CONTINUING PROFESSIONAL STUDIES
FALL 2025 COURSE GUIDE
EXPLORE OUR SHORT-FORMAT WORKSHOPS
Courses for Early Childhood, Childhood, and Early Adolescence Career Development Workshops
Certification Support & State-Mandated Trainings
Fall 2025 Scholarship Opportunities for Grad Students—Apply Today
Bank Street Graduate School of Education is offering some exciting scholarships for Fall 2025. These opportunities make a Bank Street master’s degree more financially accessible—and we hope you’re excited about them as we are!
TEACHER RESIDENCY PROGRAMS
We are recruiting for new cohorts for our two fulltime, paid residency programs for aspiring teachers interested in working in New York City public schools. All residents will receive a scholarship that reduces tuition by over 50%, along with a stipend of up to $30,000 per year.
• TESOL Residency Program, which starts in Fall 2025, is designed for teachers who would like to work with students learning English as a new language (ENL) in grades pre-K-12.
• Childhood Special and General Education Residency Program, which starts in Fall 2025, prepares students for initial dual certification to teach grades 1-6 in both general and special education classrooms.
EARLY CHILDHOOD ADVANCED STANDING PROGRAM
Current lead teachers working with children from birth through second grade in publicly funded programs may qualify for a substantial scholarship for our Early Childhood Advanced Standing Program, which enables them to maintain their job while fast-tracking their master’s degree and positioning themselves for higher earning potential. This program can be completed in just 16 months.
For More Information
RSVP for an upcoming virtual information session, email gradadmissions@bankstreet.edu to schedule a one-on-one conversation, or start your application.
A MESSAGE FROM THE DIRECTOR
Dear Educators,
Welcome back! The new school year brings excitement and challenges, especially during times of uncertainty.
In the words of my colleagues from our Emotionally Responsive Practice team:
“ We see you. We see the love and care you pour into your work each day. We know the weight of holding space for children and families, especially in times of uncertainty. Every small act of care, every moment of connection—matters. Even when the world feels uncertain, even when it’s hard, even when we’re tired— we keep showing up. And we do it together.”
I am looking forward to working with you and our amazing facilitators at the Emotionally Responsive Schools Conference (next page) and at our many workshops designed to support the work that you do every day. We hope you’ll read on and consider attending our fall classes. For more details, please visit our website at bankstreet.edu/cps
Sincerely,
Joy Ellebbane Director, Continuing Professional Studies
SPECIAL EVENT
Emotionally Responsive Schools Conference 2025
Supporting Children’s and Adult’s Well-Being in a Changing World
Friday, December 5
Online | 10:00 AM–5:00 PM ET
In times of uncertainty, children look to us—not for perfect answers, but for presence, attunement, and safety. When the world feels unpredictable, emotionally responsive practice becomes the bridge that connects children’s inner lives to their capacity to learn, grow, and flourish. This annual conference supports teachers, social workers, and administrators to develop a deep understanding of child development, the social and emotional foundations for learning and well-being, parent engagement, and mastery of supportive techniques for building safe and nurturing school communities.
Earn CTLE and social work professional development hours.
Learn more: graduate.bankstreet.edu/erp-conference or contact erp@bankstreet.edu
EARLY CHILDHOOD
TEED654N
The Reggio-Emilia Approach: From Theory to Practice (Ages Infant–5 Years)
The early childhood program founded in Reggio-Emilia, Italy incorporates an emphasis on the learning environment, process vs. product, developmentally appropriate practice, and the importance of the community of learners. Much of this philosophy reflects the culture of the Italians and is difficult to recreate in the United States. This course is meant to provide an introduction to the approach and will attempt to bridge the Reggio-Emilia theory with American culture. We will view the Reggio-Emilia approach as a means to combat the push-down curriculum, competition, product over process, and the jumping/skipping of learning stages we are now experiencing in this country. Instructor: Patricia Watkins
November 7 and 8 | On Site*
Friday, 4:45 PM–9:30 PM ET
Saturday, 9:00 AM–4:30 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,924
Registration Deadline: 10/31
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
TEED630N
Supporting Emergent Literacy in the Classroom (Ages 3–5 Years)
This course will help you meet the literacy standards for pre-K programs in a developmentally appropriate fashion. We will explore:
• The role of classroom routines and environment
• Children’s expressive and receptive language skills and the components of literacy development
• Center-based, large and small group instruction
• Ways to read aloud effectively
• Supporting English language learners
• Methods of supporting children’s emerging phonemic, phonological, and print awareness
• How to create meaningful writing experiences
Instructor: Tali Berkovitch
November 10, 12, 17, and 19| Online*
Mondays and Wednesdays, 7:00 PM–9:30 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,924
This class is eligible for 10 hours of CTLE Language Acquisition.
