Course Schedule - Spring 2015

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Spring 2015 Course Schedule

(January 20 – May 5)

Please note - This schedule is subject to change. Last updated November 25, 2014.

Please refresh this page to ensure you are seeing the most recent updates.

Note the color codes: Updates | Closed courses | Canceled courses | numbers


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


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


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

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

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

January Courses

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

  • D1/TWTh/6:00-9:00
    Karina Otoya-Knapp
    (Dates: Dates: 1/6, 1/8, 1/13, and 1/14)
    Note: This is a blended section. The class will meet face-to-face on 1/6 and 1/14. There will be synchronous online sessions on 1/8 and 1/13 from 6:00-9:00. Before registering, go to https://bankstreet.edu/bankstreet-online/technical-requirements/ to make sure your technologies are ready. Before the course begins, you are required to take the mandatory Student Orientation. Contact helpdesk@bankstreet.edu for technical support.

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

  • 01/M-F/4:45-7:15
    Sal Vascellaro
    (Dates: 1/5-1/9)
  • 02/M-F/4:45-7:15
    Sal Vascellaro
    (Dates: 1/12-1/16)

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

  • 01/M-Th/5:00-7:30
    Sue Carbary; Minna Immerman
    (Dates: 1/5-1/8)

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

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

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

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EDUC 500
Child Development
(3)

  • 01/Th/4:45-6:45
    Nancy Nager
  • 02/T/7:00-9:00
    Abby Kerlin

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

  • 01/W/7:00-9:00
    Luisa Costa
  • 02/Th/4:45-6:45
    Felipe Orozco

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

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

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

  • 01/W/7:00-9:00
    Giselle Castano; Amy Withers

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

  • 01/Th/4:45-6:45
    Margaret Blachley

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

  • 01/W/7:00-9:00
    Sam Brian

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

  • 01/M/4:45-6:45
    Jess Durett
    (Dates: 1/26, 2/2, 2/9, 2/23, 3/2, and 3/9)

EDUC 530
Foundations of Modern Education
(3)

  • 01/M/7:00-9:00
    Joseph Kleinman

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

  • 01/T/7:00-9:00
    Maggie DeLuca

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

  • 01/M/4:45-6:45
    Lynne Einbender

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

  • 01/Th/4:45-6:45
    Luisa Costa
    (Dates: 3/5, 3/12, 3/19, 3/26, 4/2 , and 4/23)

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

  • 01/T/4:45-6:45
    Hal Melnick
  • 02/T/7:00-9:00
    Hal Melnick

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

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

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

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

EDUC 561
Linguistics: Implications for Teachers
(1)

  • 01/Th/4:45-6:45
    Luisa Costa
    (Dates: 1/22, 1/29, 2/5, 2/12, 2/19, and 2/26)

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

  • 01/M/7:00-9:00
    Mollie Welsh Kruger
  • 02/Th/4:45-6:45
    Kathleen Nolan-Kassal

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

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

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

  • 01/T/7:00-9:00
    Madeleine Ray

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

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

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

  • 01/M/7:00-9:00
    Roberta Altman

EDUC 601
Special Education for Linguistically and Culturally Diverse Children
(1)
(Prerequisite EDUC 560 and 870 or permission of instructor; co-requisite EDUC 602)

  • 01/T/4:45-6:45
    Nilda Resnick
    (Dates: 3/17, 3/24, 3/31, 4/14, 4/21 and 4/28)

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

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

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

  • 01/T/1:30-3:30
    Brian Hogarth

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

  • For section 01 listing, please see the January Term Courses
  • 02/Th/4:45-6:45
    Sue Carbary; Minna Immerman
    (Dates: 3/12, 3/19, 3/26, 4/2, and 4/16)

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

  • 01/Th/4:45-6:45
    Minna Immerman
    (Dates: 1/22, 1/29, 2/5, 2/12, 2/26, and 3/5)

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

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

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

  • 01/T/4:45-6:45
    Pam Jones
  • 02/T/7:00-9:00
    Sean O'Shea

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

  • 01/W/7:00-9:00
    Valentine Burr

EDUC 808
The Study of Children in Diverse and Inclusive Educational Settings
through Observation and Recording
(3)
(prerequisite: EDUC 500 or EDUC 800 or permission of instructor)

