to engage with the College in a number of ways. Prospective students can learn about Bank Street at information sessions held periodically throughout the year, as well as through individual appointments with admissions team members. Admissions and financial aid materials are available on our website (graduate.bankstreet.edu/admissions-financial-aid/).
Criteria For Admissions
The criteria described here apply to applicants for all graduate degree programs. Applicants should consult specific program descriptions in this catalog for additional requirements and prerequisites.
• Bank Street College seeks applicants with an undergraduate GPA of 3.0 (B average) or higher who demonstrate the preparation needed for successfully completing graduate courses and a culminating master’s degree project and for making positive contributions in their professional lives.
• We seek applicants who demonstrate sensitivity to others, flexibility, self-awareness, and a willingness and capacity to engage in self-reflection.
• We seek applicants who demonstrate clear evidence of positive interpersonal skills and relationships with both children and adults.
• We seek applicants who demonstrate evidence of healthy motivation and commitment to learning and to children.
Applicants for a Master of Science in Education degree or for a Master of Science degree must have a bachelor’s degree from a regionally accredited college or university. Undergraduates who are in the process of completing degrees are welcome to apply for admission to these programs, but full acceptance into a master’s degree program will be contingent upon completion of a baccalaureate degree.
Applicants for the advanced Master of Education (EdM) must have a prior Master of Science in Education. Applicants to the advanced certification sequences must have a prior master’s degree in education and a valid New York State teaching certification. Master’s degrees must be from a regionally accredited college or university. See specific program descriptions for more information.
If you intend to enroll in a single certification program in areas such as special education or literacy, you must have a valid New York State certificate in early childhood or childhood general education throughout the entire duration of your program. If you hold a certificate from another state, you must apply for New York certification through interstate reciprocity.
For our programs in TESOL and Adolescent Special Education, applicants must meet the liberal art & science “content core” requirement for certification. ECASP applicants must be a lead teacher working with children from birth through second grade in a publicly funded program and have a minimum of three years of teaching experience. See program pages for these specific course requirements.
Students missing an undergraduate course requirement must successfully complete any undergraduate or graduate level course in the subject(s) required within one year of enrolling at Bank Street. See pages 121-122 for details about potential transfer of these credits, provided they are taken at the graduate level.
Applicants should apply online, and send all supporting materials electronically to gradadmissions@bankstreet.edu
If materials need to be sent via postal mail, they can be sent to:
The Office of Graduate Admissions Bank Street College of Education 610 West 112th Street | New York, NY 10025
Application Requirements
Admissions applications must be submitted through the online application system. An application is considered complete upon receipt of the following:
• the completed online application form
• the nonrefundable application fee ($65), payable to Bank Street College
• two letters of recommendation
• reflective autobiography
• résumé
• admissions interview (required for most programs)
• Online Transcripts:
• Sent electronically directly from your prior institution(s) (most efficient for timely processing)
• Via postal mail (longer processing time)
Note: Unofficial transcripts for domestic institutions can be uploaded to your file in order to conduct a cursory review and a provisional admission decision, but official transcripts will be needed in order to be formally admitted. International transcripts must go through a course-by-course evaluation from a third party NACES approved organization for
admissions consideration. Undergraduate coursework must be the equivalent of a US bachelor’s degree.
We encourage students to submit their application as early as possible in order to guarantee the most timely admissions decision and the broadest consideration for scholarships and financial aid. Learn more about our application process and deadlines on our website on our website: graduate.bankstreet.edu/admissions-financial-aid/ how-to-apply/.
Financial Aid Priority Submission Dates
Applicants who wish to be considered for Bank Street scholarships should complete and submit the FAFSA (Free Application for Federal Student Aid) concurrently with their program application. Applicants who complete the FAFSA are automatically reviewed for scholarship eligibility.
The Application Process
If, after initial review of the application, the Admissions Committee wishes to proceed in considering an applicant, a faculty member from the appropriate program will contact the applicant to schedule a virtual admissions interview.
Admissions Decisions
Decisions are communicated within the online application system. When a decision is ready, an email will be sent inviting applicants to return to the application to view the decision.
Provisional Acceptance
Occasionally, applicants are admitted to Bank Street on a provisional basis. This means that the applicant is accepted to a degree program, but with the provision that they meet specific conditions as indicated in communications from the Office of Graduate Admissions. One such provision is that the official basis of admission transcript (such as the official final undergraduate transcript) must be received by the Office of Graduate Admissions before the end of the student’s first term. If it is not, the student will not be able to register for classes.
Applying to the Institution as a Non-Matriculated Student
Non-matriculated students are individuals wishing to take courses at Bank Street without being enrolled in an advanced certificate or degree program. Interested students must have an earned bachelor’s degree in order to enroll as a non-matriculated student. Nonmatriculated registration begins two weeks prior to the start of each semester and classes are subject to availability and eligibility for non-matriculated registration.
Candidates who are interested in registering for a course as a non-matriculated student may do so through a form on our website: https://graduate.bankstreet.edu/ student-services-support/registrar/registration/non-degreestudents. Completing the form starts the process and does not equate to registration. After completing the form, a member of the student services team will follow up with you. Non-matriculated tuition is charged at the same per-point rate as for matriculated students, but financial aid is not available.
Application Requirements for International Students
Students from countries other than the United States are welcome at Bank Street. International students must meet the admissions criteria listed above; they must also provide a comprehensive course-by-course translation and evaluation to certify that their course of study is the equivalent of a bachelor’s degree in the U.S. Bank Street accepts certified course-by-course transcript evaluations from any NACES member organization (i.e. World Education Services or SpanTran). All documents in languages other than English must be accompanied by certified English translations. International students must also complete an “Application for Form I–20.” This document, which can be obtained from the Office of Graduate Admissions, affirms that a student has the financial resources to attend Bank Street. Unfortunately, financial aid is not available for our international students.
All students whose first language is not English or who have taken their prior education in a non-Englishspeaking university must demonstrate proficiency in English by attaining a score of at least 100 on the TOEFL Internet-based test (iBT) or 7.0 on the IELTS. For more information, prospective students should visit the TOEFL website: www.ets.org/toefl.
Students without permanent residency status or work authorization in the United States are generally not eligible for professional teacher certification in New York State, though they may be eligible for time-limited certifications such as initial teacher certification.
Transfer Credit Policy
Bank Street accepts transfer credit from other accredited institutions. Please see page 120 for our Transfer Credit Policy.
Financial Aid
The Office of Financial Aid understands that graduate students are investing in their careers and their future goals. Our financial aid professionals provide applicants and students with information and counseling about how they can finance their education. Financial aid awards may take the form of scholarships, grants, federal loans (to be repaid), or federal work-study opportunities. Bank Street participates in the William D. Ford Federal Direct Loan Program which enables our students to borrow directly from the U.S. Department of Education.
Eligibility for Financial Aid
In order to be considered for all forms of financial aid (scholarships, loans, and/or work-study), students need to complete the Free Application for Federal Student Aid (FAFSA). All students, continuing and prospective, should apply for financial aid every year. Eligibility for the Bank Street College Scholarships is based on need as determined by the FAFSA. In order to receive any type of financial aid, a student must be admitted into a degreegranting program and all credits/courses taken must be part of the degree requirements.
Timeline
Applicants should complete the FAFSA as soon as possible to be given maximum financial aid consideration for both scholarships and loans. The financial aid application process must be repeated for each academic year. Both half-time and full-time students are eligible to apply for financial aid.
New Students
We urge prospective students who think they might seek financial aid to file the FAFSA early in their process of applying to a graduate school program at Bank Street. New students will be considered for financial aid once they have received formal admission to the College. When applying for aid using the FAFSA form, you will be asked for the Title IV School Code, which for Bank Street College is G02669 (G-ZERO-2669).
Receiving Financial Aid
The Office of Financial Aid sends an estimated financial aid offer letter to eligible students who have been accepted into a graduate program. An offer letter indicates the combination of financial funds— unsubsidized loan(s), scholarship(s), and all other awards that the student is eligible to receive.
At Bank Street College, we aim to cover the direct costs, tuition and fees. Education related expenses, indirect costs, including but not limited to housing ,food, books and supplies expenses may be requested by contacting the Office of Financial Aid. If the student elects to accept
a federal direct loan, a Disclosure Statement is sent to the student from the U.S. Department of Education Loan Origination Center confirming the amounts of unsubsidized loans requested by the student for the financial aid award year. Bank Street College utilizes both standard and borrower based academic years. Our standard academic year starts in fall and ends in summer.
Financial aid awards from scholarships, grants, and loans are applied first to institutional charges (tuition and fees). Any excess funds are refunded to students to meet other educational expenses. First-time borrowers at Bank Street College must complete an online Entrance Counseling and a Master Promissory Note in order to be eligible to receive loan funds. Students applying to receive aid in subsequent years must demonstrate continued financial need and good academic standing, including making satisfactory academic progress toward their degree. All students should remain in contact with the Office of Financial Aid in order to receive the most current information about financial aid offers. For further detailed/updated information please visit our website at graduate.bankstreet.edu/admissionsfinancialaid/tuition-financial-aid/.
Scholarships
Bank
Street Scholarships
When you apply for admission and financial aid, you will automatically be considered for more than 45 Bank Street-funded scholarships. There is no additional form you need to submit beyond your application and your FAFSA. The criteria for these scholarships varies and may include the specific program you’re applying to, whether you will work in public schools, if you’re changing your career to teaching, and others. For example, we have scholarships for our Leadership in Mathematics Education program as well as scholarships for applicants who are career changers.
External Scholarships
Additionally, there are many external scholarship programs you can apply to on your own. Some general search engines include College Connection, Scholarships.com, and Fast Web Scholarship Search. Please note that Bank Street does not determine external awards and separate applications are required. Find a list of external scholarships at www.graduate. bankstreet.edu/admissions-financial-aid/financial-aid/ scholarships/
Yellow Ribbon Program
Bank Street College is proud to be a participant in the Yellow Ribbon GI Educational Enhancement Program. We provide matching funds to eligible recipients of the
Yellow Ribbon program up to $12,000. This program is a provision of the Post 9/11 Veterans Educational Assistance Act of 2008. This program allows institutions of higher education (degree-granting institutions) in the United States to voluntarily enter into an agreement with the VA to fund tuition expenses that exceed the annual maximum cap for private institutions. Students applying for Veterans Benefits must follow these actions:
• Submit a certificate of eligibility for entitlement to educational assistance no later than the first day of a course of education for which the individual has indicated the individual wishes to use the individual’s entitlement to educational assistance.
• Submit a written request to use such entitlement.
• Provide additional information necessary to the proper certification of enrollment by the educational institution.
GI BILL ® Application Procedure: The student must obtain the appropriate form(s) from the Education Benefits Application Process website at www. va.gov/ education/. Forms can be submitted online directly to the VA. Students should double check and verify that all information provided is true and correct prior to submitting. Bank Street College requires a copy of the students’ confirmation page after they have submitted their information to the VA which will contain one of the following:
• 22-1990 (Application for VA Education Benefits) for veteran students who are using their GI BILL® for the first time.
• 22-1990E (Transfer of Entitlement) for spouse or dependents who are applying for transferred Post 9/11 benefits for the first time.
• 22-1995 (Change of Program/Training) for veteran and TOE students who have applied and/or used their GI BILL® benefits before.
• 22-5490 (Chapter 35 Dependent/Spouse DEA benefits) who are applying for this benefit for the first time.
• 22-5495 (Chapter 35 Dependent/Spouse DEA before.
• DD-214 (Release from Duty). Bank Street College requires a copy of this form for the student’s file if available. This form does not hold up certification.
The Bank Street College VA Certifying Official will review and certify the student for courses throughout the year on the VA-ONCE website. GI Bill® is a registered trademark of the U.S. Department of Veterans Affairs (VA). More information about education benefits offered by VA is available at the official U.S. government web site at https://www.va.gov/education/
Federal Loans
Federal educational loans play an important role in a student’s financial aid package. As Bank Street College scholarships are first applied to tuition, students should expect to possibly provide additional funds to cover tuition/fee balances and living expenses, usually by borrowing funds through the William D. Ford Federal Direct Loan Program, which is an unsubsidized loan program. The Office of Financial Aid reviews each student’s eligibility for the William D. Ford Federal Direct Loan Program.
Students may borrow funds to offset the total cost of their education, which includes tuition, fees, books, and living expenses. Students must be registered for a halftime minimum of 5 credits (or the equivalent) during the Fall, Spring and Summer Long semester to be eligible to receive a Direct Loan for that semester. Students enrolling in either the Summer 1 or Summer 2 term must be registered for a half-time minimum of 2 credits to be eligible to receive a Direct Loan. Eligibility for any type of financial aid will only cover those credits/courses that are part of the degree requirements.
As with all financial aid programs, students requesting loans must be in good academic standing, including making satisfactory academic progress toward their degree. As with other financial aid, students must complete and file the Free Application for Federal Student Aid (FAFSA). Students may apply for a Direct Loan throughout the year; the priority deadline does not apply to the Federal Direct Loan Program.
The William D. Ford Federal Direct Loan (Direct Loan) is an unsubsidized loan. Repayment of the principal is deferred until six months after a student ceases to be enrolled at least half-time (5 credits or the equivalent in the Fall, Spring, or Summer Long, 2 credits in Summer 1 or Summer 2). An unsubsidized loan begins to accrue interest as soon as the funds are disbursed to the student’s account at Bank Street College. The FAFSA information and the number of credits taken each semester determine eligibility.
Students can borrow up to $20,500 per academic year in the Direct Loan Program. Individual eligibility may vary and will be determined by a review of the student’s FAFSA application. The Direct Unsubsidized Loan has a fixed interest rate for each year which is applied to any loan disbursed between July 1, 2025 and June 30, 2026.A loan origination fee is withheld from the loan proceeds prior to disbursement to the student.