Registration Deadline: 11/25
*2.5 hours of asynchronous work required
TEED531N
The Youngest Scientists: Hands-on Adventures (Ages 3–8 Years)
Bring out the inner scientist in your students and yourself with this course, which includes a wide range of easy-to-do scientific experiments and activities. Using familiar, easily obtainable materials and simple hands-on exercises that illustrate scientific principles, you can learn to make science both accessible and intriguing to children of any age. Some areas covered include: using your senses and scientific tools, approaching art and cooking as science, studying living things, and additional adventures in light, physics, electricity, and coding.
Instructor: Lauren Mangione
December 5 and 6 | On Site*
Friday, 4:45 PM–9:30 PM ET
Saturday, 9:00 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,924
Materials fee: $25
Registration Deadline: 11/28
*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025
TEWS715N
Motor Play to Enhance Growth in the Classroom (Ages 1–6 Years)
This class will demystify concepts, such as sensory processing, regulation, and sensory integration. You will learn how motor play can impact energy level, attention, and a child’s ability to improve organizational skills. You will complete the course with a toolbox of activities to enhance fine and gross motor development along with strategies to keep children alert, energized, and in control in the classroom setting. Discussion will include how to collaborate with families and caretakers in using motor play to extend skillbuilding to the home environment, along with new neuroscience research underscoring the importance of sensory motor play for brain organization and building the foundation for lifelong learning.
Instructor: Jill Mays
December 9 and 11 | Online
Tuesday and Thursday, 6:30–8:30 PM ET 7 CTLE or .7 CEU / $295
Registration Deadline: 12/2
CHILDHOOD
SEWS577N
Nurturing Independence and Cultivating Interdependence (Grades K–5)
In this session, we will explore the intersection of neurodiversity in antibias education and culturally responsive pedagogy, focusing on how to create inclusive learning environments that support the success of all learners. We will delve into strategies for fostering independent, empowered learners with the Universal Design for Learning (UDL) framework. Participants will explore key mindsets necessary to practice and consider the implementation of this contemporary approach in curriculum and classroom design, and will see real-life examples from the field that are built on a deep understanding of the UDL framework. Through this engaging transformative presentation, we will reflect on how to bridge silos within education to promote collaboration and innovation. Instructor: Brandi Forté
November 4 | Online
Tuesday, 9:00 AM-2:00 PM ET 6 CTLE or .6 CEU $135
Registration Deadline: 10/28
TEWS883N
Engaging Young Children in Classroom Discourse Through Culturally Responsive Language (Grades Pre-K–1)
The opportunity to participate in classroom discourse can be an essential component of young children’s development. However, there are phrases, terms, and instructions from adults that can serve as barriers and limit children’s ability or desire to participate consistently in dialogue with peers and adults in the classroom. This workshop will examine the results of a case study focusing on the experiences of early childhood educators as they navigate classroom discourse with young children. We will explore how applying culturally responsive teaching practices can enhance the discourse experiences for the children in their classes. Instructor: Candace Barriteau Phaire
November 4 | Online
Tuesday, 6:30 PM–8:30 PM ET 2 CTLE or .2 CEU $95
Registration Deadline: 10/28
TEED654N
The Reggio-Emilia Approach: From Theory to Practice (Ages Infant–5 Years)
The early childhood program founded in Reggio-Emilia, Italy incorporates an emphasis on the learning environment, process vs. product, developmentally appropriate practice, and the importance of the community of learners. Much of this philosophy reflects the culture of the Italians and is difficult to recreate in the United States. This course is meant to provide an introduction to the approach and will attempt to bridge the Reggio-Emilia theory with American culture. We will view the Reggio-Emilia approach as a means to combat the push-down curriculum, competition, product over process, and the jumping/skipping of learning stages we are now experiencing in this country. Instructor: Patricia Watkins
November 7 and 8 | On Site*
Friday, 4:45 PM–9:30 PM ET
Saturday, 9:00 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,924
