CPS Spring 2024 Course Brochure

CONTINUING PROFESSIONAL STUDIES SPRING 2024 COURSE GUIDE

EXPLORE OUR SHORT-FORMAT WORKSHOPS Courses for Early Childhood, Childhood, and Early Adolescence Career Development Workshops Certification Support & State-Mandated Trainings

IN THIS ISSUE 2 TEACHING KINDERGARTEN CONFERENCE 3 SATURDAY MATH WORKSHOPS 4 EARLY CHILDHOOD

5 CHILDHOOD 7 EARLY ADOLESCENCE 8 LEADERSHIP 9 CAREER DEVELOPMENT

10 STATE-MANDATED TRAINING WORKSHOPS 12 OUR FACULTY 13 POLICY AND PROCEDURES

A MESSAGE FROM THE DIRECTOR Dear Educators, We know your time is valuable and we value the work that you do every day. That’s why we strive to provide programming that results in feedback like these quotes from recent classes: • “Amazing class with skills that I can apply once we are back at school.”

• “Many strategies to bring back to my own classroom.”

• “The best part of this class is that everything was so applicable and tangible.”

This spring, we have more opportunities for you to build your practice. Through our online and on-campus courses, you’ll gain practical strategies grounded in theory that help you make the most of your career as an educator and leader.

• T he Teaching Kindergarten Conference is an opportunity to connect with a wider community and with experts in the field. See the facing page for more information.

• Our Saturday Math Program has expanded to include Thursdays, too, and offers online and on-campus programs (see p. 3).

• Favorite courses like Art with Young Children (p. 4 and 6) and Play as a Tool of Early Intervention (p. 4) are being held on campus so you’ll receive hands-on experience.

• Reggio Emilia Approach (p. 4) and The Essential Orton-Gillingham (p. 5 and 7) are online this spring (but look for on-campus classes this summer).

• New spring offerings include Thriving and Failing: Engaging Ways to Celebrate Failure in the Science and Math Classroom (Grades 4–8) (p. 7).

We hope you’ll explore our course offerings and connect with our community this spring.

Warmest wishes for a healthy, joyful, and productive 2024.

Sincerely,

Joy Ellebbane Director, Continuing Professional Studies

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TEACHING KINDERGARTEN CONFERENCE 2024 Teaching Kindergarten: Where Did the Garden Go? Creating a Classroom with Purpose, Connection, Compassion, and Joy Friday, March 8, 5:00 PM–8:30 PM ET Saturday, March 9, 10:30 AM–4:00 PM ET How do kindergarten teachers support all children to become resilient and compassionate learners in these challenging times? What “new and old findings” encourage the healthy social/emotional, cognitive and physical development of kindergarten children? Join us as we explore these questions and more. Learn how to meet district mandates while creating a classroom that values each child and builds on their interests. Feel the JOY!!!!

Keynote Presentations: • Wishes for a Hopeful Tomorrow: Walking with 5-Year-Olds in the World of Today | Lesley Koplow • The Art of Gathering: Explorations with Found Objects | Maria Elena Richa • Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play | Mitchel Resnick • Jewels & Tools—How Books Shine for the Youngest Hearts and Minds | Andrea Davis Pinkney and Brian Pinkney Register Now To register and for more information, visit graduate.bankstreet.edu/kindergarten-conference/ • Early Bird Registration Fee (by Feb 16, 2024): $205 • Registration Fee: $295

“ Each generation, each decade, must shape its education in the light of new and old findings about children, learning and the evolving demands of society.”

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—Dorothy Cohen, The Learning Child, 1972

SATURDAY MATH WORKSHOPS Welcome to our Saturday Math Workshops, 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. Session topics may focus on content (e.g., Connecting Fractions, Decimals, and Percents) or pedagogy (e.g., Using Mathematical Routines) and will always provide ample opportunity to make connections to your unique practice as a teacher, coach, administrator, or as another education professional. While these workshops will build upon the previous one, they can be taken individually.CTLE documentation will be provided upon request after May 6, 2024. Instructors: Nancy Buck and Bank Street math leadership graduate students

Art of Facilitating a Math Conversation

How do we transition from teachers of math knowledge to facilitators of math conversation? Have you ever been in the front of the class wishing the students would respond to each other but they only respond to you? In this workshop, we will think about what it means to be a facilitator and what pedagogical moves we can make to get students to respond to each other during a math discussion. And, of course, we will engage in some fun math problems.