  • 01/M/4:45-6:45
    Alicia Stoller
  • 02/Th/7:00-9:00
    Ellen Wong

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

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

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

  • 01/W/7:00-9:00
    Tamara Sewell
    (Dates: 1/21, 1/28, 2/4, 2/11, 2/18, and 2/25)

EDUC 827
Weaving Creative Arts Modalities into Child Life Practice
(3)
(prerequisite: EDUC 822)

  • 01/Th/4:45-6:45
    Diane Rode; Sarah Yazdian

EDUC 829
Therapeutic Play Techniques for Child Life Specialists
(3)
(prerequisite: EDUC 500; EDUC 821; EDUC 822)

  • 01/Th/7:00-9:00
    Deb Vilas

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

  • 01/M/7:00-9:00
    Susan Goetz-Haver

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

  • 01/T/7:00-9:00
    Pamela Schneider

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

  • 01/Th/4:45-6:45
    Nesta Marshall

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

  • 01/F: 4:45-9:15/S: 9:00-5:00
    Ellen McCrum; Abby Kerlin
    (Dates: 4/24 and 4/25)

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

  • 01/W/7:00-9:00
    Lynne Einbender

EDUC 869
Early Language and Literacy in Sociocultural Contexts:
Supporting Development and Adapting for Disability
(2)
(prerequisite: EDUC 500 or EDUC 800; pre- or corequisite: EDUC 505)

  • 01/W/7:00-9:00
    Arelis Javier

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

  • 01/W/7:00-9:00
    Allison Lesch
    (Dates: 3/4, 3/11, 4/1, 4/15, 4/22, and 4/29)

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

  • 01/Th/4:45-6:45
    Majorie Brickley

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

  • 01/M/4:45-6:45
    Nilda Resnick
  • 02/M/4:45-6:45
    Marilyn Bisberg

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

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

Fieldwork/Student Teaching/Advisement Courses

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Child Life

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

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

EDUC 827
Weaving Creative Arts Modalities into Child Life Practice
(3)
(prerequisite: EDUC 822)

  • 01/Th/4:45-6:45
    Diane Rode; Sarah Yazdian

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

  • 01/T/7:00-9:00
    Jennifer Costa

EDUC 829
Therapeutic Play Techniques for Child Life Specialists
(3)
(prerequisite: EDUC 500; EDUC 821; EDUC 822)

  • 01/Th/7:00-9:00
    Deb Vilas

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

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

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

  • 01/T/7:00-9:00
    Troy Pinkney-Ragsdale

Leadership for Educational Change

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

  • 01/T/7:00-9:00
    Ron Woo

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

  • 01/M/7:00-9:05
    Peggy McNamara
    (Dates: 1/26, 2/2, 3/2, 3/30, 4/20, and 5/4)

LEAD 615
Processes of Supervision and Professional Development
(3)

  • 01/Th/7:00-9:00
    Gil Schmerler

LEAD 770
Leadership Professional Seminar
(3)

  • 01/T/4:45-6:45
    Frank Pignatelli

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

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

Leadership in Community-Based Learning

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

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

Semester-Based Integrative Master's Project Options

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

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

  • 01/M/4:45-6:45
    Mollie Welsh Kruger

    (Dates: 1/26, 3/2 3/30 and 4/20)
    Note: This IMP section has a focus on literacy and is for students who are currently employed and wish to focus their IMP on a topic/problem related to their own work setting.

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

  • 01/W/7:00-9:00
    Dates: 1/28, 2/25, 3/18, 4/22, and a workshop day
    Instructor: Margie Brickley
    Title: Communicating What We Have Learned
    This inquiry will focus on how we share our knowledge and philosophy with others in the field. Students will learn about working with adults and how we can develop workshops or focused learning opportunities for professionals that are reflective and meaningful. Each participant will research a topic that s/he is passionate about and design a 1-hour interactive workshop. The background research on the topic and the rationale behind the design of the workshop will be submitted as a formal paper. The workshop will be given to a group of students, including the IMP group.