Registration Deadline: 10/31
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
TEWS889N
Injecting Joy into Reading Instruction (Grades Pre-K–6)
As aliteracy (the ability to read proficiently but the choice not to) rates soar and AI Large Language Models threaten the need to read at all, it’s more important than ever that we inspire kids to read for pleasure. This course introduces strategies to inject joy and agency back into reading instruction; strategies that invite kids to lean into the magic of disappearing into a book and sharing their unique reactions to the text. Practical resources such as reading responses, interactive readaloud strategies, book club prompts, and mentor texts will be shared with participants. Instructor: Lily Howard Scott
November 10 and 12 | Online
Monday and Wednesday, 6:30 PM–8:30 PM ET
4 CTLE or .4 CEU $195
Registration Deadline: 11/3
SPED585N
The Essential Orton-Gillingham (Grades 1–6)
The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in Orton-Gillingham-based techniques using the PAF Reading Program (formerly known as Preventing Academic Failure Reading Program), which is research based and wellsuited for use in a variety of educational settings. You will leave with an in-depth understanding of the specifics of an Orton-Gillingham approach to teaching reading and you will learn how to incorporate this methodology into your practice. This is a fast-paced, intensive class intended for experienced educators who have familiarity with the different components of learning to read, including decoding, fluency, and comprehension. Your prior knowledge of these concepts will serve as the foundation to learn this multisensory approach to the teaching of reading. Direct all questions to cps@bankstreet.edu. Required text included: PAF Reading Program Teacher Handbooks 1 and 2. Instructor: Ginny O’Hare Perrin
November 15, 16, 18, 22, and 23 | Online*
Saturday, 11/15, 9:00 AM–12:00 PM ET
Sunday, 11/16, 9:00 AM–12:00 PM ET and 6:00 PM–9:00 PM ET
Tuesday, 11/18, 6:00 PM– 9:00 PM ET
Saturday, 11/22, 9:00 AM–12:00 PM ET
Sunday, 11/23, 9:00 AM–12:00 PM ET and 6:00 PM–9:00 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,848
Materials Fee: $145 (includes required text+ shipping)
Registration Deadline: 11/7
*4 hours of asynchronous work required
TEWS890N
Play with a Purpose (Ages 3–6 Years)
It’s well understood among early childhood educators that play is the work of children—that through play, children explore foundational math, science, and literacy concepts while developing critical thinking, problem-solving, and social-emotional skills. Many educational models emphasize child-directed play, open-ended materials, and thoughtfully designed environments that invite engagement and discovery. Still, even seasoned educators encounter challenges when it comes to supporting the diverse range of learners in their classrooms—particularly in the domain of dramatic or imaginative play. This session will focus on how educators can more intentionally scaffold pretend play in their classrooms. Educators will leave with practical strategies to purposefully and thoughtfully use their own language, routines, materials, and structure to support languagerich, imaginative play that meets children where they are. Instructor: Alexandra Levine
November 19 | Online
Wednesday, 7:00 PM–9:00 PM 2 CTLE or .2 CEU $95
Registration Deadline: 11/12
TEWS867N
Brain-Changing Words: Bite-Size Phrases that Transform How Kids Think, Feel, and Achieve at School (Grades K–8)
Neuroscientific research suggests that language is not separate from thought, but a part of thought itself. What we say and what we hear creates neural pathways that trigger brand-new patterns of thinking, and until a learner is exposed to a word or a particular combination of words, epiphanies lie dormant. For instance, a teacher’s unusual pairing of the words “brilliant” and “mistake” in the phrase “what a brilliant mistake!” can rewire how a child responds to making mistakes, replacing feelings of shame with self-compassion and resilience. Teachers who share bite-sized, literally brain-altering language with students (who repeat this language to themselves as positive self-talk) can transform how students feel, and therefore do, in the classroom and beyond. In this course, I’ll introduce simple, affirming language suggestions and practical curricular extensions (such as morning meeting activities, visual art exercises, poetry invitations, and reading responses) that help students explore and internalize these transformative phrases. Practical resources will be shared with participants after each session.