Students who are first-time borrowers at Bank Street College must complete Online Entrance Counseling and a Master Promissory Note in order to be eligible to receive loan funds. Exit Counseling is required of all borrowers prior to graduation or when the student falls below half-time status.
Loan disbursements occur approximately the third week of the term for Fall and Spring and the second week of the term for Summer 1 and Summer 2. Students have a right to cancel all or a portion of their federal loans by submitting a written request to the financial aid office at finaid@bankstreet.edu. Requests should be made no later than two weeks after the loan has disbursed.
Other Federal Loan Options
If students have exhausted their scholarship and Federal Direct Unsubsidized Loan options and still need additional funds to bridge the gap between the financial aid awarded and their cost of attendance can choose the Federal Direct Graduate PLUS (Grad PLUS) Loan. Matriculated graduate students may be eligible to borrow funds from the Federal Direct Grad PLUS Loan Program. The Federal Grad PLUS Loan has a fixed interest rate for each year which is applied to any loan disbursed between July 1, 2025 and June 30, 2026 and it includes all the federal student loan benefits of the William D. Ford Federal Direct Loan Program. Unlike the Direct Loan, the Grad PLUS loan requires a credit approval and charges an origination fee. This loan is available for students who meet the following criteria:
• Student is a matriculated student at the Graduate School;
• Student is at least half-time in attendance; and
• Student has utilized all their Federal Direct Unsubsidized Loan funds for the academic year and still has a financial aid package/award that does not meet the full cost of attendance for the semester(s) for which the student is/will be enrolled.
The Grad PLUS loan may be borrowed in lieu of an alternative/private educational loan. For more detailed information please refer to our website at graduate. bankstreet.edu/admissions-financial-aid/.
TEACH Grant
The Teacher Education Assistance for College and Higher Education (TEACH) Grant is a merit-based Federal Title IV program designed to encourage highly qualified teachers to serve in low-income schools in high-need fields. The TEACH Grant Program will provide up to $4,000.00 per year (for up to $8,000.00 total for graduate studies) in grants to students who plan to teach a high-need subject area full-time in schools that serve students from low-income families. Students who are enrolled in their second postbaccalaureate program are not eligible for the TEACH Grant. TEACH Grant recipients agree to teach for at least four years within eight years of finishing their teacher preparation program.
If the student does not complete the four-year teaching obligation, the grant will convert to an unsubsidized loan, which the student will have to repay with interest calculated back to the date the funds were disbursed.
The field the student teaches in must be a high-need field in the state where the student teaches in order to satisfy the service requirement.
As with all financial aid programs, students applying for the TEACH Grant must be in good academic standing, including making satisfactory progress toward their degree. Students must also maintain at least a 3.25 cumulative GPA. (For first year graduate students, their undergraduate cumulative GPA will be used.)
Students must complete and file (as with other financial aid) the Free Application for Federal Student Aid (FAFSA); be enrolled in coursework, or plan to complete coursework, toward a career in teaching in a high-need subject area; complete TEACH Grant counseling; and sign a TEACH Grant Agreement to serve each year he or she receives a TEACH Grant. For more information, please refer to our website at: graduate.bankstreet.edu/ admissions-financial-aid/tuition-financial-aid/.
Federal Work-Study Program
The Federal Work-Study (FWS) program enables students to meet part of their educational expenses by working in various positions on campus and in community-service locations approved by the College. To be considered for a FWS position, matriculated students must be enrolled at least half time (5 credits for the Fall, Spring, or Summer Long semesters; 2 credits for the Summer 1 and Summer 2 semesters) and have submitted a FAFSA application for the academic year. The current compensation for FWS is $27 per hour and students are permitted to work up to 20 hours per week. Please contact the Financial Aid Office at finaid@ bankstreet.edu if you are interested in being considered for this award.
Other Aid Sources
In order to support the maximum number of students with financial need, the Office of Financial Aid encourages matriculated students to explore other financial aid opportunities. To this end, the Office of Financial Aid maintains a small library of external financial aid resources, both printed and electronic. A listing of electronic sources of financial aid information can also be found on the Bank Street College website at graduate.bankstreet.edu/admissions-financial-aid/ Students may be employed as research/project assistants or in other offices within the College. Students who are interested in part-time employment are encouraged to review job announcements on the Office of Human Resources webpage. Private tutoring position listings are available to matriculated students via the online job opportunities promulgated by the Office of Career Services.
Title IV Loan (Employees) School Code of Conduct for Financial Aid Administrators
Bank Street College of Education, as a participant in
federal loan programs, is required to develop, administer, and enforce a financial aid code of conduct applicable to the College’s officers, employees, and agents. The code of conduct requirements are set forth in the Higher Education Opportunity Act (HEOA) signed into law on August 14, 2008. Bank Street College of Education’s Code of Conduct Related to Student Loan Activities fulfills these requirements and applies to certain transactions and activities related to student lending and financial aid matters. Furthermore, Bank Street College of Education also adheres to the Student Lending, Accountability, Transparency and Enforcement (SLATE) Act under New York State law, which applies not only to the College’s officers, employees, and trustees, but also to the College’s agents and contractors.
In addition, the financial aid professional at Bank Street College of Education is expected to always maintain exemplary standards of professional conduct in all aspects of carrying out his or her responsibilities, specifically including all dealings with any entities involved in any manner in student financial aid, regardless of whether such entities are involved in a government-sponsored, -subsidized, or -regulated activity.
Revenue Sharing Prohibition—Bank Street College of Education employees are prohibited from receiving anything of value from any lending institution in exchange for any advantage sought by the lending institution.
Gift and Trip Prohibition—Bank Street College of Education employees are prohibited from taking anything of more than nominal value from any lending institution. This includes a prohibition on trips paid for by lenders for financial aid officers and other college officials.
Advisory Board Compensation Rules—Bank Street College of Education employees are prohibited from receiving anything of value for serving on the advisory board of any lending institution.
Staffing Assistance/Call-Center Prohibition—Bank Street College of Education employees are prohibited from accepting from any lender any assistance with call-center staffing or financial aid office staffing, except that a lender may provide professional development training, educational counseling materials (as long as the materials identify the lender that assisted in preparing the materials), or staffing services on a short-term, nonrecurring basis during emergencies or disasters.
Consulting/Contracting Arrangement Prohibition— Bank Street College of Education employees are prohibited from accepting from any lender or affiliate of any lender any fee, payment, or other financial benefit as compensation for any type of consulting arrangement or other contract to provide services to a lender or on behalf of a lender relating to education loans.
Assigning of Lender to First-Time Borrower
Prohibition— Bank Street College of Education Office of Financial Aid will not, for any first-time borrowers, assign, through award packaging or other methods, the borrower’s loan to a particular lender or refuse to certify, or delay certification of, any loan based on the borrower’s selection of a particular lender or guaranty agency.
Preferred Lender Lists—If Bank Street College of Education uses a preferred lender list, the following standards shall be observed and maintained:
1. A preferred lender list, if offered, will be based solely on the best interests of the students who may use the list, without regard to the financial interests of Bank Street College of Education.
2. A preferred lender list, if offered, will have at least three (3) or more unaffiliated lenders.
3. A preferred lender list, if offered, will clearly and fully disclose the criteria and process used by Bank Street College of Education to select the lenders on the list. Students will be told that they have the right and ability to select the lender of their choice regardless of the preferred lender list.
4. Lenders listed on a preferred lender list, if offered, must first disclose if they have any agreement to sell their loans to another lender. No lender will be listed if the lender bargains to be on the list with respect to a certain type of loan by providing benefits to Bank Street College of Education with respect to another type of loan.
5. A preferred lender list, if offered, will provide comparative information on borrower benefits offered by all lenders, including, but not limited to, lenders’ interest rates and loan terms and conditions.
6. Bank Street College of Education will endeavor to program for the purpose of admission or matriculation of to select lenders with the best borrower benefits, including, but not limited to, lenders’ interest rates and loan terms and conditions, for its preferred lender list, if offered.
7. Bank Street College of Education will annually update its preferred lender list, if offered.
8. Bank Street College of Education will not be involved with any lender who undertakes philanthropic activities in exchange for federal student loan applications, volume, or placement on a school’s preferred lender list.
Incentive Compensation
Bank Street College of Education under statutory language will not provide a commission, bonus, or other incentive payment based in any part, directly or indirectly, on success in securing enrollments or financial aid to any person or entity engaged in any student recruiting or admission activities or in making decisions regarding awarding Title IV funds.
In addition, Bank Street College of Education is prohibited from making adjustments to compensation for any employee engaged in any student recruiting or admission activities or in making decisions regarding awarding financial aid.
An annual adjustment in a calendar year is acceptable if the institution (Bank Street College of Education) can document that said adjustment is not based upon enrollments.
Multiple adjustments in a calendar year are considered to have been made based upon success in securing enrollments or awarding financial aid if those adjustments create compensation based in any part, directly or indirectly, on securing enrollment or awarding financial aid.
Bank Street College of Education, its contractors, and other entities may make acceptable compensation in the form of profit-sharing payments so long as such payments are not provided to any person who is engaged in student recruitment or admission activity or in making decisions regarding the award of Title IV funds.
Commission, bonus, or other incentive payment is defined as a sum of money or something of value, other than a fixed salary or wages, paid or given to a person or entity for services rendered.
Enrollment is defined as admission or matriculation of a student into an eligible institution.
Securing enrollment or the award of financial aid is defined as activities a person/entity engages in at any point in time through completion of an educational students for any period of time or the award of financial aid to students.
Entity/person engaged in any student recruitment or 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 that makes decisions about and awards Title IV funds, any person who undertakes recruiting or admitting of students or who makes decisions about and awards Title IV funds, and any higher-level employee with responsibility for recruitment or admission of students or for making decisions about awarding Title IV funds.
Misrepresentation
Bank Street College of Education is prohibited under federal regulations from making any false, erroneous, or misleading statement directly or indirectly to a student, prospective student, member of the public, accrediting agency, state agency, or the Department of Education. 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 testimonials given under duress or because such testimonial was required to participate in a program.
Federal regulations further provide that substantial misrepresentation is any misrepresentation on which the person to whom it was made could reasonably be expected to rely, or has reasonably relied, to that person’s detriment. The regulations regarding misrepresentation describe misrepresentation with respect to:
• Nature of the education program
• Nature of financial charges
• Employability of graduates
• Relationship with the Department of Education. A Title IV eligible school may not describe its participation in a way that suggests approval or endorsement by the Department of Education of the quality of its educational programs.
registrar@bankstreet.edu
Matriculated Student Registration
Registration takes place online via the College’s Online Registration system during the official Registration period prior to each term. Matriculated students will be notified via email of the schedule of classes being published, registration dates, and registration policies. New students are able to register no earlier than one week after registration begins for continuing students. Students are expected to adhere to the academic calendar and registration policies regarding their graduate course enrollment. Students are encouraged to meet with their advisor or program director and consult their program plan prior to registering for a new term.
Outstanding debts to the College must be cleared before students are permitted to register for classes. Students with holds that restrict registration will be notified and are expected to resolve them before they are permitted to register. Once holds are resolved, students are responsible for registering within the appropriate registration or add/drop period. Matriculated students should consult the Office of Student Services webpage through graduate.bankstreet.edu/student-services-support/ for updated Registrar, information. They may also find additional resources on myBankStreetConnect (myBSC), where online registration occurs.
Registration and Add/Drop registration times are available at graduate.bankstreet.edu/academics/ academiccalendar/. During registration, students are able to adjust their schedule without tuition and fees being charged. Students may only participate in courses they are registered for and are not authorized to attend classes in which they are not registered.
Non-matriculated Student Registration
Non-matriculated students are individuals wishing to take courses at Bank Street without being enrolled in an advanced certificate or degree program. Interested students must have an earned bachelor’s degree in order to enroll as a non-matriculated student. Non-matriculated registration begins two weeks prior to the start of each semester and classes are subject to availability and eligibility for non-matriculated registration. Nonmatriculated students are eligible to register for a total of 6 (six) credits. Non-matriculated students are not eligible for scholarship or financial aid. Non-matriculated students must adhere to Bank Street policies, such as immunization policies, code of conduct, and registration policies, and registration deadlines. Non-matriculated students are expected to utilize their personal email during their attendance at Bank Street. Non-matriculated students may request a Student ID.
Late Registration, Add/Drop, and Withdrawal from Courses
The academic calendar specifies the dates for Registration, Add/Drop periods, and deadlines to withdraw from courses each term. Students who wish to add a course, adjust their schedule, or change from one section to another of the same course, must do so before the day of the second class session. It is the policy of the College that any class must be officially dropped online by 10:00 PM the last day of the Add/Drop period in order for a full tuition refund to apply. Registration fees are nonrefundable.
After the Add/Drop period, students can no longer drop a course from their record, except in the event of an approved extenuating circumstance (see page 125 for Emergency Withdrawal/Leave of Absence). Questions about such events should be directed to the Registrar.
Students may request a grade of Withdrawal up to the midpoint of the semester from a course or courses (see Academic Calendar for specific deadlines for a Withdrawal request) . This option retains the course on the student’s transcript and records a grade of Withdrawal (WD). The form to be filed for course withdrawal is available in the Office of Student Services and also on graduate.bankstreet.edu/studentservices-support/. Students may not withdraw from the Integrative Master’s Project (IMP).
After a student has registered, they are accountable for the completion of this work. Students who have registered for a course, and then stop attending without either formally dropping or requesting a grade of Withdrawal, will receive a failing grade of No Pass (NP) and will be held responsible for the full cost of the course.