  • 02/W/7:00-9:00
    Dates: 1/21, 2/25, 3/25, and 4/22
    Instructor: Roberta Altman
    Title: A Curriculum of Experience: Place Based Learning and Curriculum Design
    This inquiry focuses on issues arising from the need to develop curriculum projects that provide content in a context that is meaningful and relevant to students and their communities. Participants will examine core readings on place-based and experiential learning and then develop a curriculum project linking content with localities and/or cultural resources. A wide variety of topics and localities may be used for this inquiry, including classrooms, museums, historic sites, and the natural environment. There are four required group meetings and one individual meeting to support participants in generating their curriculum ideas, preparing their paper, and final presentation.


  • 03/T/4:45-6:45
    Dates: 1/20, 2/24, 3/24, and 4/28
    Instructor: Olga Romero
    Title: Turning an Original Children's Book Into an Educational Tool
    This inquiry project will help students who have written a children’s book as a course assignment, to develop it into an educational tool for teachers and parents. Participants will conduct and summarize research that describes the developmental stages (physical, emotional and cognitive) that relate to the age level for whom the book was written, and they will look specifically at how their research addresses the central topic of the book. Students will also develop guidelines to show caregivers or teachers how the book can be used either as a stand-alone activity or as part of a specific lesson or curriculum. In addition, students will provide an annotated bibliography of other books that have been written about the same or similar topic. If possible, students will read the book to a group of children and report on the children’s reactions, questions, etc.


  • 04/T/7:00-9:00
    Dates: 1/27, 2/24, 3/24, and 4/21
    Instructor: Susan Goetz-Haver
    Title: Drama and Literacy
    Students can work on projects that investigate the use of drama, theater games, or dramatic play to help children engage with, or comprehend, language and text. Each student will explore professional literature and research related to his/ her project, as well as develop a related inquiry project with children. Group sessions will focus on finding and honing a rich question, exploring forms of data collection, sharing research and other resources, analyzing the data, and shaping a presentation. We will also play with some drama, role play, and other related tools of engagement and understanding. Participants must have access to a group of children during the semester.


  • 05/W/4:45-6:45
    Dates: 1/21, 2/25, 3/25, and 4/29
    Instructor: Troy Pinkney-Ragsdale
    Title: Turning an Original Children’s Book (Healthcare Theme) Into an Educational Tool for Children and Families with Healthcare Challenges
    This inquiry will help students who have written a children’s book, to develop it into an educational tool for caregivers, child life specialists and pediatric patients and their family’s. Participants will conduct and summarize research that describes the developmental stages (physical, emotional and cognitive) that relate to the age level for whom the book was written, and they will look specifically at how their research addresses the central topic of the book. Students will also develop guidelines to show caregivers or child life specialists how the book can be used either as a stand-alone activity or as part of a therapeutic plan. In addition, students will provide an annotated bibliography of other books that have been written about the same or similar topic. If possible, students will read the book to a group of children within a healthcare setting and report on the children’s reactions, questions, etc.


  • 06/W/7:00-9:00 [NEW SECTION]
    Dates: 3/18, 4/15, and 4/29
    Note: 2 additional Monday afternoon sessions (1:30-3:00) in April
    Instructor: Mollie Welsh Kruger
    Title: Exploring the Impact of an Author's Visits on Readers and Writers

    This joint inquiry will focus on researching a six-week poetry writing unit in SFC’s 9/10s which includes work with a visiting children's author. Students will participate in planning research by: developing a research question/focus; creating a plan of action for analyzing data; and documenting the work observed in the 9/10s classroom.

    Each participant will share out the findings with a larger community. This could include: conference presentations, writing an article, or designing an interactive workshop.




IMP 3
Mentored Directed Essay
(0)
Students should register for section 01.
In February, students will be assigned their particular mentor.
Registration is not allowed after the end of the Spring 2015 add/drop period.
See the Integrative Masters Project web page for more information.

  • 01/See Advisor/See Advisor
    Faculty Advisors

State Mandated Trainings

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Workshops are open ONLY to matriculated Bank Street students. State Mandated Trainings are FREE for currently matriculated students.

