FALL 2026 COURSE GUIDE
FALL COURSE HIGHLIGHTS Designing Play-based Activities The Youngest Scientist Restorative Practices in Early Grades
IN THIS ISSUE 3 S PECIAL EVENTS 5 FALL COURSES 8 S TATE-MANDATED TRAINING WORKSHOPS 10 OUR FACULTY 11 P OLICY AND PROCEDURES
A MESSAGE FROM THE DIRECTOR Dear Educators, As we head into the new year, I’m pleased to share our Fall 2026 course offerings, designed to support you at every stage of your professional journey. Whether you’re looking to deepen your classroom practice, explore new pedagogical approaches, or fulfill certification requirements, this fall’s classes offer flexible, engaging, and reflective opportunities for growth. Here’s a look at what’s ahead: I nnovate Your Classroom: Discover new strategies with courses like Designing Interdisciplinary, Play-based Activities (p. 5), Injecting Joy into Reading Instruction (p. 6), and The Youngest Scientists: Hands-on Adventures (p. 6). D eepen Your Practice: Join our Saturday Math professional learning community, or explore specialized topics, such as Restorative Practices in Early Grades (p. 7), Brain-Changing Words (p. 6), and The Reggio-Emilia Approach (p. 6). S upport and Community: Connect with colleagues through Building Relationships: The Joys and Challenges of Teamwork (p. 5) and Beyond Awareness: The Practice of Active White Allyship (p. 5), or join fellow writers in The Writer’s Room (p. 5). Essential Training: We continue to offer state-mandated training, including Child Abuse Identification, School Violence Prevention, and the Dignity for All Students Act, as well as test preparation for New York State Teacher Certification Exams (p. 9). I encourage you to look through the full brochure to find the sessions that best align with your goals for the coming months. I look forward to learning and growing together this fall. Sincerely,
Joy Ellebbane Director, Continuing Professional Studies
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SPECIAL EVENTS SATURDAY MATH Join our professional learning community where pre-K–12 educators come together to do, learn, and talk about mathematics. Sessions run throughout the school year and support reflective conversation about the work of teaching. Drop in to any session — no need to attend all. REGISTER TODAY: Data and Statistics — Saturday, November 7 | 10:00 AM–1:00 PM | On Campus Hands-on activities and discussion on making sense of variability, interpreting distributions, and drawing conclusions from data — with strategies to bring data to life in the classroom. UPCOMING SESSIONS: Functions — Saturday, January 30 Equality and Inequality — Saturday, March 6 Multiple Representations of Inequality — Saturday, April 17 Fee: $25/session. Sessions build on one another but can be taken individually. Eligible for CTLE hours (documentation upon request: cps@bankstreet.edu). LEARN MORE: graduate.bankstreet.edu/educator-resources/saturday-math
EMOTIONALLY RESPONSIVE SCHOOLS CONFERENCE Strength in Our Shared Journey: School Communities as Pillars of Democracy and Care SAVE THE DATE: Friday, January 22, 2027 | 10:00 AM–5:00 PM ET | Online A day of collaboration on Emotionally Responsive Practice (ERP) for early childhood, elementary, and middle school settings. Supports teachers, social workers, and administrators in understanding child development and social-emotional learning, strengthening parent engagement, and building safe, nurturing school communities. Earn CTLE and social work professional development hours. LEARN MORE: graduate.bankstreet.edu/erp-conference
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FALL COURSES OCTOBER 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 October 27, November 10, December 1 and 15, January 5 and 19 Online* Tuesdays, 5:00 PM–7:00 PM ET 12 CTLE or 1.2 CEU $390 Registration Deadline: 10/20 (Registration is limited. Early registration is suggested.) *We strongly suggest taking Writing for Children (p.6) before signing up for this workshop.