Saturday, February 29 | Online 5:30 PM–7:30 PM ET 2 CTLE / .2 CEU Fee per session: $25

Finding the Joy in Teaching Math

We all know there is a lot going on in our profession. Between the teacher shortage and our postpandemic education world, it can be easy to lose the joy in the classroom. We are going to spend some time doing math together joyfully and discussing how that joy can be created in our own classrooms.

Saturday, March 16 | On Campus 10:00 AM–1:00 PM 3 CTLE / .3 CEU Fee per session: $25

Using Routines to Keep the Math Classroom Student-Centered

In this session, we will think about how instructional routines can keep most of the thinking with the students rather than with the teachers. We will discuss ways to introduce instructional routines with students, how they fit into your pacing calendar, and when it makes sense to use them. We will also engage in some fun math problems.

Saturday, April 6 | On Campus 10:00 AM–1:00 PM 3 CTLE / .3 CEU Fee per session: $25 To register and for more information, visit graduate.bankstreet.edu/educator-resources/saturday-math/

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EARLY CHILDHOOD TEWS693N Sounds in Motion: The Development of Auditory Perception and Early Literacy Through the Use of Body Movements (Grades Pre-K–1) This workshop is designed to teach educators a unique, engaging, and effective program that helps early learners in both regular and special education classes to acquire phonemic awareness, listening, early literacy, vocabulary, and articulation skills through the use of body movements. The program has been shown to be beneficial to children who are English Language Learners and students in schools who qualify for Title 1. Attendees will learn body movements for 40 phonemes along with techniques for teaching developmental listening and language skills in both virtual and classroom settings. Instructor: Holly Thomas

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. Instructors: Pat Watkins and Rafa Pérez-Segura

March 2 | Online Saturday, 10:00 AM–4:30 PM ET 6 CTLE or .6 CEU $225 (not offered for credit) Materials Fee: $80 Registration Deadline: 2/24

April 2, 4, 9, and 11* | Online Tuesdays and Thursdays, 6:00 PM–8:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,814 Registration Deadline: 3/26 *2 hours of asynchronous work required

TEED501N Art with Young Children (Ages 3–8 Years) This course shows you how to provide rich art experiences for young children in a variety of settings. Participants will work with art materials and consider the contribution of art to children’s learning and development. Other topics to be discussed include: setting up art areas; selecting, presenting, and storing materials; planning a meaningful sequence of art experiences; how to make appropriate comments on children’s work; and ways to make art an integral part of the curriculum. Instructor: Timothy Lightman

SPED550N Play as a Tool of Early Intervention (Ages Birth–8 Years) Young children play to express feelings, gain mastery over materials, and find meaning in complex experiences. When an emotional crisis interferes with a young child’s development, the disturbance manifests itself in the child’s play. If early intervention is required to promote healthy development, play becomes an essential therapeutic tool, as well as a diagnostic indicator. This course will utilize current theoretical perspectives to gain insight into children’s play. You will work with these theories to develop play techniques to use in early childhood classrooms and in individual therapy sessions. A basic understanding of early childhood development is required. Instructor: Lesley Koplow

April 19 and 20 | On Campus Friday, 4:45 PM–9:00 PM and Saturday, 9:00 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814 Materials Fee: $25 Registration Deadline: 4/12 Location: Bank Street College 4 I graduate.bankstreet.edu/cps

April 5 and 6 | On Campus Friday, 4:45 PM–9:00 PM and Saturday, 9:00 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,814 Registration Deadline: 3/29 Location: Bank Street College

