CONTINUING PROFESSIONAL STUDIES SPRING 2026 COURSE GUIDE
EXPLORE OUR SHORT-FORMAT WORKSHOPS Courses for Early Childhood, Childhood, and Early Adolescence NEW! School District Leadership Certification Support & State-Mandated Trainings
IN THIS ISSUE 2T EACHING KINDERGARTEN CONFERENCE
5 CHILDHOOD
9 CAREER DEVELOPMENT
7 EARLY ADOLESCENCE
10 STATE-MANDATED TRAINING WORKSHOPS
3S ATURDAY MATH WORKSHOPS
8 LEADERSHIP
4 EARLY CHILDHOOD
8 SCHOOL DISTRICT LEADERSHIP
12 OUR FACULTY 13 POLICY AND PROCEDURES
A MESSAGE FROM THE DIRECTOR Dear Educators, Welcome to the Bank Street Continuing Professional Studies Spring 2026 course offerings! As we step into a new season of learning, we are thrilled to present a range of short-format classes designed to ignite your curiosity and support your growth. This spring, explore new offerings in areas such as Early Childhood, Childhood, and Early Adolescence, including a focus on our new courses in School District Leadership. Be sure to check out or special events, including the stimulating Saturday Math Workshops that support deep engagement with math and reflective conversations about the work of teaching. Join our 10th annual Teaching Kindergarten Conference! This year’s theme is “Curiosity, Creativity & Courage”, with Keynotes by Dr. Beverly Falk and Melissa Butler. The conference will be streamed online anad held at Bank Street, with an expanded schedule of events for participants at Bank Street. Everyone will engage in processing groups- a dedicated time to connect with colleagues and explore applications in your classroom. We look forward to connecting with you and supporting your vital work in education. Sincerely,
Joy Ellebbane Director, Continuing Professional Studies
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TEACHING KINDERGARTEN CONFERENCE 2026 Teaching Kindergarten: Where Did the Garden Go? Curiosity, Creativity & Courage Friday, March 13, 5:00 PM–8:30 PM ET Saturday, March 14, 9:30 AM–4:30 PM ET On Site at Bank Street College and Online Welcome to the 10th annual Teaching Kindergarten Conference! Join us as we explore and celebrate the power of Curiosity, Creativity & Courage in your classrooms and school communities. With ongoing opportunities to process the content with your peers, you’ll attain fresh ideas and curricula that will re-ignite and inspire joyful learning in your classroom—for the children you teach and for yourselves. Given the extraordinary challenges that teachers are facing in today’s world, coming together as a community is more important than ever! Keynote Presentations: • Teaching the Way Children Learn: Finding Courage, Hope, and Joy in Kindergarten Classrooms | Dr. Beverly Falk • Wondering Small and Slow in the Garden | Melissa Butler Roundtable Sessions at Bank Street: • Reframing Kindergarten: Creating Boy-Friendly Early Learning Spaces | Dr. Nathaniel Bryan • Creating Collaborations: Honoring Our Children and Their Families | Nawal Qarooni • Reclaiming Democracy and Humanity in the Kindergarten Classroom | Dr. Soyoung Park Register Now To register and for more information, visit graduate.bankstreet.edu/kindergarten-conference/ • Early Bird Registration Fee (by Feb 20, 2026): $289 • Registration Fee: $379 • Group rates available 2 I graduate.bankstreet.edu/cps
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. Session topics may focus on content (e.g., connecting fractions, decimals, and percents) or pedagogy (e.g., using mathematical routines). We 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, 2026. Instructors: Thor Tillberg and Jaime Lyn Palmer
MATH506NSPC26 Modeling Algebra
MATH507NSPC25 Building Bridges to Algebra
In our first hybrid session, we’ll explore algebraic thinking through multiple models—visuals, manipulatives, and symbolic representations. Whether you’re joining us in person or online, you’ll engage in rich math tasks and discussions that highlight how connecting different models can support students’ understanding of algebraic relationships.