NOVEMBER TEWS672N Building Relationships: The Joys and Challenges of Team Work While many teachers excel at fostering respectful relationships among children, adult team dynamics can often be more challenging. This class will focus on strategies for creating a more positive and joyful teaching team. We will also explore the importance of trusting relationships, the impact of beliefs and values on teamwork, and techniques for effective communication and listening. Directors and head teachers will also learn how to build strong dynamic teams, serve as effective mentors, collaborate, and delegate responsibilities. Instructor: Jean Schreiber November 6 and 7 | 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: 10/30 *Held at Bank Street College, 610 West 112th Street, New York, NY 10025 TEWS666N Designing Interdisciplinary, Play-based Activities (Pre-K–Grade 1) This workshop will focus broadly on how to design and implement curricula in pre-kindergarten, kindergarten, and first-grade classrooms that are, or strive to be, interdisciplinary and play-based. We will explore ways to integrate social studies, language arts, math, science, and art activities. We will also explore ways to scaffold and differentiate these activities to make them more inclusive and to address a diverse range of student needs. The unique and specific contexts of your settings will be taken into account and discussed. Instructor: Timothy Lightman November 9 and 11 | Online Monday and Wednesday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195 Registration Deadline: 11/2
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 well-suited 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 7, 8, 10, 14, and 15 | Online* Tuesday, Saturdays, and Sundays (7 sessions) Saturdays, November 7 and 14, 9:00 AM–12:00 PM ET Sundays, November 8 and 15, 9:00 AM–12:00 PM and 6:00 PM–9:00 PM ET Tuesdays, November 10, 6:00 PM–9:00 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,964 Materials Fee: $145 (includes required text) Registration Deadline: 10/30 *4 hours of asynchronous work required TEWS902N Beyond Awareness: The Practice of Active White Allyship This two-hour session helps white educators and leaders deepen antiracist practices and build skills for active allyship. Through reflection and dialogue, participants examine how whiteness, privilege, and institutional racism shape perspectives and actions. Together, we will: Examine white educators’ roles in disrupting racism and advancing equity Explore how whiteness, privilege, and identity shape actions Practice strategies for responding to bias and racism Identify commitments that strengthen belonging for students and communities This session guides educators from awareness to action by building reflection, skills, and accountability for ongoing anti-racist practice. Instructor: Kelly Bird November 9 | Online Monday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $125 Registration Deadline: 11/2
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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
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
November 10, 12, 17, and 19 | Online* Tuesdays and Thursdays, 6:00 PM–8:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,982 Registration Deadline: 11/3 *2.5 hours of asynchronous work required
November 30 and December 2 | Online Monday and Wednesday from 6:00 PM–9:00 PM ET 7 CTLE or .7 CEU / $295 Registration Deadline: 11/23
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 17 and 19 | Online Tuesday and Thursday,6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195 Registration Deadline: 11/10 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 November 20 and 21 | 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 $1,982 Materials Fee: $35 Registration Deadline: 11/13 *Held at Bank Street College, 610 West 112th Street, New York, NY 10025
TEWS598N Writing for Children So, you want to write a children’s book! Here’s the workshop to give you the boost you’ve been waiting for. In friendly and supportive classes, with Award-winning author Amy Hest, the focus is on encouraging you to find the particular story you want to tell, what that story means to you, and how best to tell it. For teachers, here’s an opportunity to better understand the writing process, so you can help your students find pleasure in crafting their own stories. We all have a story to tell, and maybe this is just the right time to get started! Instructor: Amy Hest November 7, 14, and 21 | Online Saturdays, 11:00 AM–1:00 PM ET 6 CTLE or .6 CEU $199 Registration Deadline: 10/30
DECEMBER 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 7 and 9 | Online Monday and Wednesday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195 Registration Deadline: 11/30