TEED649N Plant-Based Learning: Gardening Projects in the Classroom (Grades Pre-K–4) A growing body of research indicates that plant-based learning projects, such as indoor gardening and school gardens, are powerful teaching tools inside and outside the classroom. These activities provide an atmosphere that incorporates hands-on learning and strengthens academic, personal, and social development while encouraging children to develop critical skills, such as healthful living, stewardship, decision-making, and self-sufficiency. This course provides participants with an introduction to botany and applications for plant-based learning inside and outside the classroom, even in limited space. We will move beyond bean investigations by exploring multiple methods for growing plants and learning through plantbased projects. Cross-curricular connections will be made through scientific inquiry and literacy as we explore how to use plants to understand phenomena and the world we inhabit. Participants will receive seeds, plants, and materials for continued exploration at their schools and in virtual spaces. Instructor: Jacqueline Pilati May 3 and 4 | On Campus Friday, 4:45 PM–9:00 PM and Saturday, 9:00 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,814 Materials Fee: $35 Registration Deadline: 4/26 Location: Bank Street College SPED587N The Spectrum of Play and Play on the Spectrum: Through a DIR/Floortime© Lens (Ages Birth–6) The course examines the play of neurotypical and neurodiverse children and the impact of individual differences in sensory and motor processing on development and play. A core feature of the course is how to employ the Developmental-Individual Difference-Relationship Model (DIR/Floortime) to progress play with children on the autistic spectrum. DIR expands and promotes symbolic play, the capacity to express the full range of emotions, and the ability to regulate anxiety and behavior using a teacher-caretaker mediated approach.

This course presents the developmental spectrum of play and the manner in which play supports the formation of self-regulation, is selfrealizing, addresses all areas of development simultaneously, and is spontaneous and intrinsically motivated without the need for teacherdirected tasks. We will examine these themes as concept and practice.

Throughout the course, you will have the opportunity to discuss challenges you may encounter related to children with whom you are working. The relationship between the material being presented and the use of play for both expressing and working through trauma will be addressed. Instructors: Gilbert Foley and Serena Wieder TBA* | Online 12 CTLE or 1.2 CEU $425 / 1 credit*: $1,814 Registration Deadline: *2.5 hours of asynchronous work required For course dates, visit graduate.bankstreet.edu/CPS/SPED587N

CHILDHOOD 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: Preventing Academic Failure,

by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers).

Instructor: Ginny O’Hare Perrin March 2, 3, 7, 9 and 10* | Online Sundays, Saturdays, and Thursday (7 sessions) March 3 and 10, 9:00 AM–12:00 PM and 6:00–9:00 PM ET March 2 and 9, 9:00 AM–12:00 PM ET, and March 7, 6:00–9:00 PM ET 24 CEU $830/2.4 credits $3,628 Materials Fee: $125 (includes required text and shipping) Registration Deadline: 2/23 *3 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 socialemotional learning, racial and cultural equity, and relationshipand trust-building 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: Ellen Ferrin January 2 and 4, 9 and 11 | Online Tuesdays and Thursdays, 5:00–8:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814 Registration Deadline: 12/26

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TEWS712N An Introduction to Mindful Awareness for Educators (Ages 5–12 Years) Mindfulness is a particular way of paying attention to internal thoughts, sensations, emotions, and external stimuli with kindness.

Practicing mindful awareness in educational settings supports self-regulation, self-knowing, and metacognition while enhancing attention and decreasing stress. In this experiential workshop, you will practice mindful awareness and will learn activities to use in your virtual and socially distanced classroom to support classroom instruction, community building, and social-emotional learning.

Practicing mindful awareness can support ourselves and the children we care for as we plan for the end of this unprecedented school year.