Tuition and fees must be paid in full by the billing due date each term. Please see Billing and Payment for all costs associated with attendance.
Exceptions to Enrollment Policy
Students are responsible for the management of their academic careers. They are expected to familiarize themselves with the catalogs and to remain informed on all published degree requirements, registration policies, and deadlines as outlined in the academic calendar. Failure to do so does not provide a basis for exceptions to academic requirements or policies.
Bank Street Graduate School of Education will consider exceptions to the Enrollment Policy due to an extenuating and unpredictable circumstance, causing a disruption in the student’s ability to enroll/ unroll
by the published deadlines. Each exception will be reviewed on a case by case basis by the Registrar, and at times in consultation with the Academic Standing Committee and/ or Department Chairs. Students interested in requesting an exception should reach out to a representative from Student Services to begin the process. Documentation to support the request of the exception is required. Any approved exception will incur a Late Add/Drop fee of $15. The student will be responsible for the tuition and fees associated with the class as outlined in the registration policies.
Course Cancellation
The College reserves the right to cancel a course for which there is insufficient registration. Tuition and registration fees will be refunded in full to any student who has registered and paid for a course that is subsequently canceled. All students should consult the Academic Calendar and the Course Schedule, both of which are available on the Academics section of the website at graduate.bankstreet.edu, for schedule and calendar updates.
Billing and Payment
212-961-3369; bursar@bankstreet.edu
Tuition and Fees
Tuition and fees are subject to change during the academic year.
Application fee (nonrefundable)
Tuition for each course credit
Tuition for Supervised Fieldwork/ Advisement per credit
Enrollment Fee (nonrefundable):
Registration fees per term (nonrefundable): 1 credit or more
Drop fee
Exception To Enrollment (Late Add/Drop) fee
Transcript request (plus processing fee)
Each copy added to request (plus processing fee)
Institutional Assessment Fee (nonrefundable)
Integrative Master’s Project fee*
Independent Study extension fee
$65
$1,924
$1,924
$250
$200
$15
$15
$7
$2
$200
$750
$100 (Students who do not complete the Independent Study within one year will be charged an additional $100.)
Progressive Leadership Portfolio fee
Matriculation Maintenance Fee
New York State Internship Certification
$100
$50
$100 fee per semester (if enrolled in SFW/A)
New York State Internship Certification
$500 fee per semester (if not enrolled in SFW/A)
ID card replacement fee
Diploma Reorder
Electronic Diploma
Returned check fee
Payment of Tuition and Fees
Students may pay tuition and fees by any of the methods described below.
Fall, Spring, and Summer Long Semesters
Full Payment. Tuition and fees must be paid in full by the billing due date each term with check, money order, VISA or MasterCard, electronic check, or valid courtesy course voucher.
Deferred Payment Plan. During the fall and spring and Summer Long terms only, total tuition and fees may be paid in four equal installments, and in three installments for the Summer Long term. Due to the shortened time frame, there are no deferred payment plans available for Summer 1 and Summer 2 terms. There is a $20 (per semester) processing fee, but there are no finance charges when payments are received by the Business Office in accordance with the stated schedule. The deferred payment schedule is updated each applicable semester. To sign up for the deferred payment plan, please visit the Billing and Financial Information Page on myBSC.
A finance charge of 1.33% per month (16% annual rate) will be imposed on any payment, or portion thereof, not received in the College’s Business Office by the due date. A $20 fee will be assessed on all returned checks. When student accounts become past due, they are referred to a collection agency and students are then billed for the cost of the collection service. In addition, delinquent accounts are routinely reported to the credit bureau.
Students receive billing notices and notifications to their Bank Street email after add/drop of each term in which they are registered, in advance of the billing due date. Those on a deferred payment plan receive reminders a week before each installment is due.
Summer 1 and Summer 2 Sessions
Full Payment. Tuition and fees must be paid in full by the billing due date each term with check, money order, VISA or MasterCard, electronic check, or valid courtesy course voucher.
There is no deferred payment plan available for summer 1 and summer 2 sessions. (An exception to this is made for the first year of the Math Leadership summer degree program, for which a deferred payment plan is available. Contact the director for details.)
Estimated Expenses
$10
$25
$15.95
$20
*Fee is charged each time a student enrolls in a semester-based IMP.
Tuition costs vary according to the time and number of credits required for program completion. During the 2025–2026 fiscal year, tuition is $1,924 per credit or $86,580 for a typical 45-credit program. Since Bank Street College does not provide room and board, it is suggested that students moving to New York City allow themselves ample time and funds for finding
housing (see Housing, page 136). Living expenses (including room, board, transportation, and medical care) will be different for each student. Bank Street’s Financial Aid budget indicates that the following costs can be expected for the 2025–2026 nine-month academic period:
Tuition (18 credits)
Books and Fees
Living Expenses
$34,632
$ 1,300
$17,843
Refund Policy/Liability for Tuition and Fees
Students are liable for the full cost of the courses and supervised fieldwork for which they have registered. Courses dropped by the last day of the Add/Drop period will not incur tuition charges (fees are non-refundable). Students remain fully liable for courses and supervised fieldwork on their schedules at the end of Add/Drop. Liability is the same for students who opt for the deferred payment plan as it is for those who pay in full at registration.
Students who withdraw from courses by the withdrawal deadline (see Academic Calendar for specific date by term) will be responsible for 100% of tuition plus registration fees.
Students wishing to appeal the refund policy must send their request in writing to the Refund Policy Committee (RPC) by email rpc@bankstreet.edu. The Committee will review students’ requests and gather information from all involved parties. The RPC will make a decision and share it with the student. The decision of the Refund Policy Committee is final. Financial aid recipients may be eligible for a refund amount calculated according to federal financial aid regulations.
Graduate School Policies
Graduate School Administration
• Suzanne McCotter
Dean | Graduate School of Education
• Valentine Burr
Associate Dean | Academic Affairs
Title IX Coordinator
• Christine McGuire
Associate Dean | Enrollment Management & Student Success
• Ann Cox
Assistant Dean | Institutional Data, Student Support, and Certification
• Pamela A. Guarrera
Assistant Dean |Marketing and Strategic Communications
• Lydia Colón Bomani
Chair | Leadership Department
• Jessica Wontropski
Chair | Teaching and Learning Department
• Malika Henriques
Director | Operations, Finance, and Analytics
• Lisa Cazzola
Chief of Staff
Note the following information applies to both on campus and online students, unless otherwise noted. All communications will come through your Bank Street email.
Matriculated Enrollment Admissions Criteria
Applicants for a Master of Science in Education degree or for a Master of Science degree must have a bachelor’s degree from a regionally accredited college or university and meet all other admissions criteria. Undergraduates who are in the process of completing degrees are welcome to apply for admission to these programs, but full acceptance into a master’s degree program will be contingent upon completion of a baccalaureate degree.
Federal regulations require that applicants to online programs must reside in New York State, plan to be employed in New York State upon graduation, or plan to be employed by a state that has reciprocity with New York State. The College must confirm reciprocity. Please note, not all states hold reciprocity with New York and reciprocity will vary by licensure area.
Confirming Enrollment/Beginning Matriculation
Once an applicant is admitted into a program, the applicant must confirm intent to enroll by submitting the New Student Enrollment Form and the nonrefundable $250 enrollment fee.
Confirmed students (applicants that are accepted, confirm enrollment, and provide the required enrollment fee) become matriculated students by registering for courses. Once a student matriculates, the student has five years to complete their degree or certificate program. Confirmed students will be provided a Bank Street email address. Students are expected to use this email address for all Bank Street correspondence, and this address will be used for all notifications sent to students from Bank Street.
Deferring Enrollment
Individuals who have been accepted into a program, but who wish to postpone their matriculation, should contact the Office of Graduate Admissions to request a deferral of up to one year. Once a deferral is approved, the applicant will need to submit the New Student Enrollment Form and the nonrefundable $250 enrollment fee to hold their seat. If a student is registered for courses at the time they decide to defer, they must drop their courses and inform their student services advisor, who will advise on next steps. The College will assume that accepted students who do not register for classes and who have not asked for a deferment are not going to pursue their programs, and they will be removed from active files.
Matriculation Maintenance
Once admitted to the College, matriculated (degree and certificate seeking) students are expected to maintain continuous enrollment for all consecutive fall and spring semesters until they have completed their degree. Students in cohort programs may be required to complete summer semesters as well. The length of time students take to complete their degrees and/or certificate-only programs varies depending on individual circumstances and/or program; however, all students are expected to complete the degree requirements and/ or certificate program within five years of the program start. If students change programs while matriculated, the clock restarts and five years are calculated from the commencement of the new program.
If a student must interrupt their studies for any term, they may consider taking a leave of absence (see page 124 for more information).
Students interested in continuing with their degree program for longer than five years of matriculation must apply directly to the Academic Standing Committee for permission to continue working toward their degree. The Committee will determine whether or not additional time will be granted. The Committee may request documentation from the student to support their request and will consult with the program director and others as needed to issue its decision. In the event that there have been significant program changes, additional coursework may be required to ensure that a student’s study is sufficiently current to warrant the awarding of a degree. If additional time is not granted, the student will be administratively withdrawn and would need to apply for readmission.
Students not enrolled in courses (including Supervised Fieldwork, Integrative Master’s Project, or a StateMandated Training) who will be graduating must be registered for matriculation maintenance (MMNT500) and pay a $50 fee for the intended semester of degree conferral. Students cannot have their degree conferred during a semester in which they are not registered at the College. Students who are not registered in any courses or matriculation maintenance for one calendar year, and who are not on a leave of absence are at risk of being administratively withdrawn from the College.
Program Plans
Students receive an initial program plan from their program director at the time of matriculation outlining their sequence of courses. Students must follow this plan. It may be possible for non-cohort students to make changes to a program plan but all changes must be discussed with and approved by the student’s program director or supervised fieldwork advisor. Students in cohort programs must follow the sequence of their cohort. Should a student need to interrupt their cohort
sequence, they must contact their program director. Program directors will work individually with students to adjust their program plan. If students do not follow program plans as outlined, Bank Street cannot guarantee that students will be able to graduate as initially planned and student eligibility for financial aid may be jeopardized.
Supervised Fieldwork and Conference Group Requirements
Students in the majority of degree and certification programs are required to complete supervised fieldwork (SFW) experiences. Bank Street programs often require more hours of supervised field experiences than are required by New York State. Students must meet all of the requirements of SFW as outlined by Bank Street in order to successfully complete the requirements of their program.
Program directors and/or their designees must approve of all SFW placements. In all cases, a partnership agreement or memorandum of understanding is required between the College and the placement site. In most teacher certification programs, students can complete their SFW as working or student teachers. Bank Street arranges student teaching placements. Leadership students typically use their worksites for SFW, with permission from their program director.
Prior to beginning a SFW placement, students working in New York State are required to complete or provide proof of completion of EdLaw 2D training on FERPA compliance. Matriculated students will be provided with access to an EdLaw2D course through Bank Street. A student may be prevented from commencing the SFW experience if they do not complete this training.
For any setting that requires fingerprinting, students must have their fingerprints cleared by the appropriate agency before they commence their SFW experiences. Delays in completing required trainings and/or fingerprinting, and/or delays in communicating with the College about deadlines related to placement approval may lead to the postponement of the SFW experience.
All students are placed in a conference group that runs concurrently with the SFW experience. Bank Street program directors and faculty organize the composition of conference groups. Students cannot make requests to be enrolled with specific advisors or peers for conference group. Conference group rosters are final and students cannot request a transfer into another group. Transfers are only made in limited circumstances–such as when a student changes their program or place of employment–and by the direction of the program director.
Grading Policy
Grades are defined as follows (NV denotes Neutral Value): Value in Calculation of Grade Point Average
Auditing courses is not permitted, and there is no grade of Audit offered by the Graduate School. Students are graded for courses in which they are registered for by the end of Add/Drop.
Incompletes
Students are expected to complete the work for a course by the end of the term in which it is taken. If a student is unable to finish assignments within the term, the student may request a grade of Incomplete (IN) and additional time to complete the coursework. Incompletes are granted at the discretion of the instructor and are only considered if the student has done satisfactory work up to the point of the request. Students must request an Incomplete before the end of the semester in which they are enrolled in a course. If a grade of Incomplete is granted, the student must complete all requirements of the course by the date agreed upon by the instructor and the student. The maximum allowable extension is no later than May 15 of the following term for a fall semester course, or December 15 of the following term for a spring or summer course. If the work is not completed by the revised due date, the grade converts to NC (No Credit).
Upon successful completion of the work, the instructor of the course must submit an official change of grade form. In exceptional circumstances, a student may petition the Committee on Academic Standing for additional time to make up incomplete work. The Committee, in consultation with the course instructor involved, will decide whether any additional time—not to exceed the subsequent semester—will be granted.
Grades for Supervised Fieldwork
Supervised Fieldwork (SFW) is graded as P/NP. For SFW experiences that span two or more semesters, students who complete requirements satisfactorily receive a P at the end of each semester of SFW. In rare cases when students experience an interruption in their studies or there are issues at a placement beyond a student’s control, a grade of IN can be awarded at the end of a semester of SFW. INs in SFW are only awarded when students can complete the requirements of the field experiences within an extension agreed upon by the advisor and program director and approved by the department chair, typically not exceeding four weeks. If a student does not complete the requirements of SFW within the period agreed upon, the grade for SFW converts to an NC. A student needs to complete all of the required credits and field hours of supervised fieldwork to successfully complete their program. An NP in SFW is grounds for dismissal from the College.