Instructor: Lily Howard Scott
December 1 and 3 | Online
Monday and Wednesday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195
Registration Deadline: 11/24
TEED531N
The Youngest Scientists: Hands-on Adventures (Ages 3–8 Years)
Bring out the inner scientist in your students and yourself with this course, which includes a wide range of easy-to-do scientific experiments and activities. Using familiar, easily obtainable materials and simple hands-on exercises that illustrate scientific principles, you can learn to make science both accessible and intriguing to children of any age. Some areas covered include: using your senses and scientific tools, approaching art and cooking as science, studying living things, and additional adventures in light, physics, electricity, and coding.
Instructor: Lauren Mangione
December 5 and 6 | On Site*
Friday, 4:45 PM–9:30 PM ET
Saturday, 9:00 AM–4:30 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,924
Materials fee: $25
Registration Deadline: 11/28
*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025
SETE508N
Behavior Management Strategies for the Classroom Teacher (Grades K–8)
Good classroom management is at the heart of effective teaching. This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. This class includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for educators with less than five years experience, but more experienced professionals will also come away with new techniques to add to their repertoire. Instructor: Ginny O’Hare-Perrin
January 6, 8, 13, and 15 | Online*
Tuesdays and Thursdays, 6:30 PM–9:00 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,924
Registration Deadline: 12/30
*2.5 hours of asynchronous work required
TEED658N
Restorative Practices in the Early Grades (Grades 1–3)
Restorative practices hold great promise for shifting the power balance, structures, and approach of traditional classroom and disciplinary practice. At their core, restorative practices are equitable and explicitly anti-racist. They incorporate themes of social-emotional learning, racial and cultural equity, and relationship- and trustbuilding to promote healthier classrooms and schools. Restorative practices encourage us to engage in self-reflection, to participate on the same level as our students, and to actively question some of the assumptions many of us may hold. In this course, we will explore the foundational philosophy and values of restorative practices, familiarizing ourselves with common themes and practices as we adopt a restorative and transformative lens. Together, we will engage with practical applications of restorative practices in the elementary classroom, trying them out together and reflecting on our experiences.