For teachers, administrators, parents, caregivers, child life specialists, and museum educators. Instructor: Bonnie Levine March 11 and 13 | Online Tuesday and Thursday 5:00-7:00 PM ET 4 CTLE or .4 CEU $295 (not offered for credit) Registration Deadline: 3/4 TEED565N Meeting the Diverse Needs of Beginning Readers (Grades K–3) In every classroom, some children take longer to master beginning reading skills. Teachers, therefore, need to develop a variety of materials and approaches to help all children and particularly those having difficulty learning to read. We will discuss and demonstrate strategies you can use to enhance children’s decoding and encoding skills. We will also review methods and engage in activities designed to improve reading comprehension skills. You will have the opportunity to explore how you can use these techniques in your individual school settings. Some teaching experience is required.

Instructor: Allison Arthur May April 1, 3, 8, and 15* | Online Mondays and Wednesday, 5:00 PM–7:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,814 Registration Deadline: 3/25 *2 hours of asynchronous work required NEW TEWS878N Finding the Fun in FUNdations (Grades 1–3) In this session, we will explore practical approaches to the FUNdations curriculum with the specific focus on generating excitement and engaging students. Through one teacher’s experience, we will explore strategies to keep learning student-centered, engaging, and meaningful during word study lessons. We will also explore ways to make a scripted word study program exciting without losing sight of its core components. There is more to this popular literacy program than meets the eye. Instructor: Yumiko Higaki

April 16 | Online Tuesday, 5:30 PM-7:30 PM ET 2 CTLE or .2 CEU $95 (not offered for credit) Registration Deadline: 4/9

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TEED501N Art with Young Children (Ages 3–8 Years) This course shows you how to provide rich art experiences for young children in a variety of settings. Participants will work with art materials and consider the contribution of art to children’s learning and development. Other topics to be discussed include: setting up art areas; selecting, presenting, and storing materials; planning a meaningful sequence of art experiences; how to make appropriate comments on children’s work; and ways to make art an integral part of the curriculum. Instructor: Timothy Lightman April 19 and 20 | On Campus Friday, 4:45 PM–9:00 PM and Saturday 9:00 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,761 Materials Fee: $25 Registration Deadline: 4/12 Location: Bank Street College TEED649N Plant-Based Learning: Gardening Projects in the Classroom (Grades Pre-K–4) A growing body of research indicates that plant-based learning projects, such as indoor gardening and school gardens, are powerful teaching tools inside and outside the classroom. These activities provide an atmosphere that incorporates hands-on learning and strengthens academic, personal, and social development while encouraging children to develop critical skills, such as healthful living, stewardship, decision-making, and self-sufficiency. This course provides participants with an introduction to botany and applications for plant-based learning inside and outside the classroom, even in limited space. We will move beyond bean investigations by exploring multiple methods for growing plants and learning through plantbased projects. Cross-curricular connections will be made through scientific inquiry and literacy as we explore how to use plants to understand phenomena and the world we inhabit. Participants will receive seeds, plants, and materials for continued exploration at their schools and in virtual spaces. Instructor: Jacqueline Pilati May 3 and 4 | On Campus Friday, 4:45 PM–9:00 PM and Saturday, 9:00 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,814 Materials Fee: $35 Registration Deadline: 4/26 Location: Bank Street College

EARLY ADOLESCENCE 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: Preventing Academic Failure,

by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers).

Instructor: Ginny O’Hare Perrin March 2, 3, 7, 9 and 10* | Online Sundays, Saturdays, and Thursday (7 sessions) March 3 and 10, 9:00 AM–12:00 PM and 6:00–9:00 PM ET March 2 and 9, 9:00 AM–12:00 PM ET, and March 7, 6:00–9:00 PM ET 24 CEU $830/2.4 credits $3,628 Materials Fee: $125 (includes required text and shipping) Registration Deadline: 2/23 *3 hours of asynchronous work required

TEWS712N An Introduction to Mindful Awareness for Educators (Ages 5–12 Years) Mindfulness is a particular way of paying attention to internal thoughts, sensations, emotions, and external stimuli with kindness.

Practicing mindful awareness in educational settings supports self-regulation, self-knowing, and metacognition while enhancing attention and decreasing stress. In this experiential workshop, you will practice mindful awareness and will learn activities to use in your virtual and socially distanced classroom to support classroom instruction, community building, and social-emotional learning.