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

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

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

  • 01/M/4:45-6:45
    Lauren Kaplan
    (Date: 1/26)
  • 02/W/7:00-9:00
    Ana Tiburcio
    (Date: 2/11)
  • 03/Th/4:45-6:45
    Lauren Kaplan
    (Date: 3/5)
  • D4/F/4:45-6:45
    Ana Tiburcio
    (Date: 4/24)
    Note: This workshop will be fully online. After registering, students will receive an email from the Help Desk with instructions for preparing the computer for video conferencing a week before the course starts.

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

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

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

  • 01/Th/4:45-6:45
    Christine Low
    (Date: 1/29)
  • 02/F/4:45-6:45
    Deb Vilas
    (Date: 2/6)
  • 03/T/4:45-6:45
    Christine Low
    (Date: 3/17)
  • D4/M/7:00-9:00
    Deb Vilas
    (Date: 4/13)
    Note: This workshop will be fully online. After registering, students will receive an email from the Help Desk with instructions for preparing the computer for video conferencing a week before the course starts.
  • 05/M/4:45-6:45
    Deb Vilas
    (Date: 5/4)

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

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

NOTE: Workshops start promptly. You must complete the first session online by 5:00 am of the date listed for each section and bring the confirmation email of the Online Portion Fulfillment (Part I of DASA Workshop) with you to the second, face-to-face session. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and students who do not complete both sessions will need to register for a different section.

  • Section 01
    First session: 3-hour asynchronous online component must be completed by
    11:55 pm on Februrary 19, 2015
    Second session: Thursday, February 26, 2015
    Time: 5:00-8:00 pm
    Instructor: Ron Woo
  • Section 02
    First session: 3-hour asynchronous online component must be completed by
    11:55 pm on March 24, 2015
    Second session: Tuesday, March 31, 2015
    Time: 5:00-8:00 pm
    Instructor: Marissa Gold
  • Section 03
    First session: 3-hour asynchronous online component must be completed by
    11:55 pm on April 20, 2015
    Second session: Monday, April 27, 2015
    Time: 4:00-7:00 pm
    Instructor: Lauren Kaplan


Cohort Groups

Unless otherwise indicated, classes listed under the following Cohorts are only open to students enrolled in these groups


Principals Institute

** Courses available to Principals Institute students, or with permission from the Program Director

Back to Top Menu Cohort ECPI 1 Cohort ECPI 2 Cohort 34 Cohort 35 Cohort 36

Cohort ECPI 1

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LEAD 533
Foundations of Educational Leadership: Law, History, and Economics (Cohort ECPI 1)
(1)

  • P1/T/TBA
    TBA

LEAD 832
Policy Issues in the Design of Children's Services (Cohort ECPI 1)
(1)
(co-requisite: LEAD 833)

  • P1/T/5:00-7:30
    Wendy Pollock

    (Dates: 1/27, 2/10, 2/24, 3/10 and 3/24)

LEAD 833
Early Childhood Leadership Policy Internship (Cohort ECPI 1)
(3)

  • P1/TBA/TBA
    Denise Prince

Cohort ECPI 2

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LEAD 534[NEW SECTION]
Foundations of Educational Leadership: Adult Development (Cohort ECPI 2)
(1)

  • P1/TTh/5:00-8:10
    Jessica Blum-DeStefano
    (Dates: 1/6, 1/8, 1/13 and 1/15)

LEAD 615
Processes of Supervision and Professional Development (Cohort ECPI 2)
(3)

  • P2/Th/4:45-6:45
    Wendy Pollock

LEAD 660
Research for Educational Change (Cohort ECPI 2)
(3)

  • P3/Th/7:00-9:00
    Joseph Nelson

LEAD 930
Early Childhood Leadership Supervised Fieldwork/ Advisement (Cohort ECPI 2)
(4)

  • P1/See Advisor/See Advisor
    Faculty Advisor

Cohort 34

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LEAD 603
School Change: The Transformational Leader (Cohort 34)
(3)
(For Cohort 34 Students only, or by permission of Program Director.)