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JANUARY 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: Gloria Rosario Wallace January 4, 6, 11, and 13 | Online* Mondays and Wednesdays, 6:00 PM–8:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,982 Registration Deadline: 12/22 * 2.5 hours of asynchronous work required 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. It includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for instructors with less than five years of experience, but more experienced professionals will also come away with new techniques to add to their repertoire. Instructor: Ginny O’Hare-Perrin January 6, 7, 12, and 14 | Online* Tuesday, Wednesday, and Thursday, 6:30 PM–9:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,982 Registration Deadline: 12/22 *2 hours of asynchronous work required TEWS898N Storytelling in the Writing Workshop: Loose Parts & Creative Sparks (Pre-K–Grade 2) This class explores how open-ended materials can support and deepen young children’s storytelling and writing development in classrooms. We will examine how design thinking and loose parts can elevate the writing workshop, particularly for students who struggle to generate ideas or sustain engagement. Each session begins with a thoughtfully designed firestarter—a short, creative provocation using intentional constraints to spark imagination, problem-solving, and narrative thinking. Through hands-on exploration, educators will learn how materials such as wire, clay or play dough, paper, LEGO® bricks, and fabric can serve as thinking tools to support the development of narrative, opinion/persuasive, and informational writing. The course emphasizes inclusive, playful strategies that honor multiple modes of expression and help all learners find their voice as writers. Instructor: Lorella Lamonaca January 12 and 14, 2027 | Online Tuesday and Thursday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU / $195 Registration Deadline: 1/5 graduate.bankstreet.edu/cps I 7
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. CSTWS500N Preparing for the New York State Teacher Certification Exam— Content Specialty Test (Birth–6 Grade) This hybrid format workshop is designed to support teachers of Early Childhood (Birth–Grade 2) and Childhood Ed (Grades 1–6) preparing for the English Language Arts portion of the Content Specialty Test. During the one-and-a-half-hour synchronous workshop, participants will get a brief overview of the test and work independently on practice questions. The workshop will also include a review of the answers for the practice questions. Mandatory asynchronous work is required for all participants who plan to register for this workshop. The asynchronous portion includes a video that explains how to register for the exam and offers suggestions for pacing yourself on test day. Instructor: Tara Kirton January 6 | Online Wednesday, 6:30 PM–8:00 PM ET 5 CTLE or .5 CEU $200 (free for Bank Street students) Registration Deadline: 12/22 CSTWS501N Preparing for the New York State Teacher Certification Exam— English Language Content Specialty Test (Grades 7–12) This hybrid format workshop is designed to support teachers of middle and high school (Grades 7–12) preparing for the English Language Arts portion of the Content Specialty Test. During the synchronous workshop participants will get a brief overview of the test, work on practice questions and review the answers as a group. Mandatory asynchronous work is required for all participants who plan to register for this workshop. The asynchronous portion includes a video that explains how to register for the exam and offers suggestions for pacing yourself on test day. Instructor: Maxine Townsend TBD | Online TBD, 7:00 PM–9:00 PM ET 5 CTLE or .5 CEU $200 (Free for Bank Street students)
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MATH503N Mathematics Support: Operations and Algebraic Thinking In this course, students will engage in e-learning the content on the New York State Mathematics Test (Birth–Grade 2) in a supportive online environment through direct instruction and small-group problemsolving. We will be working on understanding and applying properties of operations and proportions to solve problems involving algebraic equations, ratios, percents, slope, and measurement. We will embed geometric concepts, such as surface area, volume, and Pythagorean Theorem in problem-solving. Instructor: Charlene Marchese January 5, 7, 11, 12, and 14 | Online Monday, Tuesday, and Thursday, 7:00 PM–9:00 PM ET 5 CTLE or .5 CEU $200 (Free for Bank Street students) Registration Deadline: 12/21 MATH502N Mathematics Support for the NYS Teacher Certification Exam (Grades 7–12) In this course, students will engage in learning the content that is on the Multi-Subject: Teachers of Early Childhood (Grades 7–12) New York State Teacher Certification Exam in a supportive online environment through direct instruction and small group problemsolving. Instructor: Jada John Ali TBD | Online TBD, 7:00 PM–9:00 PM ET 5 CTLE or .5 CEU $200 (Free for Bank Street students)