Practicing mindful awareness can support ourselves and the children we care for as we plan for the end of this unprecedented school year.

For teachers, administrators, parents, caregivers, child life specialists, and museum educators. Instructor: Bonnie Levine March 11 and 13 | Online Tuesday and Thursday 5:00-7:00 PM ET 4 CTLE or .4 CEU $295 (not offered for credit) Registration Deadline: 3/4 NEW TEWS877N Thriving and Failing: Engaging Ways to Celebrate Failure in the Science and Math Classroom (Grades 4–8) Failure is an essential part of learning. This course is aimed at elementary and middle-school math and science teachers who want to learn how to embrace and celebrate failure in their classrooms. We will look at the research about failure in a classroom setting, explore some hands-on science activities, and discuss strategies to embrace the culture of failure in the classroom.

Instructor: Lauren Mangione

April 9 | Online Tuesday, 5:00 PM–8:00 PM ET 4 CTLE or .4 CEU $195 (not offered for credit) Registration Deadline: 4/2 graduate.bankstreet.edu/cps I 7

LEADERSHIP TEWS862N The Director’s Role in Supporting Healthy Teaching Teams This workshop provides insight into the complex dynamics of teamwork and will provide program directors with tools and strategies to support the growth of individual teachers and teaching teams. Teams tend to focus their work on curriculum development and the needs of the children; however, focusing on the needs of the team is vital to the health of the team and school community. You will leave this workshop with practical strategies to support teachers at all levels of their career, including: • Developing mentoring skills • Giving and receiving constructive feedback • Dealing with the inevitable conflicts that arise • Developing trusting relationships with their team members Instructor: Jean Schreiber May 4 I On Campus Saturday, 10:00 AM–3:00 PM ET 5 CTLE or .5 CEU $195 (not offered for credit) Registration Deadline: 5/26 Location: Bank Street College

“ Holly was a wonderful instructor and was able to demonstrate a concept that requires a lot of physical movement very well over Zoom.”

— Participant, Sounds In Motion, p. 4

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CAREER DEVELOPMENT TEWS652N Starting Your Own Tutoring Practice: The Nuts and Bolts of It All Want to start a tutoring practice, but don’t know where to begin?

This workshop will address how to determine what kind of tutoring makes the most sense for you and how to market yourself and your skills. Discussions will include topics, such as what to charge, tutoring at your home vs. student home vs. school, cancellation practices, becoming a DOE provider, and where to get materials, policies, and professional practices. Instructor: Ginny O’Hare Perrin April 4 and 5 | Online Thursday and Friday, 8:00 PM–10:00 PM ET 4 CTLE or .4 CEU $195 (not offered for credit) Registration Deadline: 3/28 TEWS598N Writing for Children: Finding Your Voice So you want to write a children’s book? This workshop will give you the boost you’ve been waiting for and get you started on that picture book, novel, or young reader piece once and for all. In this friendly, supportive environment, class discussions will focus on all aspects of good storytelling and good writing, including tone of voice, clear dialogue, characters who feel real, and beautiful language. The focus is on the exciting process of finding your voice and writing not just a story, but one that really means something to you. Teachers will gain a better understanding of the writing process so that they, in turn, can help their students find pleasure in crafting their stories.

Everyone who takes this course will come away with new insights about the beautiful power of storytelling and why children’s books will always count. Instructor: Amy Hest May 1, 8, 15, 22, 29 and June 5, 12 | Online Wednesdays, 5:00 PM–7:00 PM ET 14 CTLE or 1.4 CEU $460 Registration Deadline: 4/24 (Registration is limited. Early registration is suggested.)

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. Prerequisite: Writing for Children: Finding Your Voice Instructor: Amy Hest April 11, May 2, 16, 30 and June 8 | Online Thursdays, 5:00 PM–7:00 PM ET 12 CTLE or 1.2 CEU $ 390 Registration Deadline: 4/4 (Registration is limited. Early registration is suggested.)