In our final session of the year, we’ll explore how key ideas from elementary and middle school mathematics—such as proportional reasoning—support students’ understanding of algebra in high school. Through collaborative math tasks and discussion, we’ll consider how to connect and extend students’ thinking as they transition into more formal algebraic work.
Saturday, February 7 | Hybrid (On Campus and Online) 10:00 AM–1:00 PM ET Fee: $25
Saturday, May 2 | On Campus 10:00 AM–1:00 PM Fee: $25
To register and for more information, visit graduate.bankstreet.edu/educator-resources/saturday-math/
magnificent
creative
elegant absorbing beauty explore
passion
mathinvent
adventure
leaps
innovation
game
persist
imagination curiosity play discovery wonder joy delight truth ask free
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EARLY CHILDHOOD 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 DifferenceRelationship 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 selfregulation, is self-realizing, addresses all areas of development simultaneously, and is spontaneous and intrinsically motivated without the need for teacher-directed 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 March 23 and 24 | On Campus Monday and Tuesday, 9:00 AM–4:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit*: $1,924 Registration Deadline: 3/16 Location: Bank Street College, 610 West 112th Street, New York, NY 10025 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 plant-based 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-Rodriguez May 1 and 2 | On Campus Friday, 4:45 PM–9:15 PM ET Saturday, 9:00 AM–5:00 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,924 Materials Fee: $35 Registration Deadline: 4/24 Location: Bank Street College, 610 West 112th Street, New York, NY 10025
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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 and Rafa Perez-Segura April 14, 16, 21, and 23 | Online* Tuesdays and Thursdays, 6:00 PM–9:00 PM ET 12 CTLE or 1.2 CEU $425/1 credit* $1924 Registration Deadline: 4/7 *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: TBA April 17 and 18 | On Campus Friday, 4:45 PM–9:15 PM ET Saturday, 9:00 AM–5:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,924 Materials Fee: $25 Registration Deadline: 4/10 Location: Bank Street College, 610 West 112th Street, New York, NY 10025 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 18 and 25 | On Campus Saturdays, 9:00 AM–4:00 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,924 Registration Deadline: 4/10 Location: Bank Street College, 610 West 112th Street, New York, NY 10025
CHILDHOOD NEW EDUC865N Children’s Literature for Grades 3–6 This course serves as an introduction to some of the important ideas involved in selecting and using literature appropriate to children in grades 3 through 6. The function and meaning of “story” and/ or “narrative” in oral tradition and written literature are organizing concepts in this course. Students will participate in discussion and workshop activities and use their own responses, criteria from the field of literary criticism, and principles of child development to discuss ways of deepening children’s connections with literature. Instructor: Mollie Welsh Kruger
March 2, 9, and 16 | Online Mondays, 5:30 PM–9:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,924 Registration Deadline: 2/ 23 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, we 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
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 March 7, 8, 14, 15, and 19 | Online* Saturdays, Sundays, and Thursday (7 sessions) Saturdays: March 7 and 14, 9:00 AM–12:00 PM ET Sunday: March 8, 9:00 AM–12:00 PM ET Sunday: March 15, 6:00 PM–9:00 PM ET Thursday: March 19, 6:00 PM–9:00 PM ET 2.4 CEU or 24 CTLE $830/2 credits* $3,848 Materials Fee: $145 (includes required text and shipping) Registration Deadline: 2/27 *3 hours of asynchronous work required
May 4 and 6 | Online Monday and Wednesday, 6:30 PM–8:30 PM ET 4 CTLE OR .4 CEU $195 Registration Deadline: 4/27 SPED585N