Instructor: TBD
TBD | Online
Sundays, 9:00 AM–12:15 PM ET and 6:00 PM–9:00 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,924
Registration Deadline: TBD
EARLY ADOLESCENCE
TEWS889N
Injecting Joy into Reading Instruction (Pre-K–Grade 6)
As aliteracy (the ability to read proficiently but the choice not to) rates soar and AI Large Language Models threaten the need to read at all, it’s more important than ever that we inspire kids to read for pleasure. This course introduces strategies to inject joy and agency back into reading instruction; strategies that invite kids to lean into the magic of disappearing into a book and sharing their unique reactions to the text. Practical resources such as reading responses, interactive readaloud strategies, book club prompts, and mentor texts will be shared with participants. Instructor:Lily Howard Scott
November 10 and 12 | Online
Monday and Wednesday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195
Registration Deadline: 11/3
SPED585N
The Essential Orton-Gillingham (Grades 1–6)
The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in Orton-Gillingham-based techniques using the PAF Reading Program (formerly known as Preventing Academic Failure Reading Program), which is research based and wellsuited for use in a variety of educational settings. You will leave with an in-depth understanding of the specifics of an Orton-Gillingham approach to teaching reading and you will learn how to incorporate this methodology into your practice. This is a fast-paced, intensive class intended for experienced educators who have familiarity with the different components of learning to read, including decoding, fluency, and comprehension. Your prior knowledge of these concepts will serve as the foundation to learn this multisensory approach to the teaching of reading. Direct all questions to cps@bankstreet.edu. Required text included: PAF Reading Program Teacher Handbooks 1 and 2. Instructor: Ginny O’Hare Perrin
November 15, 16, 18, 22, and 23 | Online*
Saturday, 11/15, 9:00 AM–12:00 PM ET
Sunday, 11/16, 9:00 AM–12:00 PM ET and 6:00 PM–9:00 PM ET
Tuesday, 11/18, 6:00 PM– 9:00 PM ET
Saturday, 11/22, 9:00 AM–12:00 PM ET
Sunday, 11/23, 9:00 AM–12:00 PM ET and 6:00 PM–9:00 PM ET
24 CTLE or 2.4 CEU $830 / 2 credits $3,848
Materials Fee: $145 (includes required text+ shipping)
Registration Deadline: 11/7
*4 hours of asynchronous work required
TEWS867N
Brain-Changing Words: Bite-Size Phrases that Transform How Kids Think, Feel, and Achieve at School (Grades K–8)
Neuroscientific research suggests that language is not separate from thought, but a part of thought itself. What we say and what we hear creates neural pathways that trigger brand-new patterns of thinking, and until a learner is exposed to a word or a particular combination of words, epiphanies lie dormant. For instance, a teacher’s unusual pairing of the words “brilliant” and “mistake” in the phrase “what a brilliant mistake!” can rewire how a child responds to making mistakes, replacing feelings of shame with self-compassion and resilience. Teachers who share bite-sized, literally brain-altering language with students (who repeat this language to themselves as positive self-talk) can transform how students feel, and therefore do, in the classroom and beyond. In this course, I’ll introduce simple, affirming language suggestions and practical curricular extensions (such as morning meeting activities, visual art exercises, poetry invitations, and reading responses) that help students explore and internalize these transformative phrases. Practical resources will be shared with participants after each session.
Instructor: Lily Howard Scott
December 1 and 3 | Online
Monday and Wednesday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195
Registration Deadline: 11/24
SETE508N
Behavior Management Strategies for the Classroom Teacher (Grades K–8)
Good classroom management is at the heart of effective teaching. This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. This class includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for educators with less than five years experience, but more experienced professionals will also come away with new techniques to add to their repertoire.
Instructor: Ginny O’Hare-Perrin
January 6, 8, 13, and 15 | Online*
Tuesdays and Thursdays, 6:30 PM–9:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,924
Registration Deadline: 12/30
*2.5 hours of asynchronous work required
LEADERSHIP
TEWS672N
Working Effectively with Your Teaching Team (Grades Pre-K–3)
This workshop will explore the complex dynamics of working as a team in an early childhood environment or classroom. We will discuss techniques to create a successful school environment that leads to more competent and confident children, healthier partnerships with parents, and a more fulfilling workplace for teachers and administrators. Directors and head teachers will learn techniques for building a strong, dynamic teaching team, how to be an effective mentor, how to work collaboratively, and how to delegate responsibilities. Instructor: Jean Schreiber
January 9 and 10 | On Site*
Friday, 4:45 PM–9:30 PM ET
Saturday, 10:00 AM–4:30 PM ET 10 CTLE or 1 CEU $425
Registration Deadline: 1/2
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
CAREER DEVELOPMENT
TEWS810N
The Writer’s Room: Fine-tuning Your Story in a Supportive Community
We are offering this workshop for committed writers who enjoy the writing process and want to come together each month to share their works in progress and receive feedback from other committed writers. This is a safe, supportive place to try out what you’ve been working on independently in a facilitated workshop. Occasional guest speakers from the publishing world will join the group to discuss different aspects of writing, such as writing from an illustrator’s perspective, or to provide personal viewpoints on the writer’s experience. Instructor: Amy Hest
November 6 and 20, December 4 and 18, and January 8 | Online* Thursdays, 5:00 PM–7:00 PM ET 12 CTLE or 1.2 CEU $390
Registration Deadline: 10/30 (Registration is limited. Early registration is suggested.)