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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 March 11 | Online Monday, 5:30 PM–7:30 PM ET Instructor: Deborah Vilas Fee: $75 Registration Deadline: 3/4

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 2/27 Part II: March 4 | Online Synchronous Session Tuesday, 5:30 PM–8:30 PM ET Instructor: Lauren Hyman Kaplan Fee: $140 Registration Deadline: 2/22

Section 2 May 2 | Online Tuesday, 6:00 PM–8:00 PM ET Instructor: Deborah Vilas Fee: $75 Registration Deadline: 4/25

Section 2 Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 4/14 Part II: April 18 | Online Synchronous Session Thursday, 7:00 PM–10:00 PM ET Instructor: Lauren Hyman Kaplan Fee: $140 Registration Deadline: 4/9

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.

*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.

Section 1 March 6 | Online Wednesday, 5:30 PM–7:30 PM ET Instructor: Ani Tiburcio Fee: $75 Registration Deadline: 2/28 Section 2 May 7 | Online Wednesday, 6:00 PM–8:00 PM ET Instructor: Lauren Hyman Kaplan Fee: $75 Registration Deadline: 3/29

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MATH503N Mathematics Support: Operations and Algebraic Thinking In this course, students will engage in the learning of content, that is on the Multi-Subject: Teachers of Early Childhood (Birth– Grade 2) and Childhood Ed (Grades 1–6) New York State Teacher Certification Exam, in a supportive online environment through direct instruction and small group problem solving. 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 May 6, 9, 13, 16 | Online Mondays and Thursdays, 7:15 PM–8:45 PM Fee: $200 (not offered for CTLE or graduate credit; fee is waived for matriculated students at Bank Street College) Registration Deadline: 4/25

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OUR FACULTY For more details, visit graduate.bankstreet.edu/cps.

Gilbert Foley earned his EdD in School and Counseling Psychology from Lehigh University in Bethlehem, PA. He graduated magna cum laude with a BA in psychology from Albright College in Reading, PA. Amy Hest has an MA in Library Science from C.W. Post College and a BA from Hunter College.

Yumiko Higaki, MA, earned a 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 an MS in Elementary Education and Literacy from Bank Street College of Education and a BS in Theater and History from Northwestern University.

Lauren Hyman Kaplan holds an MA in Counseling from NYU and a BA in Psychology from Emory University.

Lesley Koplow has an MSEd in Educational Leadership from Bank Street College and a LCSW from Hunter College Silberman School of Social Work. She also holds a BA in Child Development from New College.

Timothy Lightman has 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.

Bisola Neil earned her PhD in Urban Education with an emphasis on Mathematics Education from the Graduate Center, City University of New York. Her MS in Educational Leadership in Mathematics from Bank Street College of Education is and her MA in Mathematics Education in Middle School Settings is from City College of New York (CUNY). Her BS in Public Affairs Management is from Baruch College, CUNY. Sharyn November is a writer and editor of books for children and young adults. She earned a bachelor’s degree in poetry from Sarah Lawrence College and founded Firebird Books in 2002. She lives in New York.

Rafa Perez-Segura received his Masters 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 of Education and a BA in Child Psychology and Education from Swarthmore College.

Jacqueline Pilati-Rodriguez earned her MA in Environmental Education from New York University and her BS in Childhood Education and Students with Disabilities from St. John’s University.

Stephen Savage earned an MFA in Illustration from the School of Visual Arts in New York City. His BA is in Art History from the University of Wisconsin-Madison.

Bonnie Levine earned her MSEd in Early Childhood and Childhood General Education from Bank Street College of Education. Her BA is in Women’s Studies/Liberal Arts from SUNY Purchase.

Jean Schreiber earned her MS in Early Childhood Education from Bank Street College of Education, where she is an instructor in the Continuing Professional Studies Program.

Christine Low has an MSW in Social Work from Columbia University.

She has been a licensed social worker since graduation. Between 1991 and 2004 she was licensed as a CSW. She received her LCSW in 2004, when that licensing option began.