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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: TBA April 17 and 18 | On Campus Friday, 4:45 PM–9:15 PM ET Saturday, 9:00 AM–5:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,924 Materials Fee: $25 Registration Deadline: 4/10 Location: Bank Street College, 610 West 112th Street, New York, NY 10025 EDU866N Reimagining Geography Instruction: Making, Sharing, and Interpreting the World Around Us Environments shape people and people shape environments. This class offers teachers opportunities to develop a geographic lens through active learning experiences. Maps play a central role in the class—the creation of maps and the use of maps as tools to spark open-ended inquiry that addresses the needs of all learners. We’ll move from the concrete to the abstract by mapping some of our own lived experiences and navigating a terrain model. The class explores the development of critical vocabulary and fluency with maps and the habits of mind necessary to develop a geographic lens. An inclusive approach is taken with specific references to promoting conceptual and vocabulary development for students with disabilities and multilingual learners. Instructor: Ellen McCrum April 17, 24, and 25| On Campus Fridays, 4:45 PM–9:15 PM ET Saturday, 9:00 AM–1:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,924 Registration Deadline: 4/10 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 April 22 and 23 | Online Wednesday and Thursday 6:00 PM–8:00 PM ET 4 CTLE or .4 CEU $195 (not offered for credit) Registration Deadline: 4/15
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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 plant-based 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-Rodriguez May 1 and 2 | On Campus Friday, 4:45 PM–9:15 PM ET Saturday, 9:00 AM–5:00 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,924 Materials Fee: $35 Registration Deadline: 4/24 Location: Bank Street College TEED700N Free Play as a Liberatory Process: The Importance of Physical and Emotional Risk-taking This course explores the history of the adventure playground movement and the value of unstructured and child-directed environments. We will examine contemporary trends toward more adult-centered play experiences and consider the impact that a lack of agency can have on children’s social and mental health outcomes. We will visit The Yard playground on Governors Island and consider the role of the playworker approach in that environment. Drawing on this philosophy of playwork and other progressive traditions, we will reflect on how educators can support more affirming, confidence-building opportunities for play in various settings. Instructor: Abigail Kerlin May 8 and 16 | Online and On Site Friday, 4:45 PM–9:00 PM ET | Online Saturday, 9:00 AM–5:00 PM ET | On Site 12 CTLE or 1.2 CEU $425/1 credit $1,868 Registration Deadline: 5/1 Location: Governor’s Island Adventure Playground (Travel to the Island is not incorporated into the class time. Arrangements will be made at the online meeting on May 8. Plan accordingly.)
EARLY ADOLESCENCE 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, we 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 May 4 and 6 | Online Monday and Wednesday, 6:30 PM–8:30 PM ET 4 CTLE OR .4 CEU $195 Registration Deadline: 4/27 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 March 7, 8, 14, 15, and 19 | Online* Saturdays, Sundays, and Thursday (7 sessions) Saturdays: March 7 and 14, 9:00 AM–12:00 PM ET Sunday: March 8, 9:00 AM–12:00 PM ET Sunday: March 15, 6:00 PM–9:00 PM ET Thursday: March 19, 6:00 PM–9:00 PM ET 2.4 CEU or 24 CTLE $830/2 credits* $3,848 Materials Fee: $145 (includes required text and shipping) Registration Deadline: 2/27 *3 hours of asynchronous work required
AT THE GRADUATE SCHOOL OF EDUCATION With a master’s degree or advanced certificate, you’ll stand out as a forward-thinking educator and leader— confident, well-prepared, and ready to thrive across the diverse settings where children and adults live and learn.