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. Instructor: Deborah Vilas Section 1 October 15 | Online Thursday, 6:00 PM–8:00 PM ET Fee: $75 Registration Deadline: 10/8 Section 2 October 26 | Online Monday, 7:00 PM–9:00 PM ET Fee: $75 Registration Deadline: 10/19 Section 3 November 2 | Online Monday, 7:00 PM–9:00 PM ET Fee: $75 Registration Deadline: 10/26 Section 4 November 9 | Online Monday, 7:00 PM–9:00 PM ET Fee: $75 Registration Deadline: 11/2 Section 5 November 19 | Online Thursday, 7:00 PM–9:00 PM ET Fee: $75 Registration Deadline: 11/12 Section 6 December 8 | Online Tuesday, 7:30 PM–9:30 PM ET Fee: $75 Registration Deadline: 12/1 Section 7 January 6 | Online Wednesday, 7:00 PM–9:00 PM ET Fee: $75 Registration Deadline: 1/4/27 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 two-hour session. Section 1 October 28 | Online Wednesday, 7:00 PM-9:00 PM ET Instructor: Lauren Hyman Kaplan Fee: $75 Registration Deadline: 10/21
Section 2 December 7 | Online Monday, 6:30 PM–8:30 PM ET Instructor: Lauren Hyman Kaplan Fee: $75 Registration Deadline: 11/30 Section 3 January 5 | Online Tuesday, 7:00 PM–9:00 PM ET Instructor: Ana Tiburcio Fee: $75 Registration Deadline: 12/29 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. Section 1 Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 11/12 Part II: November 16 | Online Monday, 6:30 PM–9:30 PM ET Instructor: Lauren Hyman Kaplan Fee: $140 Registration Deadline: 11/9 Section 2 Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 12/8 Part II: December 10 | Online Thursday, 7:00 PM–10:00 PM ET Instructor: Ana Tiburcio Fee: $140 Registration Deadline: 12/3 Section 3 Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 1/8 Part II: January 12 | Online Tuesday, 6:30 PM–9:30 PM ET Instructor: Ana Tiburcio Fee: $140 Registration Deadline: 1/4 *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.
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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.
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.
Candace Barriteau 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.
Jill Mays earned an MS in Counseling and Human Relations from Villanova University and a BA in Occupational Therapy from University of Pennsylvania.
Kelly Bird is currently working toward her PhD in Educational Leadership at the University of Pennsylvania. Bird earned a MSEd from Bank Street College of Education in Elementary Education and a BA in Psychology/Sociology from Wesleyan University. 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. 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. Lorella Lamonaca earned a MA in Administration and Supervision, an MA in Elementary Education, and a BA in Psychology, all from Bernard M. Baruch College, CUNY. Timothy Lightman received his EdD in Curriculum and Teaching from Teachers College, Columbia University. He earned an MEd in Special Education and an MS in Early Childhood and Elementary Education, both from Bank Street College of Education. He also has a BA in American History from New York University. 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.
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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. Gloria Rosario Wallace earned an EdD in Urban School Leadership from Fordham University. She completed the School District Leader Advanced Certificate Program from The City College of New York and holds an MSEd in Leadership for Educational Change from Bank Street College. 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. Jean Schreiber earned her MS in Early Childhood Education from Bank Street College of Education. Her BA in Psychology is from Cedar Crest College, Allentown, PA. 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 has 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, firstserved 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
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CELEBRATING
Years
Bank Street Continuing Professional Studies
Continuing Professional Studies Bank Street College of Education 610 West 112th Street New York, NY 10025-1898 Phone: 212-875-4649
SAVE THE DATE 2027 Emotionally Responsive Schools Conference Friday, January 22, 2027 | Online Theme: Strength in our Shared Journey: School Communities as Pillars of Democracy and Care
Teaching Kindergarten Conference: Where Did the Garden Go? Friday, April 9 and Saturday, April 10 | On Campus
The Infancy Institute June 2027 | On Campus 40th Annual Conference
VIEW OUR COURSES ONLINE AND REGISTER TODAY graduate.bankstreet.edu/cps Bank Street College (#1321) is a registered sponsor of New York State CTLE hours.
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