  • P1/Th/7:15-9:15
    Peter McFarlene

LEAD 615
Processes of Supervision and Professional Development
(3)

  • P1/Th/5:00-7:00
    Ellis Scope

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

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

LEAD 913
Practicum in Urban School Leadership (Cohort 34)
(1)

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

Cohort 35

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LEAD 510
Leadership in Curriculum and Instruction (Cohort 35)
(3)

  • P1/T/5:00-7:00
    Alice Gottlieb

LEAD 660
Research for Educational Change (Cohort 35)
(3)

  • P1/T/7:15-9:15
    Frank Pignatelli

LEAD 912
Principals Institute Supervised Fieldwork/ Advisement (Cohort 35)
(2)

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

Cohort 36

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LEAD 510
Leadership in Curriculum and Instruction (Cohort 36)
(3)

  • P2/T/5:00-7:00
    Alice Gottlieb

LEAD 660
Research for Educational Change (Cohort 36)
(3)

  • P2/T/7:15-9:15
    Frank Pignatelli

LEAD 912
Principals Institute Supervised Fieldwork/ Advisement (Cohort 36)
(2)

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

Museum Leadership

** Courses available only to Museum Leadership students

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LEAD 502
Human Development II: Adolescents and Adults as Visitors and Volunteers
(3)
(for Museum Leadership students only)

  • 01/F: 4:45-8:45 / Sat: 8:30-5:00
    Mayra Bloom; Bridgitte Goblensky
    (Dates: 1/9, 1/10, 4/10, and 4/11)

LEAD 511
Exhibition Development for Museum Leaders
(2)
(for Museum Leadership students only)

  • 01/F: 4:45-8:45 /Sat: 8:30-5:00
    TBA
    (Dates: 5/8, 5/9)

LEAD 512
School Collaborations for Museum Leaders
(2)
(for Museum Leadership students only)

  • 01/F: 4:45-8:45 /Sat: 8:30-5:00
    Janet Rassweiler
    (Dates: 3/6, 3/7)

LEAD 513
Museum Programming for Diverse Audiences
(1)
(for Museum Leadership students only)

  • 01/F: 4:45-8:45 /Sat: 8:30-5:00
    Claudine Brown; Mary Ellen Munley
    (Dates: 2/6, 2/7)

LEAD 950
Museum Leadership Supervised Fieldwork/Advisement
(2)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Future School Leaders Academy

** Courses available only to FSLA students

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LEAD 603
School Change: The Transformational Leader
(3)

  • F1/TBA/TBA
    Jere Hochman

LEAD 864
Leading a School District IV
(1)

  • F1/TBA/TBA
    John Chambers

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

  • F1/Various/Various
    Faculty Advisors

Kerlin Science Institute

** Courses available only to Kerlin Fellowship students

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EDUC 851
Practicum in Teaching Science II
(1)

  • 01/M/5:00-7:05
    Jenny Ingber
    (Dates: 1/26, 2/9, 2/23, 3/16, 3/30, and 4/27)


School District Leadership

** Courses available only to SDL students

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LEAD 864
Leading a School District IV
(1)

  • 01/F: 4:45-8:45/Sat: 8:30-5:00
    Ken Grover
    (Dates: 3/6, and 3/7)

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

  • 01/F: 4:45-8:45/Sat: 8:30-5:00
    Ken Grover
    (Dates: 2/6, 2/7)

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

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

Summer Residency Leadership Programs

Leadership in the Arts Leadership in Mathematics Education

Leadership in the Arts

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Second-Year Students

LEAD 910
Leadership in Technology and the Arts Supervised Fieldwork/ Advisement
(3)
(for Leadership in the Arts only or by permission of the instructor)

  • 01/See Advisor/See Advisor
    Faculty Advisor

Leadership in Mathematics Education

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First-Year Students

LEAD 525
Technology and School Change
(1)
(for Leadership in Mathematics Education students only or by permission of instructor)

LEAD 940
Mathematics Leadership Supervised Fieldwork/ Advisement
(3)

  • 01/See Advisor/See Advisor
    Faculty Advisors

Second-Year Students

LEAD 940
Mathematics Leadership Supervised Fieldwork/ Advisement
(3)

  • 01/See Advisor/See Advisor
    Faculty Advisors

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