*We strongly suggest taking Finding Your Voice before signing up for this workshop.
SATURDAY MATH WORKSHOPS
Welcome to our Saturday Math Workshops, offering a place where teachers, administrators, curriculum enthusiasts, and other colleagues meet to explore our own mathematical thinking and discuss issues related to teaching and learning mathematics. Each facilitated session consists of interactive activities and discussions. You will go home with resources and ideas to try in your own practice on Monday. While these workshops will build upon the previous one, they can be taken individually. CTLE documentation will be provided upon request. Coordinators: Jamie Palmer and Thor Tillberg
Making Sense of Fractions
September 27, 10:00 AM–1:00 PM (on campus)
Bridging Fractions and Decimals
December 6, 10:00 AM–1:00 PM (on campus)
Modeling Algebra
February 7, 10:00 AM–1:00 PM (hybrid on campus and online)
Building Bridges to Algebra
May 2, 10:00 AM–1:00 PM (on campus)
Fee: $25 per session
To register for a session, visit graduate.bankstreet.edu/educator-resources/saturday-math/
CERTIFICATION SUPPORT AND STATE-MANDATED TRAININGS
PLEASE NOTE: Registrants should make sure to log into or arrive at these courses at or before the specified start time. No one will be allowed to participate in any of the State-Mandated Workshops after the posted start time. Those who log in or arrive late are not eligible for a transfer or refund.
TEWS500N
State-Mandated Training in Child Abuse Identification and Reporting
All licensed professionals working with children under 18 years of age are required by New York 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. The New York State Certificate of Completion will be issued to all registrants who attend the full two-hour session.
Section 1
November 3 | Online
Wednesday, 6:00-8:00 PM ET
Instructor: Deborah Vilas Fee: $75
Registration Deadline:10/27
Section 2
December 9 | Online
Tuesday, 7:00 PM–9:00 PM ET
Instructor: Deborah Vilas Fee: $75
Registration Deadline: 12/2
Section 3
January 7 | Online
Wednesday, 6:30 PM–8:30 PM ET
Instructor: Deborah Vilas Fee: $75
Registration Deadline: 1/2
TEWS501N
State-Mandated Training on School Violence Prevention
Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. The New York State Certificate of completion will be issued to all registrants who attend the full twohour session.
Section 1
November 5 | Online
Wednesday, 7:00 PM–9:00 PM ET
Instructor: Lauren Hyman Kaplan Fee: $75
Registration Deadline: 10/30
Section 2
December 8 | Online
Monday, 6:30 PM–8:30 PM ET
Instructor: Lauren Hyman Kaplan Fee: $75
Registration Deadline: 12/1
Section 3
January 6 | Online
Tuesday, 6:00 PM–8:00 PM ET
Instructor: Ana Tiburcio Fee: $75
Registration Deadline: 12/30
TEWS708N
State-Mandated Training: Dignity for All Students
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. Due to the COVID-19 pandemic, New York State has approved part II is a live, synchronous session online. Sessions will be online until New York State requires workshops to be held on campus.