Grades for Integrated Masters Projects (IMPs)
IMPs are graded as P, IA, or NT. Incompletes cannot be awarded for an IMP. If a student registers for an IMP but does not participate and does not drop within the
add/drop window, they are awarded a grade of NT. If a student attempts an IMP but is not able to complete their work within the required timeframe, a grade of IA is awarded and the student must register again in a subsequent semester to complete the IMP requirement. IA is only awarded as a final grade. For the Independent Study, if a student receives a grade of IA, they must register again for IS500 if they plan to continue with this type of IMP. For IMPs that span several semesters, students who are making satisfactory progress are awarded an SP at the end of each semester until the last semester of the project, at which point a grade of P or IA will be awarded. Changes of grade cannot be made for the IMP.
Auditing Courses
Auditing courses is not permitted, and there is no grade of Audit offered by the Graduate School. Students are graded for courses in which they are registered for by the end of Add/Drop.
Change of Grade
Once an instructor or an advisor has issued a grade in myBSC, in order to change a grade, the instructor must complete and sign the change of grade form and submit the form to the Registrar’s Office for processing. Instructors can issue a change of grade within one calendar year from which the grade was due, as outlined in the academic calendar. If an instructor wishes to change a grade after one calendar year, they must appeal to the Academic Standing Committee asc@bankstreet. edu. Grades cannot be changed after a degree has been conferred.
Grievances
Please see the section on Academic Grievances on page 130 for information on appealing a grade.
Transcript Requests
Student grades are posted on myBankStreetConnect (myBSC) approximately three weeks after the end of each semester. Requests for official transcripts are generally processed within 1-3 working days after receipt of a request. Each transcript costs $7 per copy as well as additional processing fees. Each additional transcript per order is $2. Official transcripts are available for electronic and paper delivery. For full instructions on how to order a transcript, visit https:// graduate.bankstreet.edu/student-services-support/registrar/ transcripts/. Students are able to access their unofficial transcript on myBankStreetConnect (myBSC).
Attendance
Students are required to fulfill all course requirements as detailed in the course syllabi for their registered courses and fieldwork placements. Implicit in these requirements is completion of all course assignments, participation in conference groups and participation in all requirements of students’ fieldwork placements. Attendance also covers participation in all online synchronous and
asynchronous sessions. It is the student’s responsibility to be aware of the attendance policy for each course they are enrolled in as per the syllabi and to be aware of the effect attendance may have on the grade in a course. In the event of an absence the student must inform the instructor and/or program advisor, who may determine how the student can complete missed work. Students enrolled in fieldwork are also responsible for notifying the school or agency to which they are assigned for absences and effects thereof.
Continuing Professional Studies (CPS) Attendance Policy
Attendance at all CPS class sessions is required. A student who misses the first class session may not attend future class sessions. Refunds or transfers are processed in case of emergencies only. For exceptions to the policy, both the instructor and the CPS office must grant permission.
Transfer Credit Graduate Credits
Matriculated students may file a request to transfer in up to three (3) graduate credits for the Advanced Certificate programs; or up to six (6) graduate credits for all other programs provided they meet the following requirements:
• course(s) were taken at an accredited academic institution;
• grade of B or better was awarded;
• credits were completed within eight years prior to student’s matriculation at Bank Street.
Students must initiate any request for transfer credits for graduate courses via the Transfer of Credit form on the Forms section of the Registrar’s Office webpage. Transfer credits must be approved by a student’s program director. Courses being transferred in lieu of a required course may also need to be approved by a Bank Street instructor in that discipline. Please note, some partnership and cohort programs do not allow transfer credits.
Undergraduate Credits
Undergraduate credits can only be transferred in the context of a partnership agreement between Bank Street and an undergraduate institution. Undergraduate courses transferred into a Bank Street degree have been evaluated by faculty to affirm that they meet graduatelevel standards of rigor and programmatic requirements. Undergraduate transfer credits are limited in number by the specific requirements of the partnership program. Students must receive a grade of B or higher on an undergraduate class in order to transfer the credit.
Life Experience Credits
In limited circumstances, Bank Street will issue life experience credit for relevant and substantial prior professional experience. Life experience credits can
only be issued for programs that have been designed to integrate credit for prior professional experiences. Such programs have a rubric that the program director or their designee uses to evaluate students’ prior professional experiences. No more than six credits will be awarded for life experiences. Students are responsible for all fees associated with processing life experience credits. Students who do not qualify for life experience credit in such programs must take additional coursework to address knowledge and skills required in the program.
Prerequisites
Students missing prerequisite course requirements can fulfill these through:
• Submitting an official transcript for coursework taken for credit at a regionally accredited institution for which a student received a grade of at least a C.
• Submitting College Board test score(s) such as the SAT, AP, or CLEP.
• Completing a qualifying course at Bank Street with a grade of at least a B.
Graduate credits used to satisfy prerequisites may also be eligible to be used towards elective credits in a student’s Bank Street degree program, with approval from the program director. Students cannot graduate or participate in commencement if they have outstanding prerequisites.
Course Waivers
When a student has taken substantial coursework at Bank Street College or at another institution in a content area that is required for their academic program, they may be entitled to a course waiver. Courses must have been taken within eight years from the time of matriculation to be eligible for consideration. A course waiver must be approved by the program director, often in consultation with an instructor of the course from which the student seeks to be exempted. The student will be required to share a transcript and may be required to share a syllabus and assignments for courses taken outside of the College so that the program director can make a determination that a student has met programmatic and New York State requirements. If the waiver request is approved, the student must replace the credits of the waived course(s) with the same number of Bank Street elective credits, to be determined in consultation with the program director or advisor. Once approved, the student must submit a completed, “Recommendation for Waiver of Course Requirement” form to the Registrar’s Office. Students are not granted credit(s) for waived courses and will be required to meet the minimum number of required credits for their degree program.
Individualized Studies
Occasionally, a student may need an individualized study course to complete the requirements of their program.
The program director and the department chair must approve of all individualized studies. Individualized studies are typically approved when:
• The College changed the schedule of when courses are offered close to the point of graduation and the student requires a course to successfully complete their degree requirements at a time when the course is not offered.
• The student has had documented emergency circumstances close to the point of graduation and requires a course to graduate at a time when the course is not offered.
• Two required courses are offered on the same time and day and the program director determines that reorganizing the program plan is not possible.
• The student requires an elective credit and there are no appropriate electives, as determined by the chair and/or the program director, that meet the student’s degree requirements.
To register for an individualized study course, the student must complete an Individualized Study Course Permission and Registration Form and submit it during the regularly scheduled registration period, and pay the tuition per credit.
Academic Standing
Good Academic Standing
There are three academic standards to which every student must adhere to remain in good academic standing and to maintain eligibility for financial aid programs:
• Students must achieve and maintain a minimum of a B (3.0) cumulative grade point average. Students whose cumulative grade point average falls below 3.0 will be placed on academic warning and are at risk of being placed on academic probation.
• Students must comply with the Graduate School’s standard of Satisfactory Academic Progress (see page 122). This means that students must progress toward their degrees at a pace sufficient to complete all degree requirements within a five-year time frame.
• Students must maintain satisfactory work in the supervised fieldwork setting, as assessed by the advisor and/ or site supervisor.
Students who do not remain in good academic standing may be placed on probation and/or be subject to academic dismissal.
Academic Warning
All graduate students are expected to maintain a minimum cumulative GPA of 3.0 during their entire course of study. Failure to do so may ultimately result in academic dismissal. A cumulative GPA below 3.0 puts a student’s eligibility to receive financial aid at risk. See
the Satisfactory Academic Progress section below. The steps for Academic Warning are as follows:
• After each grading period, the registrar reviews students’ records to determine each student’s academic standing.
• Students whose cumulative GPA falls below 3.0 for the first time will receive notification from the registrar that they are on academic warning and are at risk of being on academic probation. The student’s advisor and/or program director will also be notified at this time.
• A student on academic warning must meet with their program director to develop an Academic Success Plan to support them in returning to good academic standing.
• If a student returns to a cumulative GPA of 3.0 or above the following semester, they are no longer considered on academic warning.
Academic Probation
If a student does not achieve a cumulative GPA of 3.0 within one semester and/or has a semester GPA below a 3.0, the following steps for academic probation are followed:
• Any student whose cumulative GPA falls below 3.0 and who has received an academic warning in any previous semester will be notified by the registrar that a probation hold has been placed on their account and that they have been placed on academic probation. The student’s advisor and/or program director will also be notified at this time. The student’s program director will monitor the student’s progress each semester.
• After being placed on probation, a student must meet with their program director to review their Academic Success Plan. The plan must outline a strategy for the student to obtain and maintain a cumulative GPA of 3.0.
• Should the program director determine that the student can continue to take courses, they will
• notify the registrar and/or the CPS office of the courses the student is allowed to take and the
• student will be administratively registered for courses if all other holds are resolved. For
• Continuing Professional Studies (CPS) courses, students will need to contact the CPS office for registration.
• If the Academic Success Plan is not followed successfully in the initial or subsequent terms of probation, or if a cumulative 3.0 average is not maintained once restored, the student is subject to academic dismissal. The program director or department chair will bring a recommendation for dismissal to the Academic Standing Committee, which will issue a determination. If a student is dismissed they have the right to due process (see Due Process in the Case of Dismissal on page 130).
• If the program director determines that a student is making good progress but their cumulative GPA continues to fall below 3.0 in subsequent semesters, the probation hold will remain and the procedure for administrative registration in courses described above will be followed. At any point, if a student continues to fall below a 3.0 GPA, the program director can make a referral to the Academic Standing Committee for review.
• Students cannot graduate until a cumulative GPA of 3.0 is achieved. If a student completes degree requirements but does not have a 3.0 GPA, the student must continue taking courses until a cumulative GPA of 3.0 is reached. Students may need to consult with the financial aid office as courses beyond degree requirements are typically not covered.
• Once a student achieves a cumulative GPA of 3.0 their probation hold is lifted and they are no longer on academic probation.
Satisfactory Academic Progress Toward the Degree Standards of Progress
Students must make satisfactory academic progress (SAP) toward their degree in order to be considered in good academic standing and to maintain eligibility for financial aid programs. Students must maintain a cumulative GPA of at least 3.0.
Additionally, students must earn a minimum number of credits per year at a pace sufficient to complete all degree requirements within five years. To make satisfactory academic progress, students must earn credits toward their degree according to the following schedule:
30– to 46–Credit Programs (minimum credits earned)
47– to 58–Credit Programs (minimum credits earned)
In measuring satisfactory academic progress, certain courses and situations will be treated in the following ways:
1. Withdrawals
Withdrawals recorded on the student‘s permanent record will not count toward credits completed/earned and could adversely affect the student’s ability to meet the satisfactory progress standards. Changes to the student’s enrollment record caused by retroactive “nonpunitive” administrative withdrawal activity can result in the student having to repay the financial aid that the student received that semester/term.
2. Incomplete Grades
The student’s cumulative record of credits includes any course in which the student receives a grade of Incomplete. Incomplete courses cannot be counted in the student’s completed/earned credits until the student has received a successful completion grade. Excessive incompletes may interfere with a student’s satisfactory progress toward their degree and jeopardize their academic standing. Within a semester/term, the recording of a successful completion grade that brings the student’s accumulated credits up to the satisfactory progress standard will restore the student’s eligibility for financial aid for this and subsequent semesters/terms within the academic year.
3. Repeated Courses
Students are allowed to repeat a course for which they receive a No Pass. If a student is in good academic standing, they may be eligible for financial aid for a repeated course that was previously failed. Both the original attempt at the course, as well as the repeat will exist on a student’s transcript and will be factored into the GPA. The grade for the repeated course will not replace the original grade. Successfully completed repeated courses will be counted toward completed/ earned credits. Students can attempt to complete a course twice. Students who wish to attempt a course for a third time must petition the Academic Standing Committee: asc@bankstreet.edu.
4. Waiving a Course Requirement
Courses waived due to sufficient formal academic study in an area are not counted as completed/earned credits.
5. Transfer Credits
Transfer credits accepted toward the degree will be counted as credits completed/earned. See Transfer Credit Policy on page 120.
Treatment of Nonstandard Situations
1. Readmitted Students
Upon readmission after a period of non-enrollment, a student whose GPA is 3.0 or higher will be eligible for financial aid for terms in the academic year of readmission and will be monitored for continued eligibility against the appropriate year’s satisfactory progress standards.
2. Second-Degree Students
A student enrolled for a second degree at Bank Street will be treated as a new student for determining satisfactory academic progress; the credits accepted toward the second degree will be counted as credits completed/earned.
3. Change of Program
If the student seeks and receives approval to change their program without having completed the original
program, the matriculation clock starts over and the student must complete the new academic program within the maximum time frame allowed (five years) from commencing the new program.
Failure to Meet SAP
A student’s complete academic record will be reviewed annually at the end of the summer 2 or summer long term by the Financial Aid Office to determine if the student is meeting the standards of progress. All courses successfully completed count toward progress, and all terms are counted regardless of whether financial aid was received.
If a student falls beneath the standards required for SAP, they are notified by the Financial Aid Office that they are not meeting SAP and are provided information about the appeals process. The registrar, student services advisor, program director and, if relevant, advisor are also informed when a student is not making SAP.
SAP Appeal
If a student falls beneath the standards required for eligibility for financial aid, including exceeding the fiveyear timeline for program completion, they may appeal to the Director of Financial Aid at finaid@bankstreet.edu to regain good standing and eligibility to receive financial aid, if appropriate.
To make an SAP appeal, the student must submit to the Director of Financial Aid an updated Academic Success Plan (as described in the Academic Warning and Probation sections above) signed by their program director. A student may be ineligible to register for additional credits until they meet certain terms of their Academic Success Plan. If the student requires additional time beyond the five-year matriculation deadline, the student must also submit approval for an extension to matriculation from the Academic Standing Committee to the Office of Financial Aid.