Holly Thomas, MS, CCC-SLP, holds a BS from Northwestern University’s School of Speech and an MS in Speech-Language Pathology from Teachers College, Columbia University.

Lauren Mangione, EdD, holds a EdD in Science Education from Teacher College, Columbia University. Her MEd in Education is from Brooklyn College, CUNY and 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 in Elementary Education is from Rutgers University.

Allison Arthur May holds an MEd in Curriculum and Teaching from Teachers College, Columbia University and an MEd in Elementary Education, with a concentration in Science/Environmental Education from Antioch New England, in Keene, NH. Her BA in Philosophy and the Political Thought/Environmental Studies is from Muhlenberg College in Allentown, PA. Elizabeth McKenna received her MSEd in Supervision and Administration from Bank Street College of Education and has a BS in Elementary Education from the University of Vermont-Burlington.

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Ana Lisa Tiburcio earned an MS in Social Work from The City University of New York’s Hunter College School of Social Work and holds a BA in Psychology with a minor in Children’s Studies from The City University of New York’s Brooklyn College.

Deborah B. 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.

Pat Watkins has a dual master’s degree in Early Childhood Education and Special Education from Fordham University and a BFA in Theater from Point Park University.

Dr. Serena Wieder is a clinical psychologist who has pioneered important approaches to diagnosing and treating infants and toddlers with infant mental health and developmental disorders.

She co-developed the DIR Model with Stanley Greenspan, edited two diagnostic manuals for infants and young children, and created models for post-graduate case-based training and work with parents.

POLICY AND PROCEDURES Registration Fees Registrations are accepted on a space-available, first-come, first-served basis. All online registration will be acknowledged by email. All faxed, mailed, or in-person registration will be acknowledged by return mail.

• 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 $50 for 1 to 3 credits, and $100 for 4 or more credits.

• Students taking courses in both the Graduate School and Continuing Professional Studes (CPS) should combine credits taken with each in calculating the applicable registration fee.

• There is no registration fee for courses taken for CEU. Changes of Registration Changes must be submitted in writing to the Continuing Professional Studies office no later than one week preceding the first class meeting date and are subject to a $15 fee. No withdrawals/refund/transfer request will be accepted after that time.

• Change from credit to CEU/Audit will be accepted up until (but no later than) the beginning of the second class session.

• Change from CEU/Audit to credit will be accepted up until (but no later than) 5 business days after the last class session. Changes require 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.

• 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/transfer for late arrivals.

Assignments for courses taken for one credit must be postmarked two weeks after the final class meeting. Courses taken for two or three credits must be postmarked four weeks after the final class meeting. bankstreet.edu/cps/policies

SEE OUR COURSES ONLINE AND REGISTER graduate.bankstreet.edu/cps Bank Street College (#1321) is a registered sponsor of New York State CTLE hours.

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Continuing Professional Studies Bank Street College of Education 610 West 112th Street New York, NY 10025-1898 Phone: 212-875-4649

Non-profit Org. U.S. Postage PAID New York, NY Permit No. 6679

2024: LONG TRIP TO ST. LOUIS, MISSOURI March 18–March 24, 2024 St. Louis’ growth and development has long been connected to its location on the vast and winding Mississippi River. This vital waterway not only provides power and ease of trade, but for over a thousand years it has offered passage for people seeking opportunities and safety.

During the next Long Trip we will speak with immigrant rights activists, educators, artists, and business owners throughout St. Louis to explore the unique experiences of immigrant and refugee groups working to lay roots in St. Louis. Program Leader: Cristian Solorza Cristian Solorza is a faculty member and supervised fieldwork advisor at Bank Street’s Graduate School. He also directs the Dual Language Bilingual Education and TESOL (Teaching English to Speakers of Other Languages) Programs. He took his first Long Trip in 2007 to Reykjavik, Iceland and was hooked. After attending seven more Long Trips, he is now very happy to lead the Long Trip to St. Louis.

For more details, visit graduate.bankstreet.edu/cps/long-trip