Section 1
Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 11/5
Part II: November 10 | Online Synchronous Session
Monday, 6:30 PM-9:30 PM ET
Instructor: Lauren Hyman Kaplan Fee: $140
Registration Deadline: 11/1
Section 2
Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 12/8
Part II: December 11 | Online Synchronous Session
Thursday, 7:00-10:00 PM ET
Instructor: Ana Tiburcio Fee: $140
Registration Deadline: 12/1
Section 3
Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 1/8
Part II: January 13 | Online Synchronous Session
Tuesday, 7:00-10:00 PM ET
Instructor: Ana Tiburcio Fee: $140
Registration Deadline: 1/2
*You must complete Part I online by the date and time listed for each section in order to attend the Part II in-person/synchronous session. Workshops start promptly. You must be on time for Part II in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and are not eligible for a transfer or refund. Students who do not complete both Part I and Part II are not eligible for a transfer or refund. Withdrawals or transfer requests must be made in writing, are subject to a $15 change fee, and will be accepted up to the registration deadline posted.
OUR FACULTY
For more details, visit graduate.bankstreet.edu/cps.
Jada John Ali earned an EdD from Teachers College, Columbia University in Mathematics. She holds a MSEd in Mathematics from Brooklyn College and received a BS in Finance from St John’s University.
Tali Berkovitz holds a PhD, where the focus of her studies was on the successful integration of dual language instruction and an MA in Early Childhood Education from New York University. She holds a BS in Psychology from Brooklyn College, City University of New York.
Nancy Buck earned her MA in Mathematics from University of North Carolina Greensboro and her MAT in Math Education from Bard College. She completed the Leadership in Math Leadership MSEd Program at Bank Street College, and she earned her EdD in Organizational Leadership from University of Dayton, OH.
Ellen Ferrin earned an MSEd in Childhood general and Special Education from Bank Street College. She also holds an MSEd in Social Work from Columbia University School of Social Work. Her BA in Sociology and Black Studies is from Amherst College.
Brandi Forté earned a MEd from University of California Los Angeles and a BA in Sociology from University of California San Diego.
Amy Hest is the author of more than 35 books for children of all ages. She has an MA in Library Science from C.W. Post College and a BA from Hunter College.
Yumiko Higaki earned an MSEd in Childhood Education from Hunter College, CUNY and an MA in Sociology and Education from Teachers College, Columbia University. Her BA in Human Relations, with a major in Education, is from Keio University in Tokyo, Japan.
Lily Howard Scott holds a MS in Elementary Education and Literacy from Bank Street College. Her BS from Northwestern University is in Theater and History.
Lauren Hyman Kaplan holds an MA in Counseling from New York University and a BA in Psychology from Emory University.
Tara Kirton holds an MSEd in Early Childhood Special and General Education from Bank Street College and an MA in Public Communications from Fordham University. Her BA is from the State University of New York at Albany in English.
Genevieve Lowry, MSEd, CEIM, CCLS, has a master’s degree in Education from Fordham University and her bachelor’s degree in
Early Childhood Education and Child Life is from Wheelock College.
Lauren Mangione holds an EdD in Science Education from Teacher College, Columbia University. Her MEd in Education is from CUNY, Brooklyn College, and she earned her BA in Environmental Biology and Geography from Colgate University, Hamilton, NY.
Charlene Marchese earned an EdD from Rutgers University in Early Childhood Elementary Education, specializing in Mathematics Education, and a MEd in Leadership in Mathematics Education from Bank Street College. Her BA is in Elementary Education from Rutgers University.
Jill Mays earned an MS in Counseling and Human Relations from Villanova University and a BA in Occupational Therapy from University of Pennsylvania.
Rafa Perez-Segura received his master’s degree in Elementary Education with a Spanish/Bilingual authorization from Stanford University’s Graduate School of Education.
Ginny O’Hare Perrin has an MSEd in Special Education from Bank Street College and a BA in Child Psychology and Education from Swarthmore College.
Candace Phaire received her PhD from New York University in the Department of Teaching and Learning and her MSEd in Elementary Education from Brooklyn College. She earned her BA in Political Science from Spelman College in Atlanta, GA.
Ana Lisa Tiburcio earned a Masters in Social Work from the City University of New York’s Hunter College School of Social Work. She also holds a BA in Psychology with a minor in Children’s Studies from City University of New York’s Brooklyn College.