The student’s appeal will be evaluated for mitigating circumstances resulting from events such as personal illness, injury, personal tragedy, or changes in academic program. Also assessed is the student’s capacity to improve their academic record to again meet the standard of satisfactory academic progress.
If the SAP appeal is granted, the student, Registrar, student services advisor, and program director/advisor are notified by the Financial Aid Office. The student must meet the stipulations provided in the Academic Success Plan to maintain financial aid eligibility. A student may submit an SAP appeal once a year.
SAP Reinstatement
If the student chooses not to appeal, or if the appeal is denied, then the student may regain eligibility for
financial aid by taking an official Leave of Absence from Bank Street College for at least one year. Upon readmittance, the student may receive financial aid assistance for the terms of the academic year of readmittance and will be measured against the standard of satisfactory progress at the end of the annual review for continued eligibility.
Status Changes for Matriculated Students and Interruptions in Study Overview
There are two types of leaves, the standard leave of absence and the emergency leave of absence. Both leaves require students to stop enrollment in all coursework and fieldwork. If students need to step away from some but not all of their coursework, they may be entitled to an emergency withdrawal from course(s) or supervised fieldwork. Each of these types of interruption in study are described in more detail below.
Standard Leave of Absence
In the event a student needs to pause their program of study between semesters for any reason, they must request a standard leave of absence. If a student is registered for courses, they must drop all courses and fieldwork before the end of the add/drop period in order to be eligible for a standard leave of absence.
Students request a standard leave of absence by completing a Standard Leave of Absence form, available online through the Forms section of the Registrar’s Office webpage. Students must obtain written approval for the standard leave of absence from their program director and the request is reviewed by the Registrar’s Office. Once the registrar approves the request, the student is notified and a Leave of Absence hold is placed on their account.
Emergency Leave of Absence
In the event a student faces an emergency circumstance that occurs after the add/drop period, the student may be eligible to apply for an emergency leave of absence. Students granted an emergency leave of absence must step away from all coursework and fieldwork during the semester the leave is granted. Students may not retroactively apply for an emergency leave of absence once a semester is completed.
Emergency leaves of absences are granted for circumstances including but not limited to medical emergency(ies) of the student or a dependent, mental health emergencies, and military service obligations. To apply for an emergency leave of absence, students must complete the Emergency Leave of Absence form available online through the Forms section of the Registrar’s Office webpage. In addition to completing the Emergency Leave of Absence form, the student must also submit supporting documentation. The College reserves the right to require students to provide
additional documentation from necessary third parties to confirm the request and/or advise on when a student can resume their studies.
The registrar will review the request and notify the student, in writing, of the approval or denial of the emergency leave. If approved, a Leave of Absence hold is placed on the student’s account. The registrar will also inform the student’s department chair, program director, advisor (if applicable), and student services advisor of the decision, and coordinate an emergency withdrawal from affected coursework and/or fieldwork currently in progress. The student will be assigned grade(s) of WDA to the appropriate course(s). If applicable, the student services advisor will contact the Billing Office and/or Financial Aid Office if a refund of tuition paid for the term, or a reversal of tuition charges are in order (registration fees are always non-refundable), or if a return of financial aid offer must be processed.
Standard and Emergency Leaves of Absence
Both types of leave of absence stop the clock on matriculation and give students more time to complete their degree. Leaves of absence may be granted for up to one year. It is the responsibility of the student to contact the financial aid office to plan for any financial aid implications for taking a leave.
A date for the student’s anticipated return to the program must be established and recorded. When students are ready to resume their program of study, they must contact their program director and student services advisor. The program director has responsibility for approving that a leave of absence hold be lifted. In some cases, a program director may require documentation attesting to a student’s readiness to resume their studies.
Should a student require additional time, they must petition the Academic Standing Committee for an extension to their leave of absence: asc@bankstreet. edu. The Committee will review the student’s request and consult with the student’s program director. The Committee may request additional supporting documentation from the student. If the student is deemed eligible for an extension, the Committee may grant up to one additional year of leave to begin the day after the original date of return. No extensions beyond a total of two consecutive years for a leave of absence is permitted. Should a student not register for classes by the end of add/drop for the term in which their extension of a leave of absence ends, the student is at risk of administrative withdrawal from the College.
Should a student not contact the College, prior to the last term in which the leave of absence is set to end, the student will be contacted by a representative from the College about their intent to resume their program. Students must then either register before the end of
the registration period or petition for an extension to their leave of absence. Should a student not register or petition for an extension to their leave, they risk being administratively withdrawn from the College.
Emergency Withdrawal from a Course(s) or Supervised Fieldwork
There may be times that students are advised by medical, health care, and/or other professionals to withdraw from only some portion of their course and/ or fieldwork in a given semester. If students remain enrolled in at least one course or supervised fieldwork, they do not need to apply for an emergency leave of absence but can instead apply for an emergency withdrawal from the affected course(s) or supervised fieldwork. If students must withdraw from all of their courses in a given term for medical reasons, they should follow the process outlined above in the section on emergency leave of absence.
To apply for an emergency withdrawal from a course(s) or supervised fieldwork, students will need to fill out the Emergency Withdrawal from a Course or Supervised Fieldwork form, available online through the Forms section of the Registrar’s Office webpage. In addition to the form, students must submit documentation from a medical, health care, and/or other professional who has recommended the emergency withdrawal. The College reserves the right to request additional documentation to support the request of the emergency withdrawal. It is the responsibility of the student to contact the financial aid office to plan for any financial aid implications for taking a leave. The student must also get a revised program plan sequence from their program director.
Once the completed documentation and Emergency Withdrawal from a Course or Supervised Fieldwork form are submitted to the Registrar’s Office and approved, a grade of WDA will be assigned to the appropriate course(s). Students may not retroactively apply for an emergency withdrawal from course(s). If applicable, the student services advisor will contact the Billing Office and/or Financial Aid Office if a refund of tuition paid for the term, or a reversal of tuition charges are in order (registration fees are always non-refundable), or a return of financial aid offer must be processed. An emergency withdrawal is not the same as a leave of absence and the student will be expected to resume their studies as outlined in their program plan unless they take a leave.
Withdrawal and Readmission
If matriculated students choose to withdraw formally from their graduate program before completing a degree, they must fill out a Withdrawal from College form available online through the Forms section of the Registrar’s Office webpage. Once the request is processed by the Registrar’s Office, the student will be withdrawn from the College and will no longer be a matriculated student. Students who are withdrawing must drop any class they are registered in before the end of the add/drop period.
Students who do not enroll for one calendar year and who do not file appropriate paperwork requesting a leave of absence or withdrawal from the College risk administrative withdrawal from the College.
If a student who has either withdrawn themselves or has been administratively withdrawn wishes to return to the College, they must contact the Office of Graduate Admissions and complete a process of readmission. They may be asked to provide updated material to the Office of Graduate Admissions and/or the chair of the Department. Students who are readmitted will need to adhere to all of the requirements of the program at the date of readmission. These program requirements may be different from a student’s original program, including but not limited to the possibility of additional credits and coursework. Readmission is not guaranteed.
We will accept courses up to 8 years old as long as they continue to meet the requirements of the program as registered by the state at the time of matriculation or re-matriculation in the case of a student returning to the College. Courses between 8-10 years old will be reviewed on a case-by-case basis. Students must be prepared to submit syllabi for review. Courses where the content has changed significantly over time may not be accepted. Courses over 10 years old will not be accepted.
Changing Degree and Certification Programs
Students can request a degree or certification program change during their time of matriculation at Bank Street. Students who wish to change their degree or certification program must submit a Change of Degree Program Form available online through the Forms section of the Registrar’s Office webpage. The program change must be approved by the student’s intended program director and students must have a minimum GPA of 3.0, be in good standing, or have a success plan for returning to good standing. Student must also have met necessary prerequisites for the new program to be eligible for a program change. The Program Director may request a meeting with the student before approving the program change.
It is not possible to transfer into all programs. For example, it is often not possible for a student to transfer from a non-cohort to a cohort program. Students transferring from one program to another may also need to take additional coursework, fieldwork, and/ or prerequisites to fulfill all the requirements for the degree in the program to which they have transferred. Students must follow the academic requirements of the new program that are in effect at the time the student transfers into the program. In instances where a student would like coursework from the old program to count in the new program, they will need to seek permission for course waivers from their program director. Course waivers are not guaranteed. Students must complete the new academic program within five years from the date of when they matriculated to the original program.
Degree Conferral and Commencement Policies and Practices
Bank Street degrees are conferred at the end of each term. Students must submit a Graduation Application (available online through the Student Services Forms webpage) by the deadlines published on the application, for the term they wish to graduate. Degrees are ceremonially conferred by the President of the College at an annual ceremony in May and administratively by the Registrar’s Office once all degree requirements are complete.
Students who anticipate completing degree requirements in their entirety by the end of the summer 1 2025, summer 2 2025, summer long 2025, fall 2025, or spring 2026 term, and who have submitted a Graduation Application, are invited to participate in the annual spring commencement ceremony. Degree requirements include all course and fieldwork credits, the integrative master’s requirement (if applicable), and any prerequisites and/ or workshops as defined in the catalog published the year of the student’s first term of enrollment in the program from which they are graduating and in the individual letter of admission. A final degree audit will be completed in advance of
the May commencement ceremony to ensure that all students who intend to participate in commencement are eligible to attend.
Permission to participate in commencement will be granted by the registrar to students who have not completed all of their degree or certification requirements in the following two circumstances only:
• A student has completed their IMP and has up to 6 credits remaining to be completed.
• A student has up to 3 credits remaining and their IMP.
In both of these cases, students may not have any outstanding prerequisites, workshops, or incomplete grades, and must have a minimum GPA of 3.0. The student must complete the Graduation Application and the student must have a plan to complete all program requirements by the end of the summer term immediately following the commencement ceremony to be invited to participate in commencement.
Participation in the commencement ceremony does not guarantee degree conferral. Students who apply for graduation and do not meet the requirements for degree conferral will have their application for graduation rolled to the next eligible term for degree completion, up to one year.
Student Rights
Academic Freedom
Bank Street College respects and is committed to principles of academic freedom including freedom of expression. Infringement on the rights of others, including other’s freedom of speech or freedom to be heard, as well as certain violations to the Code of Conduct (see page 127) may be considered a breach of the principle of academic freedom.
Accommodating Pregnancy
Bank Street College of Education is committed to maintaining an accessible and supportive environment for all students and employees who experience pregnancy or related conditions and ensuring that individuals experiencing pregnancy or related conditions receive the necessary modifications to participate fully and equally in all programs and activities. For additional information, please see Policy for Responding to and Accommodating Pregnancy and Related Conditions on page 144.
Students with Disabilities
The Disability Services Office at Bank Street College provides reasonable accommodations to Bank Street graduate students with disabilities. To receive support and reasonable accommodations, contact the Disability Services Office: dso@bankstreet.edu
Release of Transcripts/Access to Students’ Records
Bank Street complies with the Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, also known as the Buckley Amendment. The act is designed to protect the privacy of education records, to establish the right of students to inspect and review their education records, and to provide guidelines for the correction of inaccurate or misleading data through informal and formal hearings. Students also have the right to file complaints with the Family Educational Rights and Privacy Act Office concerning alleged failures by the institution to comply with the Act. The policy and procedures used by the institution to comply with the provisions of the Act are available in the Registrar’s Office. The registrar is responsible for maintaining all official student records. Questions concerning the Family Educational Rights and Privacy Act may be referred to the College Registrar and/or Office of Student Services. For additional information concerning FERPA, please see the Appendix, page 142.
Title IX and Enough Is Enough
Bank Street is committed to ensuring a safe learning environment for all students that is free of acts of sexual assault, sexual violence, sex-based harassment and other forms of sexual misconduct, in accordance with the requirements of New York State Education Law Article 129B (Enough is Enough). All students at Bank Street are endowed with reporting, informational, and procedural rights when reporting an instance of sex-based harassment or when accused. The requirements and protections of this policy apply equally regardless of sex, sexual orientation, gender identity, gender expression, or other protected classes covered by federal or state law. All requirements and protections are equitably provided to individuals regardless of such status or status as a Complainant, Respondent, or Witness. For more information about Bank Street’s Grievance Procedures for Sex-Based Harassment Complaints for Students and Employees, Bank Street’s Grievance Procedure for Complaints of Sex Discrimination Other Than Sex-Based Harassment, how to file a report, and the Campus Safety Report please see the Student Services webpages.
Contact Campus Safety Officials
For those who would like to file a complaint for sexual harassment, gender-based harassment, sexual violence, or sex discrimination, please contact a Campus Official:
• Valentine Burr, Title IX Coordinator 212-875-4791 | enoughisenough@bankstreet.edu
• Elyse Matthews, Chief Human Resources Officer 212-875-4666 | ematthews@bankstreet.edu
Code of Conduct and Professional and Academic Standards Code of Conduct
Bank Street College of Education has a deep commitment to social justice and equity. We strive
to create an anti-biased and anti-racist setting which supports the learning and growth of all our community members. We provide a nurturing, progressive, educational environment as a model for the kind of practice we hope our graduate students will enact as professionals in school, healthcare, museum, and other settings to support the learning and development of all children, adults, and families.
We consider diverse domains of identity—including but not limited to—race, ethnicity, culture, class, gender, sexuality, religious/spiritual background, and ability status as assets to individuals and to the educational experience of the larger Bank Street community. We prepare graduate students to work in settings across the city, state, country, and world in ways that honor and build on the many strengths and capacities of the children and adults living in those settings.