EXPLORE OUR PROGRAMS We hope you’ll consider Bank Street Graduate School of Education’s 50+ in-person or online master’s degree and advance certificate programs for teachers and educational leaders. • Signature teaching programs in early childhood and childhood education • Dual degree options in general and special education, some in collaboration with Columbia and Hunter College • Specialized programs in reading/literacy, mathematics, dual language/bilingual education, TESOL, and infant and family development and early intervention • Signature master’s degree program in progressive leadership • Specialized program for aspiring leaders in mathematics education and museum education • Child life specialist programs for healthcare advocates • Teacher residency programs in childhood education and TESOL
LEARN MORE Contact the Admissions team—We’d love to talk with you about scholarship opportunities! gseenrollment@bankstreet.edu 212-652-8722 graduate.bankstreet.edu
ATTEND A VIRTUAL INFORMATION SESSION
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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 2 | On Campus Saturday, 10:00 AM–3:00 PM ET 5 CTLE or .5 CEU $195 (not offered for credit) Registration Deadline: 4/25 Location: Bank Street College, 610 West 112th Street, New York, NY 10025
SCHOOL DISTRICT LEADERSHIP The School District Leadership coursework prepares candidates for the School District Leader exam and to be transformational leaders for a range of positions across both district and central offices. Classes can be taken independently, or as a series, in any order. NEW LEAD 861N Leading a School District: Building Vision and Stakeholder Engagement This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district’s vision, how it was developed, and how it is sustained. The course also examines a district’s demographic and achievement data. Instructors: Brian Monahan and Alice Gottlieb
February 5 | Online Synchronous Session: Thursday, 5:00 PM–7:00 PM ET The remaining classes take place asynchronously through March 5, 2026. You should set aside approximately 3 hours each week for course work. 12 CTLE or 1.2 CEU $425/1 credit $1,924 Registration Deadline: 1/29 NEW LEAD 870N Special Education Leadership: The District Perspective 1 Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of “achievement gaps” as well as links between social class and achievement in schools. Instructors: Brian Monahan and Alice Gottlieb
March 12 | Online Synchronous Session: Thursday, 5:00 PM–7:00 PM ET The remaining classes take place asynchronously through May 1, 2026. You should set aside approximately 3 hours each week for course work. 12 CTLE or 1.2 CEU $425/1 credit $1,924 Registration Deadline: 2/23
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CAREER DEVELOPMENT TEWS891N Anti-Racism for White Educators: A Three-Part Online Series This three-part series is designed specifically for White educators committed to deepening their anti-racist practice. Through a progression from historical understanding to personal awareness and, ultimately, accountable action, participants will engage in meaningful reflection and collective learning. Together, we will: • Build a supportive community rooted in shared purpose and mutual accountability • Examine the historical construction of Whiteness and its role in shaping dominant cultural norms • Explore the characteristics of White-dominant culture and reflect on how we unconsciously embody them • Investigate privileges and oppressed identities, with attention to the intersectionality of our multiple identities • Develop greater awareness of how bias and racism manifest within ourselves and our institutions • Practice tools and strategies for interrupting and addressing racism in real time • Commit to holding ourselves and one another accountable as we move forward in our anti-racist journeys. Participants are expected to attend all three sessions to ensure continuity and depth of engagement. Instructor: Kelly Bird March 10, April 14, and May 12 | Online Tuesdays, 7:00 PM–8:30 PM ET 4 CTLE or .4 CEU $135 (not offered for credit) Registration Deadline: 3/3 TEWS887N Using Technology Tools in the Elementary Classroom (Grades K–8) As technological advances increase each day and everyone has become more dependent on the internet for daily activities, there are more tools available to engage students in their own learning. This workshop will explore technology tools, such as Book Creator, NearPod, Kahoot, and Padlet. We will explore the unique abilities and skills of each tool and how to incorporate them to increase student engagement. You will come away with the ability to access each tool and ideas for incorporating them in your current curriculum. This workshop is geared toward classroom teachers who have basic knowledge of one or more of these programs and want to expand their repertoire. Instructor: Christina Sciarotto April 15 | Online Wednesday, 6:30 PM–8:30 PM ET 2 CTLE or .2 CEU $95 Registration Deadline: 4/8