Maxine Townsend, MSEd, earned her degrees in Educational Leadership and an MSEd in Special Education, Adolescents with Learning Disabilities, both from Hunter College, CUNY. She holds a BA in Studio Art and Marketing from Fairfield University, Fairfield, CT.
Deborah Vilas, MS, CCLS, LMSW, is an educator, child life specialist, social worker, writer, public speaker, and consultant whose passion is anything that supports children’s development and healing in the face of everyday life or trauma. She earned an MSW from New York University and MSEd from Bank Street College of Education.
Patricia Watkins holds a dual master’s degree in Early Childhood Education and Special Education from Fordham University.
POLICY AND PROCEDURES
Registration Fees
Registrations are accepted on a space-available, first-come, first-served basis. All registration will be acknowledged by email.
• Tuition & fees are subject to approval by the Bank Street College Board of Trustees.
• Registration received after the posted registration deadline is subject to a $25 late registration fee.
• Courses taken for credit include a nonrefundable registration fee. The registration fee in any one semester is $200 for courses in both the Graduate School and Continuing Professional Studies (CPS).
• There is no registration fee for courses taken for CTLE/CEU.
Changes of Registration
Changes must be submitted in writing to the Continuing Professional Studies office at cps@bankstreet.edu no later than one week preceding the first class meeting date and are subject to a $15 fee. No withdrawals/refund/transfer requests will be accepted after that time.
• Change from credit to CTLE/CEU will be accepted up until (but no later than) the beginning of the second class session.
• Change from CLTE/CEU to credit will be accepted up until (but no later than) 5 business days after the last class session. Changes require the approval of the instructor and CPS office.
• Only the student named on the registration form may attend a course. Should a school wish to send another staff member in place of a registered student, there will be a late registration fee ($25) as well as a processing fee of $25.
• Should an emergency prevent a student from attending a workshop, a full refund will be processed upon receipt of a written request and documentation of the emergency. (Emergencies are defined as unforeseeable situations that require the registered student’s immediate attention.)
Attendance at all class sessions is required. A student who misses the first class session may not attend future class sessions. Refunds or transfers are only processed in case of emergencies. (See emergency policy above, under Changes of Registration.) For exceptions, both the instructor and the Continuing Professional Studies office must grant permission.
• Online classes are live and interactive. Your full participation in activities and discussions (to the best of your abilities) creates a rich and stimulating learning environment. The expectation is that you are actively engaged in class. For online classes, this means your video is on.
• For credit-bearing courses that meet less than 12.5 hours, asynchronous work is required.
• Students, with permission from the respective faculty member, may record a class session for their own personal use in support of their learning. The faculty member should alert the students in the class to the recording. No recording or materials of a Bank Street course may be shared beyond the student or for any public use. Recording a course or portion of a course without the permission from the respective faculty member and all students, or sharing externally, is a violation of Bank Street’s Code of Conduct.
• Children are not permitted in class and may not be left unattended on Bank Street College property.
• No one will be admitted to any State Mandated Training workshop after the posted start time and there are no refunds/transfers for late arrivals.
Courses for Credit
Courses taken for graduate credit require completion of an assignment and may require additional meeting times or asynchronous work. Final assignments must be submitted to your instructor within two weeks (for one credit courses) or four weeks (for two and three credit courses) after the completion of the class in order to receive course credit.
Incomplete Policy
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.
bankstreet.edu/cps/policies
Emotionally Responsive Schools Conference 2025
Friday, December 5 | Online A Conference Supporting Children’s and Adults’ Well-Being in a Changing World
In times of uncertainty, children look to us—not for perfect answers, but for presence, attunement, and safety. When the world feels unpredictable, emotionally responsive practice becomes the bridge that connects children’s inner lives to their capacity to learn, grow, and flourish.
Fore more information or to register visit graduate.bankstreet.edu/erp-conference or contact erp@bankstreet.edu.