The Bank Street College Code of Conduct provides guidance and recourse to preserve a sense of safety and security at the College. The Code of Conduct extends to all the locations in which learning at Bank Street takes place including campus, satellite and field locations, as well as synchronous and asynchronous learning spaces. They outline the acts that violate the balance of harmony, respect, and safety within our academic environment. To maintain good academic standing, students are expected to observe the College’s Code of Conduct and demonstrate the academic and personal dispositions necessary for work with a wide range of children, adults, families, and communities. At Bank Street, we deem this work to be grounded in sound judgment based in values of social justice and equity, with an explicit commitment to anti-biased and antiracist educational practice.
The following acts are deemed violations of the Graduate School Code of Conduct:
• Language indicative of disregard of individuals based on their racial, ethnic, and cultural background, class, gender, sexuality, religious/spiritual background and/or ability status (this includes intentional failure to use preferred gender pronouns);
• Acts that recklessly or intentionally endanger the mental or physical health of any member of the Bank Street College learning community;
• Acts that are harmful to others, including intentional obstruction of others’ rights, sexual assault, abuse, discrimination, or harassment;
• Willful destruction of College property;
• Willful destruction of the property belonging to any member of the Bank Street College learning community;
• Appropriation of College property;
• Appropriation of property belonging to any member of the Bank Street College learning community;
• Disturbance of the peace for any member of the Bank Street College learning community;
• Violations involving illegal possession, use, or sale of alcohol or drugs;
• Inappropriate or punitive actions toward children or adults, including verbal, nonverbal or physical abuse, relational aggression and other ostracizing behaviors; and/or
• Any act not specified above that threatens the sense of health, safety and/or belonging of any member of the Bank Street College learning community.
Professional Standards
In addition, the College maintains the following expectations for graduate students:
• Students are not permitted to record class sessions online or in-person without the explicit permission of the course instructor and peers. There may be cases in which a student is permitted to make an audio recording of a class session as a provision of reasonable accommodations. In these cases, students must provide a letter of accommodation from the Disability Services Office to the instructor and inform the class of their intention to record. Recordings of class sessions cannot be shared with individuals outside of the class and must be disposed of at the end of the semester.
• Students are expected to use common sense, good manners, and respect in verbal and electronic correspondence. We expect our students to always remember that there is a human being on the other side of a communication with individual ideas and feelings.
• Students should come to class prepared to give their full attention to the work. Whether online or in person, students should not be providing child or elder care during class time.
• Students are required to maintain the confidentiality of their peers and of the children, families, and adults they work with. This includes not sharing course materials and communications outside of the learning community without explicit permission and carefully protecting the identities of the children, families, and adults they work with.
Code of Conduct and Professional Standards Violations
Enactment of the Code of Conduct and Professional Standards is central to our approach to progressive education and fosters the harmony of our academic climate. As such, violations of the Code of Conduct, or other concerns regarding a student’s professional conduct that occur in any academic or professional setting, including online course environments and campus common areas (e.g., restrooms, corridors, elevators, lounges, student services offices, etc.) are prohibited. and can be grounds for dismissal from the College.
Instances may arise in which one or more faculty
members judge that a student lacks the professional and/or personal dispositions necessary for continuing coursework or completion of studies leading to a degree or program of study in the Graduate School or for continuing coursework on a non-matriculated basis. The College reserves the right to dismiss the student or suspend the student’s enrollment in supervised fieldwork/advisement and/or coursework for dispositional issues (including any violation of the Code of Conduct), as well as concerns related to academic performance.
Responses to Code of Conduct Violations
Violations of the Code of Conduct may result in suspension, dismissal, or other appropriate disciplinary action in addition to any penalty pursuant to the penal law.
Violations for illegal drug or alcohol use and may result in being charged for a drug violation. Students may also be at risk for loss of their financial aid and may be required to complete a course of substance abuse treatment as a part of their remediation.
Violations that disrupt the personal space and/or sexual safety of any member of the Bank Street College learning community are subject to the Educational Law Article 129B: Enough is Enough and related procedures. Students may be required to complete a course of mental health treatment as a part of their remediation. For more information see the “Enough is Enough” page, including Bank Street’s Grievance Procedures for Sex-Based Harassment Complaints for Students and Employees and Bank Street’s Grievance Procedure for Complaints of Sex Discrimination Other Than Sex-Based Harassment on the College website.
Academic Standards Course and Fieldwork Expectations
In addition to maintaining the standards of Good Academic Standing (see page 121), we expect students to meet the requirements specified for each course and to work closely with their advisor to establish and meet goals set for supervised fieldwork and advisement within the allotted course time and schedule. Supervised fieldwork and coursework experiences are designed to challenge our students’ intellectual and creative abilities and to encourage their personal and professional development as educators. Bank Street students engage in on-going assessment and evaluation with their advisors and instructors as they matriculate through their program. Assessment in course and supervised fieldwork is designed to enable students to be aware of their development as professionals in the field and take responsibility for meeting academic goals and milestones throughout their tenure at Bank Street. Consequently, communication between students and their faculty advisor/program faculty is essential and required. Evaluations of students
are designed to reflect each student’s academic and professional understanding, behavior, and competencies. Faculty may confer about students and may review student records at any time.
Plagiarism
Students at Bank Street are expected to adhere to the highest standards of academic integrity and will only be credited for work they have authored, and/or they will appropriately assign authorship and provide referencing information for other authored content. Students are responsible for being aware of the definition of plagiarism. Violations will be taken seriously and may result in dismissal.
• Plagiarism is the use of another person’s ideas, words, or theories as one’s own in an academic submission, and failing to appropriately cite the original author. All scholarship must rest on honest academic effort.
• All work submitted must be original.
• Any reference to another person’s work (including ideas, theories, or concepts) must be cited explicitly, using the formatting guidelines of the most recent version of the American Psychological Association (APA) Publication Manual. Content and ideas generated by artificial intellgience tools (AI) must be cited using the same standards. See resources below for additional guidance for citation and formatting for all resources, including digital content.
• APA Style Central: www.apastyle.org/
• The Writer’s Handbook (bankstreet.edu/ library under Research Tools - APA Citation Resources)
• Work presented as actual experience cannot be invented or fabricated.
Use of Artificial Intelligence Faculty may have different policies of the use of artificial intelligence (AI) tools in their courses. Students should become familiar with the expectations of their course instructors regarding the use of AI tools in their assignments. In all cases, students must adhere to academic standards regarding plagiarism. For example, written text produced by an AI tool, if permitted by the instructor, must be cited as such. Use of uncited AIgenerated text and other media is treated as plagiarism.
Academic Violations
As academic honesty is a central institutional value to Bank Street College of Education, any direct or indirect infringement of this value by means of plagiarism is taken seriously. In an instance where an instructor suspects that the work submitted by a student is entirely or partially plagiarized, the following steps will be followed:
Step 1: The instructor will report the suspected academic violation, with appropriate evidence, to the Associate Dean of Academic Affairs.
Step 2: The Associate Dean of Academic Affairs will confer with the instructor to review the evidence and decide whether the incident warrants further investigation or action.
Step 3: If the Associate Dean of Academic Affairs determines that further action is warranted, they will meet with the student as well as the instructor. The Associate Dean of Academic Affairs will inform the student’s advisor, Director and/or department chair of the allegation(s) and consult as needed to determine the best ways to support the student’s growth and learning.
Step 4: Following a review of the evidence and deliberation described in Step 3, the Associate Dean of Academic Affairs will make one of the following determinations:
• Option 1: The student may be required to redo the paper or complete an additional assignment. Should this process extend beyond the final session of the course, the student may request a grade of Incomplete. In this case, all policies and procedures related to a course determination of Incomplete shall apply.
• Option 2: The student may be given a grade of No Pass (NP). In this case, all policies and procedures related to a course grade of NP shall apply.
• Option 3: In serious cases, it may be found that the student’s behavior is a violation of the Code of Conduct and/or Professional Standards of the College and may warrant dismissal from the College. In these cases, The Associate Dean of Academic Affairs will convene the Academic Standing Committee to review the case and issue a decision. The Committee may ask to meet with the student, instructor, and other stakeholders. Should the Committee determine that the violation warrants dismissal, the Associate Dean of Academic Affairs will provide notification of this decision in writing to the student and the registrar.
The Code of Conduct and professional and academic standards extend to all relevant locations including campus classrooms, offices and common areas (e.g., restrooms, corridors, elevators, lounges) satellite and field locations, as well as synchronous and asynchronous learning spaces. All students should have the reasonable right to expect a climate of safety and security at Bank Street where we all abide by the Graduate School’s Code of Conduct and Professional and Academic Standards.
Due Process and Academic Grievance
Reporting Code of Conduct and Professional Standards Violations
If any member of the College community observes or experiences any Code of Conduct violations occurring in any setting including face-to-face and online both on campus and in field and satellite settings, the individual is expected to report them in writing to the Associate Dean of Academic Affairs. The statement should:
• Specify allegations and the person(s) involved (if known), and
• Provide a brief description of what occurred.
The Associate Dean of Academic Affairs will confer with the reporting individual to review the evidence and decide whether the incident warrants further investigation or action.
If the Associate Dean of Academic Affairs determines that further action is warranted, they will meet with the individuals involved. The Associate Dean of Academic Affairs may confer with the student’s advisor, program director, and/or dean as needed to determine the best ways to support all parties involved. Should the Code of Conduct violation warrant a dismissal, the Associate Dean for Academic Affairs will make a recommendation to the Dean, who will issue a final decision.
Depending on severity, Professional Standards Violations can be reported directly to the instructor, program director, department chair and/or advisor
as appropriate to the context. Serious violations to Professionals Standards should be reported to the Associate Dean for Academic Affairs.
Due Process in the Case of Dismissal
If a student is dismissed from the College for a violation to the Code of Conduct, Professional, or Academic Standards, or failing to maintain their Academic Standing the student has the right to request that the Dean of the Graduate School convene an Individual Review Committee (IRC) to review the case. This appeal must be made in writing to the Dean of the Graduate School within fifteen business days of the date of the dismissal letter. The IRC reviews the circumstances and allegations and makes a recommendation to the Dean of the Graduate School. The Dean of the Graduate School makes the final decision concerning student dismissal, reinstatement, or possible disciplinary action.
Individual Review Committee
When an Individual Review Committee (IRC) is convened, it is generally composed of the registrar and three faculty members. The Dean facilitates the appointment of the IRC, selects a date for a review of the case, and informs the individual whose conduct is the subject of the IRC to expect to hear from the Committee. An IRC will be convened within thirty days after a written report alleging a violation of the Code of Conduct or Professional Standards, or within 15 days after a request from a student to convene an IRC.
It is the task of the IRC to read the report, meet with the individual(s) who wrote it, and meet with the person alleged to have violated the Code of Conduct or Professional Standards. The person accused may bring another person to observe the proceedings of the IRC meeting. The IRC then decides whether the Code of Conduct or Professional Standards have been violated. At the conclusion of its deliberations, the IRC meets with the Dean to report its findings and to make a recommendation; the Dean then makes and implements the final decision about the violation and any disciplinary action. The Dean will notify the affected individual within five working days from the date of the meeting.
Academic Grievance Procedures
Faculty members in the Graduate School work closely and effectively with their students. Occasionally, differences occur between a graduate student and an advisor or course instructor about course grades or evaluation of supervised fieldwork/advisement. Students are encouraged to resolve such problems directly with the individual advisor or instructor.
• If the difficulty cannot be resolved in this way, the following procedure should be followed:
• The student discusses the problem with the program director or department chair for support with resolution.
• If resolution cannot be reached, the student can appeal to the Academic Standing Committee: asc@ bankstreet.edu. This appeal must be submitted by June 1 of the following year for a fall semester course or by January 1 of the following year for a spring or summer term course.
• The Academic Standing Committee will review the appeal and if required will consult with the student and with the faculty member.
• The Academic Standing Committee will make a decision and share it with the student, the faculty member, program director, student services advisor, and other individuals as appropriate. The decision of the Academic Standing Committee is final.
• Once a degree is awarded and posted to a student’s record, the student’s academic transcript cannot be amended or changed.
Change of Grade Beyond 1-Year
Students or faculty wishing to petition for a change of grade beyond 1-year must have extenuating circumstances and must also appeal to the Academic Standing Committee. The Committee may ask to review documentation from the student and/or faculty member to provide evidence of why an extension to the regular grading deadlines should be considered.
Other Student Complaints
Difficulties with program structures, schedules, or other issues should first be discussed with the student’s
advisor or program director. If unresolved, the student should seek out their department chair for support with resolution. The department chair may consult with the Associate Dean for Academic Affairs and other relevant individuals. If students are dissatisfied with a resolution, they can appeal in writing to the Associate Dean of Academic Affairs. Written responses documenting the complaint and its resolution will be shared with the student within 30 days. The Associate Dean of Academic Affairs will maintain records of student complaints and appeals, and the responses to them.
Student Self-Advocacy
The College fully supports students’ rights and responsibilities to serve as advocates for themselves. Given their aspiration to serve in the role of educational leaders and practitioners in varied settings, our students are expected to develop and practice advocacy skills that will be an asset to the children and adults for whom they are or will one day be responsible. Grounded in democratic and social justice values, we are resolved that our students know that these ideals are also inclusive of times when they feel they are being unfairly treated or that their perspective has not been wholly understood by the Graduate School administration. Students are invited to respectfully share their perspectives or disagreements using Due Process Procedures, but ultimately must abide by the Dean’s final determination of their cases.
Institutional Test Score Annual Report for the Academic Year 2023-2025
Institutional pass rates are a key measure of the performance of teacher preparation programs in Title II of the Higher Education Act. Institutions must report pass rates on teacher assessments for all graduates and all other enrolled students.
During the 2023-2024 year (7/1/23-6/30/24), 405 students took the Educating All Students test and 385 passed it for a 95% pass rate. 122 students took the MultiSubject Birth to Grade 2 Test and 106 passed it for a 87% pass rate. 83 students took the Multi-Subject Grades 1-6 Test and 82 passed it for a 98% pass rate. 118 students took the Students with Disabilities CST and 118 passed for a 100% pass rate. One hundred and twenty nine (129) students took the Multi-Subject Grades 7-12 Test and 51 passed for a 40% pass rate.
Student Handbook
A handbook for all students is available on the Graduate School’s website at graduate.bankstreet.edu/studentservices-support/student-handbook/
Campus Drug and Alcohol Policy
In accordance with the federal legislation known as the “Drug Free Schools and Communities Act Amendments of 1989,” Bank Street College of Education established the following policy: Bank Street College prohibits the unlawful manufacture, distribution, dispensation, possession, or use of illegal drugs and/or alcohol by employees and students on School property or while conducting College business.
This policy includes School activities taking place on or off Bank Street property, including driving to and from College-related activities. Alcoholic beverages may be served at Bank Street College events/activities on or off School premises, but are not to be served to anyone under twenty-one (21) years of age. A security guard is on duty during all campus events.
Campus Security
Carlos Esquivel, Director of Facilities
212–875–4615
The College publishes and distributes an annual security report, which contains safety tips, emergency procedures, and campus crime statistics. This publication is available from the Director of Security and the Graduate School Office (Room 603); it is also excerpted in this catalog (page 143). The Advisory Committee on Campus Safety will provide upon request all campus crime statistics as reported to the United States Department of Education. General information about campus crime statistics may be found on the United States Department of Education’s website: http://ope. ed.gov/security/.
New York State Certification
Many of Bank Street’s degree-granting programs are registered with the New York State Department of Education as programs that enable graduates to qualify for New York State initial and/or professional certification in teaching or in school building leadership. Depending on the certification and/or experience that students have upon entrance to the program, graduates are eligible for either initial certification, second initial certification, or professional New York certification. When a student graduates from a Bank Street certification program and applies for New York certification, the College recommends that student for State certification and, in effect, vouches for the student’s having met the State’s academic requirements. International students or permanent residents (holders of Green Cards) should check the New York State Department of Education’s website for detailed, updated information regarding citizenship requirements for certification: www.nysed.gov
Students accepted into New York State Certification programs should begin the process of working toward certification early in their master’s degree program. This process includes the following requirements:
1. Testing:
Successful completion of the New York State Certification Exams (www.nystce.nesinc.com)
Bank Street College supports the New York State Internship Certification Credential. This an opportunity to complete fieldwork in a public setting where certification is required. The Internship Certificate Credential is a temporary New York State teacher certification for graduate students who have not completed fieldwork and who have completed at least one-half of the credits required for the master’s degree program. Students must be matriculated in a program that leads to certification, and they must not have completed fieldwork. They must also have a written job offer from a particular school for a job in the same certification area as the degree program in which they are enrolled. The Internship Certificate Credential lasts up to two years. Internship certificates expire immediately upon graduation and recommendation for regular certification. Please keep this in mind when you apply for graduation. Bank Street faculty serve as mentors to graduate students teaching under the Internship Certificate Credential. There is a fee associated with registration for the Internship Certificate.
Visit graduate.bankstreet.edu/student-services-support/ certification/ for details on the requirements and procedures for New York State certification. Certification resources are available to assist you with the process. Teacher Education graduates whose degree was conferred prior to 2004 and Leadership graduates whose degree was conferred prior to 2007 fall under regulations that are no longer in effect and are ineligible for institutional recommendation.
Please contact the Certification Office at certification@ bankstreet.edu for assistance. Be sure to include your student identification number and name.
Accreditations and Affiliations
Bank Street College of Education is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation. The programs included (full list here: graduate.bankstreet.edu/about/accreditation) have been awarded full accreditation by AAQEP through June 30, 2028. Full accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and has demonstrated the commitment and capacity to maintain quality. The Graduate School is also accredited by the Middle States Commission of Higher Education and holds memberships in the Commission of Independent Colleges and Universities of the State of New York, the Council of Higher Educational Institutions in New York City, the American Association of Colleges for Teacher Education, and the American Council on Education. The College is chartered by the Board of Regents of the State of New York.
NC-SARA
The National Council for State Authorization Reciprocity Agreements (NC-SARA) was established to help expand students’ access to educational opportunities and ensure more efficient, consistent, and effective regulation of distance education programs.
Two critical components of NC-SARA’s mission are:
1. To assure students are well-served in a rapidlychanging education landscape, and 2. To increase the quality and value of higher education credentials earned through distance education programs.
To do so, NC-SARA participating institutions must meet certain requirements, many of which are focused on ensuring appropriate consumer protections for students.
Key NC-SARA Student Consumer Protections include:
All NC-SARA institutions:
• Must be accredited
• Must have US oversight
• Must demonstrate healthy finances
• Are accountable for third-party providers
• Must adhere to high standards
• Must uphold stringent reporting and accountability requirements
• Are required to have transparency around professional licensure
• Must find ways to meet obligations to students
To learn more about each of these protections, visit the NC-SARA website.
Bank Street Graduate School of Education is a member of the National Council for State Authorization Reciprocity Agreement (NC-SARA). Initial responsibility for the investigation and resolution of complaints resides with Bank Street Graduate School of Education. Further consideration and resolution, if necessary, is the responsibility of the NC-SARA Portal Entity, and other responsible agencies for Higher Education in New York State.
Out of State Distance Education student complaints may be resolved utilizing the following two-step process. Please note that SARA policies do not cover complaints related to grades or student conduct violations:
Step 1: Institutional Complaint Process
Bank Street makes every effort to resolve student complaints internally using policies and procedures outlined in the current College Catalog. The institutional complaint process for distance learning students is the same for all students regardless of physical location. It is expected that students will fully utilize all such administrative procedures to address concerns and/ or complaints in a timely manner and according to timeframes outlined in the College Catalog. Resources including academic grievance procedures and other student complaint processes can be found on the Academic Catalogs page as well as our Policies of Conduct & Standards page.
Step 2: Your Residency Determines Your Next Step
Out-of-State Students: If your complaint is not resolved at the institutional level (Step 1), then out-of- state students residing in NC-SARA (National Council for State Authorization Reciprocity Agreement) states, which includes all states except California, may appeal the complaint to the SARA state portal entity in New York within two years of the incident about which the complaint is made.
To access information regarding the SARA Student Complaint process, please visit the SARA Student Complaints webpage. Please note the SARA Complaint webpage is informational only. You may also visit the New York State Education Department website to review the SARA student complaint procedures.
New York State Residents: If your complaint is not resolved at the institutional level (Step 1), then you may refer your complaint to the New York State Education Department through the complaint form located on the New York State Education Department website. A complaint of consumer fraud on the part of the institution should be directed to the Office of the New York State Attorney General, Justice Building, Empire State Plaza, Albany, NY 12223.
For a complaint about state student financial aid matters, contact the Higher Education Services Corporation (HESC) Customer Communications Center at 1-888-NYS-HESC.
National Council for State Authorization Reciprocity 3005 Center Green Drive, Suite 130 Boulder, Colorado 80301 Phone: 720-680-1600 Email: info@nc-sara.org
Career Services
careerservices@bankstreet.edu
The Career Services Office serves as a resource and information center. Career Services are provided to alumni and to students matriculated in degree programs. Students are encouraged to take advantage of the variety of services the office has to offer at the beginning of their matriculation at the College.
Students are encouraged to meet with the Director to discuss strategies to be used during the job search process, such as how to organize a job search, networking, and researching schools, institutions, and agencies. The director is also available to review résumés and cover letters. In addition, the career services office hosts the following annual events: a Job Search Boot Camp, which provides information on the job search process, a Certification Workshop with a presentation from the NYC Department of Education, and two Job Fairs with representatives from New York City district, charter, and independent schools. Career Services also cosponsors job-related events with the Alumni Office.
CareerConnect is our automated online system with numerous functions that will enhance the career services offered to our students, alumni and employers. With this site, students and alumni can easily and efficiently maintain an online personal calendar, manage multiple résumés, cover letters, and other employment related documents, search and apply for job opportunities online, and much more!
Bank Street graduates are innovative professional teachers and leaders who make wonderful contributions to the schools within which they work. Our alumni are in demand, and are the reason Bank Street has the fine reputation it does.
College Services
The Disability Services Office
Kim McLeveighn, Director of Student Learning Support dso@bankstreet.edu 610 West 112th Street | Office 811
Bank Street College recognizes disability as a characteristic of human diversity. We encourage students to self-identify and to provide information about their learning needs as soon as possible after admission to the College so that they may receive the support and reasonable accommodations needed to make the learning environment more accessible. Nonmatriculated students who need accommodations should identify themselves as soon as they contemplate taking a course. The DSO works with students to determine which accommodations may best support
individual learning needs, assists students in advocating for themselves, can refer students for additional services, and provides information to students about their rights. The DSO also supports faculty and staff in their work to create equitable and accessible learning experiences and spaces.
Students who have a diagnosed disability or suspect that they may have a disability, and non-matriculated students who need accommodations should contact the Director of Student Learning Support.
For further information on what the Disability Services Office offers, please visit our webpage located within Graduate School Student Services. Bank Street College does not discriminate against qualified individuals with disabilities in the recruitment and admission of graduate students, as a matter of policy and as specified by applicable laws and regulations.
Library and Archives
library@bankstreet.edu
The Bank Street Library contains a wide range of materials that support instruction and independent research: books, e-books, journals, research databases, Graduate School independent studies, DVDs, and more. Copies of course required books, arranged by call number, are available at the Circulation Desk for use in the Library. In addition, many faculty provide class readings in Canvas. If there are books or articles not held on site, library staff can request an Interlibrary Loan on behalf of the student.
The Children’s collection of materials contains picture books, early readers, nonfiction, biographies, fiction, and young adult novels. The Children’s Librarian provides instruction to the School for Children classes and is available to assist children and adults with research and book selection. The Bank Street College Archives contain the institutional records of the Bank Street College of Education as well as historical materials related to the College. The collection documents the history and evolution of the College from 1916 to the present. The archives supplement the general circulating collection of the Library by making rare or original materials available to the Bank Street community, scholars around the world, and the general public.
Librarians help students and faculty identify and locate information they need. Librarians also offer research orientations for students, which include a library tour and an introduction to research using the databases and catalog. Research orientations, APA consultations and library tours in person and online via zoom are available by appointment. The Library houses both PC and Macintosh computer workstations, which are equipped with Microsoft Office and which are available for word processing, email, and Internet access. Two copiers are available for printing, copying, and scanning. Ethernet and wireless connections are also available. Library policies,
including circulation rules, are available on the Library’s website: www.bankstreet.edu/library.
Student Associate Trustee
One graduate student each year is selected to serve as the Student Associate Trustee, and is expected to attend the quarterly meetings of the Bank Street College of Education Board of Trustees. The Student Associate Trustee provides a student perspective when pertinent issues are in front of the Board. The Student Trustee also gathers and shares information from and for the graduate student body by reporting to and hearing from students. In addition, they will work with the accreditation coordinator and senior administrator, and the dean of the Graduate School. The student trustee is appointed by the board of trustees to a one-year term. Nominations are solicited in the spring for the following academic year. Qualifications: Applicants must be in good standing, with a minimum of one year of study remaining at Bank Street. They should be interested in issues of governance and in advocacy on behalf of fellow students. Excellent speaking and organizational skills are essential. Applicants cannot be in staff positions at Bank Street.
Housing
Bank Street College does not maintain residential facilities. Other resources for obtaining housing are local realtors, webpages, newspapers, and various “Y” organizations. For further information and a detailed list of these resources, visit the Housing Information Resource page on our website https://graduate.bankstreet. edu/admissions-financial-aid/new-students/housing/ Application for housing may be made to International House, a graduate student residence facility within walking distance of the College at 500 Riverside Drive, New York, NY, 10027–3916. Contracts run from September through mid May and may be renewed for the summer. For more information and/or an application, call 212–316–8400, or visit http://www.ihouse-nyc.org Students enrolling for summer courses may also pursue housing options at International House.
Information Technology
Judy Johnson, Chief Information Officer jjohnson@bankstreet.edu
The Information Technology (IT) department works to support all members of Bank Street College’s community by providing robust, secure, up-to-date, and accessible technology. Details about our support services and contact information can be found below.
Help Desk
212-875-4642 or helpdesk@bankstreet.edu
The Help Desk staff, located in the Library, across from the Circulation Desk, are available for technical support for College hardware, software, Internet access, and telephone equipment.
Cafeteria
The Bank Street Cafeteria is located on the C–Level of the main building. The community is welcome to use the seating area. At this time there are no services provided outside of children’s programming.
Business Office Services bursar@bankstreet.edu
The Business Office is located at Bank Street North, The Interchurch Center, 475 Riverside Drive, 14th Floor, New York, NY 10115. It is the responsibility of the College’s Business Office to collect tuition and fees and to maintain students’ financial accounts. The Business Office includes the Bursar functions; this includes issuing bills and student statements.
Centers, Institutional Collaborations, and Special Initiatives
The Graduate School oversees a number of special projects. Many faculty work as staff developers, consultants, evaluators, and researchers on these and other projects.
Bank Street Online
Robin Hummel, Co-Director, rhummel@bankstreet.edu
Laura Zadoff, Co-Director, zadoff@bankstreet.edu
Online Teaching and Learning
Bank Street Online is dedicated to the advancement of progressive online teaching and learning at the college. Its mission is to support Bank Street’s efforts to promote innovative teaching strategies and technologies to enrich the learning of our graduate students and support their work with their students and colleagues. Bank Street Online is also dedicated to offering online programs that reflect Bank Street’s understanding of teaching and learning and leadership, and to providing the institution with long-term opportunities to extend its reach.
What does it mean to teach in an online environment using our approach? It means programs that include:
• A sense of community and social presence;
• Opportunities for authentic collaborative inquiry;
• Constructivist experiences and discovery rather than traditional information delivery.
It is important that Bank Street graduate students working in an online learning environment recognize and experience themselves as part of a community of learners as they engage with the course content online. Students enrolled in online courses are expected to meet the same high professional and academic standards and adhere to the same high standards for academic integrity as those enrolled in on-ground courses.
Information for online programs can be found under Academic Programs. Students who would like to find out more about online programs that are right for them should make an appointment to speak with Graduate Admissions.
Emotionally Responsive Practice
Margaret Blachly, Interim Director erp@bankstreet.edu
Emotionally Responsive Practice at Bank Street offers ongoing professional development, teacher support, coaching, family engagement groups, and other on-site and virtual services to early childhood and elementary school programs. Our services are grounded in the welldocumented connection between emotional well-being, learning, and positive peer and teacher-child relationships. We emphasize approaches based on neuroscience, psychology, and development to help educators and administrators understand children through the lens of child development and life experience. ERP uses welldocumented approaches that support social-emotional development and education while encouraging educators to attune to children’s emotional states and respond with empathy and understanding. Through ERP support, educators learn to develop routines, curricula, and interactions that are informed by a deep understanding of each child’s needs. ERP models classroom-friendly techniques that promote secure attachments and support all children, including those with traumatic histories, ensuring an inclusive and nurturing learning environment. ERP offers concrete strategies so that all children in a classroom community can thrive.
Designed to meet the needs of those who work in varied settings (teachers, home visitors, coaches, administrators, etc.) with infants, toddlers, and families, the three–day Infancy Institute, usually offered in late June, provides a high-quality, individualized experience. Past programs have included nationally known keynote speakers, visits to infant/toddler programs, numerous workshops and seminars highlighting practice and theory focused on topics including attachment, infant/ toddler development, activities for toddlers, relationship-based care, sensory integration, early intervention, trauma and resilience, staff development, and working with families.
Kerlin Early Childhood STEAM Institute
Mollie Welsh Kruger, Director mwelshkruger@bankstreet.edu
The goal of the Kerlin Early Childhood STEAM Institute is to build Early Childhood teachers’ capacity to use STEAM content and pedagogy to design integrated
investigations, which incorporate Bank Street’s Science Way of Thinking and NYSCI’s Design/ Make/ Play models of teaching that encourage learners to construct meaning through active investigations. Participants are registered in graduate courses that are taught by Bank Street faculty and educators from NYSCI. They receive a scholarship from the Sally Kerlin Endowment. The Institute is part of the Sally Kerlin Endowment 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 Institute for Thriving Children & Families
National Center for Children in Poverty (NCCP)
Karen Chatfield, Director kchatfield@bankstreet.edu
The National Center for Children in Poverty (NCCP) aims to improve the lives of low-income children and their families. NCCP conducts research and makes informed policy recommendations in order to reduce the number of American families experiencing hardship. Areas of focus include early childhood education, paid family leave, disability, immigration, physical and mental health, and more. As a result of the center’s decadeslong work, children and families enduring the physical, mental, and emotional distress of poverty have a chance at a happier and healthier life.
Straus
Center for Young Children & Families
Mark Nagasawa, Director mnagasawa@bankstreet.edu
The Straus Center for Young Children & Families was founded to conduct and promote practice-oriented, policy-relevant, and equity-committed research, with a particular concern for the inequities and traumas caused by the interaction of systemic racism, sexism, ableism, classism, and associated oppressions experienced in classrooms, schools, and communities. Students have opportunities to work on the center’s projects as research assistants, through individualized study, and for their integrated master’s projects.
Kindergarten plays a critical and unique role in a child’s life. It is a year filled with discovery, wonder, friendship and creativity – when language, literacy, science and math take on real meaning through play and active learning. Yet, in many classrooms, experiential learning is marginalized as kindergarten is fast becoming the new first grade. The Teaching Kindergarten Conference provides an opportunity for educators to come together and address this challenge.
Centers, Institutional Collaborations, and Special Initiatives
Board of Trustees
Victoria Hamilton, Chair
Lisa Lewin, Secretary
Howard S. Stein, Treasurer
Jeffrey I. Sussman, Vice Chair
Statutory Trustees
Anthony Asnes, SFC ’75
Charles Bendit
Kristin Black
Jay Chakrapani
Jonathan Cole
Nancie Cooper
Sean Decatur
Jody Feldman
Yolanda C. Ferrell-Brown
Russell Granet
Margaret Honey
Kristen Kane
Christopher Kellen
Fern Khan
Shilla Kim-Parker, SFC ’96
Adam H. Litke
Rebecca Mai
Marianna McCall, GSE ’23
David Offensend
Shael Polakow-Suransky, GSE ’00, ex officio
Barbara A. Schatz
Ian Shapiro
Anne V. Shutkin, SFC ’95
Jeffrey Q. Smith
Wendy Van Amson
Carlos Velazquez, GSE ’16
Debbie Zlotowitz, GSE ’90
Associate Trustees
Farhad Asghar, Parent Associate Trustee
Edline Jacquet, Parent Associate Trustee
Jessica Blum-DeStefano, Staff Associate Trustee
Sara Kliger, Staff Associate Trustee
Samia Bardy-Bowman, Student Associate Trustee
Emeritus Trustees
Elizabeth Pforzheimer
George P. Scurria, Jr.
Kate R. Whitney
Notification of Rights Under FERPA for Postsecondary Institutions
The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. They are:
• The right to inspect and review the student’s education records within 45 days of the day the College receives a request for access.
Students should submit a written request that identifies the record(s) they wish to inspect to the to the Office of Enrollment Management & Student Success (gradcentral@bankstreet.edu). A College official will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the College official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed.
• The right to request the amendment of the student’s education records that the student believes are inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA.
Students may ask the College to amend a record that they believe is inaccurate or misleading. They should write the College official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading.
If the College decides not to amend the record as requested by the student, the College will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing.
• The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent.
One exception which permits disclosure without consent is disclosure to school officials with legitimate educational interests. A College official is a person employed by the College in an administrative,
supervisory, academic or research, or support staff position (including law enforcement personnel and health staff ); a person or company with whom the College has contracted as its agent (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks.
A College official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility for the college.
• Upon request, the College also discloses education records without consent to officials of another school in which a student seeks or intends to enroll.
Directory information may be released without the student’s consent. The information includes: name, local address, home address, email address, local telephone number, home phone number, photograph, major, and status (including current enrollment, dates of attendance, full-time/part-time, withdrawn). Students have the right to withhold the release of directory information by completing a Request for Nondisclosure of Directory Information form in the Office of Student Services.
• The right to file a complaint with the U.S. Department of Education concerning alleged failures by Bank Street to comply with the requirements of FERPA. The name and address of the office that administers FERPA are:
Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202–5920
Non-Discrimination Policy
Bank Street College of Education has a historical and philosophical commitment to encourage, support, and nurture diversity in our student body, staff, faculty and programs. In addition, we abide by all applicable federal, state and local laws that prohibit discrimination on the basis of race, color, national or ethnic origin, religion, age, sex (including pregnancy and sexual harassment), gender identity, sexual orientation, marital status, handicap or disability in admitting students to its programs.
Applicable non-discriminatory practices also apply to administering educational policies, scholarships and loan programs, and other programs or activities generally made available to students at the College.
Bank Street does not discriminate on the basis of sex and prohibits sex discrimination in any Education Program or Activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the College’s Title IX Coordinator, the U.S. Department of Education’s Office for Civil Rights, or both.
Campus Safety
The safety and well–being of our students, faculty, staff, and visitors are of the highest priority. The Bank Street campus generally has been a safe and secure environment. Achieving this status and maintaining it takes the cooperation of all members of the College community. All members of the College are expected to use their College ID to enter the building by swiping at the turnstiles; visitors must obtain a guest badge upon entry.
In accordance with Chapter 597 of the New York State Laws of 2003, we include the following campus crime reporting and statistics:
Criminal Offense Report Summary*
* Detailed reports are on file in the Physical Plant Department at 610 W 112th Street. Includes main campus, BronxWorks and Putnam/Northern Westchester BOCES locations.
** Burglary includes theft. All incidents reported in the schools fall into the theft category.
Policy for Responding to and Accommodating Pregnancy and Related Conditions
Non-Discrimination Statement
Bank Street College of Education (“the College” or “Bank Street”) is committed to maintaining an accessible and supportive environment for all students and employees who experience pregnancy or related conditions and ensuring that individuals experiencing pregnancy or related conditions receive the necessary modifications to participate fully and equally in all programs and activities. This policy applies to all pregnant persons regardless of gender identity or expression. The College does not discriminate against any student, applicant for admission, applicant for employment, or employee on the basis of current, potential, or past pregnancy or related conditions as mandated by Title IX of the Education Amendments of 1972 and the New York State and City Human Rights Laws.
Definitions
• Familial Status: The configuration of one’s family or one’s role in a family.
• Marital Status: The state of being married or unmarried.
• Parental Status: The status of a person who is a parent, legal custodian, guardian, or in loco parentis of a person under 18 or over 18 if incapable of self-care due to disability.
• Pregnancy and Related Conditions: Includes pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery.
• Reasonable Modifications: Modifications to policies, practices, or procedures that do not fundamentally alter Bank Street’s education programs or activities.
Information Sharing Requirements
Any Bank Street employee aware of a student’s pregnancy or related condition must provide the student with the Title IX Coordinator’s contact information and inform them that the Coordinator can help prevent discrimination and ensure equal access. If the employee believes the Coordinator is already aware, they are not required to provide this information. Upon notification of a student’s pregnancy or related condition, the Title IX Coordinator will contact the student to inform them of their rights and the process for filing complaints related to discrimination, harassment, or retaliation.
Reasonable Modifications for Students
Students experiencing pregnancy and related conditions are entitled to Reasonable Modifications to ensure equal access to education programs and activities. These may include changes to schedules, assignments, and course requirements. Students seeking Reasonable Modifications must contact the Title IX Coordinator to discuss their needs. Retroactive modifications may be available in some circumstances. Modifications will be determined based on individual needs and may include alternative paths to completion for clinical rotations, performances, labs, and group work. In progressive curricular and cohort-model programs, medically necessary leaves may allow students to shift course order or join subsequent cohorts. Supporting documentation may be required when necessary to determine appropriate modifications. Information about modifications will be shared with faculty and staff only as necessary.
Certification to Participate
Health and safety risks related to participation in activities will be communicated to all students. A student cannot be required to provide health certification unless the same certification is
required of all students and it is necessary for participation.
Rights of Employees and Student-Employees to Express Breast Milk
Employees, including student-employees, have the right to express breast milk in the workplace. The College will provide 30 minutes of paid break time as needed for up to three years following childbirth. Additional unpaid time beyond the 30 minutes may be taken using existing paid break or meal time. The College will not deduct an employee’s paid break time for breast milk expression from their regular paid break or meal time. Employees can choose to take breast milk expression breaks before or after their regularly scheduled paid break or meal periods.
Lactation Space Access
Bank Street provides students and employees with access to functional, appropriate, and safe lactation spaces. We have a wellness room located on the 5th floor (used for prayers and lactation). These spaces are regularly cleaned, shielded from view, and free from intrusion. Employees wishing to request a lactation room may sign up in the designated area. The College will notify employees when a room is designated for breast milk expression. If an employee’s request for a lactation room poses an undue hardship, Bank Street will engage in a cooperative dialogue with the employee.
Leaves of Absence
• Students: Students may take a voluntary leave of absence for a reasonable time deemed medically necessary due to pregnancy, childbirth, adoption, or foster care placement. The leave term may be extended for extenuating circumstances or medical necessity. Any applicable health benefits remain available, subject to College policies.
• Bank Street will ensure students return to the same academic progress position, including access to the same or equivalent course catalog. Scholarship and funding continuation will depend on the student’s registration status and funding program policies. The College will advocate for students with financial aid agencies and external scholarship providers if a leave affects eligibility.
• To initiate a leave of absence, students must contact the Title IX Coordinator at least 30 days prior or as soon as practicable. The Coordinator will assist with necessary paperwork.
• Employees: Information on employment leave is available in the Employee Handbook. Employees, including student-employees, not eligible for leave under other policies may qualify for leave under Title IX. Pregnancy and related conditions will justify leave without pay for a reasonable period. Employees taking Title IX leave must be reinstated to their original or comparable position without negative effects on employment privileges or rights.
Student Parents
Students with child caregiving responsibilities may request academic modifications for up to four months from the time the child enters the home. Extensions may be granted for medical necessity or extraordinary caregiving responsibilities. During the modification period, academic
requirements may be adjusted, and deadlines postponed as appropriate, in collaboration with academic affairs (including relevant academic advisors and faculty). Students may reschedule assignments, lab hours, examinations, or reduce their course load once authorized. If caregiving students cannot obtain appropriate modifications, they should alert the Title IX Coordinator, who will facilitate needed accommodations and modifications. The matriculation policy can be amended to provide up to one semester of additional time to complete the degree, upon request. Longer extensions may be granted in extenuating circumstances. Students will remain registered and retain benefits during academic modifications.
Policy Dissemination and Training
This policy will be provided to all faculty and employees during annual training and posted on the College’s website. New students will be educated about this policy during orientation. The Title IX Coordinator will provide educational materials to promote compliance with this policy and familiarity with its procedures.
Compliance and Monitoring
Bank Street will monitor compliance with this policy and address any violations. The policy will be reviewed periodically to ensure that it meets legal requirements and effectively serves the community.