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 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 April 9, 16, and 23 and May 7, 14, 21, and 28 | Online Thursdays, 5:00 PM–7:00 PM ET 14 CTLE or 1.4 CEU $460 Registration Deadline: 4/2 (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 March 31, April 14, and 28, May 12 and 26, and June 2 | Online Tuesdays, 5:00 PM–7:00 PM ET 12 CTLE or 1.2 CEU $390 Registration Deadline: 3/24 (Registration is limited. Early registration is suggested.) 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 May 14 and 15 | Online Thursday and Friday, 8:00 PM–10:00 PM ET 4 CTLE or .4 CEU $195 (not offered for credit) Registration Deadline: 4/30
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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 February 5 | Online Thursday, 6:30 PM–8:30 PM ET Instructor: Deborah Vilas Fee: $75 Registration Deadline:1/29 Section 2 March 3 | Online Tuesday, 7:00 PM–9:00 PM ET Instructor: Deborah Vilas Fee: $75 Registration Deadline: 2/24 Section 3 April 13 | Online Monday, 6:30 PM–8:30 PM ET Instructor: Deborah Vilas Fee: $75 Registration Deadline: 1/29 Section 4 April 29 | Online Wednesday, 7:00 PM–9:00 PM ET Instructor: Deborah Vilas Fee: $75 Registration Deadline: 4/22 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 March 9 | Online Monday, 6:30 PM–8:30 PM ET Instructor: Ani Tiburcio Fee: $75 Registration Deadline: 3/2
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Section 2 April 8 | Online Wednesday, 7:00 PM–9:00 PM ET Instructor: Ani Tiburcio Fee: $75 Registration Deadline: 3/25 Section 3 April 28 | Online Tuesday, 7:00 PM–9:00 PM ET Instructor: Lauren Hyman Kaplan Fee: $75 Registration Deadline: 4/21 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 Wednesday, 7:00 PM–10:00 PM ET Instructor: Ana Tiburcio Fee: $140 Registration Deadline: 2/20 Section 2 Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 3/26 Part II: March 31 | Online Tuesday, 6:30 PM–9:30 PM ET Instructor: Lauren Hyman Kaplan Fee: $140 Registration Deadline: 3/19 Section 3 Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 4/22 Part II: April 27 | Online Monday, 6:30 PM–9:30 PM ET Instructor: Ana Tiburcio Fee: $140 Registration Deadline: 4/15 *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.
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 2, 6, 7, 8, and 9 | Online Tuesday and Thursdays, 7:15 PM–8:45 PM ET Fridays, 5:45 PM–7:15 PM ET Fee: $200 (not offered for CTLE or graduate credit; fee is waived for matriculated students at Bank Street College) Registration Deadline: 4/25 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
CSTWS501N Preparing for the New York State Teacher Certification Exam— Content Specialty Test (Grades 7-12) 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. 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* Sunday, 6:00 PM–7:30 PM ET Fee: $75 (Fee is waived for matriculated students at Bank Street College) Registration Deadline: TBD
TBD | Online Tuesday, Wednesdays, Thursday, and Friday, 7:15 PM–8:15 PM ET Fee: $200 (not offered for CTLE or graduate credit; fee is waived for matriculated students at Bank Street College) Registration Deadline: TBD CSTWS500N Preparing for the New York State Teacher Certification Exam— Content Specialty Test 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 TBD | Online* Sunday, 6:00 PM–7:30 PM ET Fee: $75 (Fee is waived for matriculated students at Bank Street College) Registration Deadline: TBD *2 hours of asynchronous work is required
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OUR FACULTY For more details, visit graduate.bankstreet.edu/cps. Kelly Bird earned her MS in Elementary Education from Bank Street College of Education and is working towards her Doctor of Education in School Leadership at the University of Pennsylvania. Her BA is from Wesleyan University. 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 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. Jada John-Ali, PhD, earned a Doctor of Education 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. Abigail Kerlin earned her MSEd in Early Childhood and Childhood General Education from Bank Street College of Education. She also holds an MA in Human Development from Teachers College, Columbia University and a BA in Education Policy from Hampshire College. 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. 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. 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. 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. Ellen McCrum, MSEd, earned degrees in Leadership in Mathematics Education and Early Childhood & Elementary Education, both from Bank Street College of Education. Her BA is in French with a Biology Minor, is from Bowdoin College, ME.
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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. 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. 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. Christina Sciarotto earned advanced certification in Education Administration and BAs in Elementary Education and History, both from Hofstra University. Her MS in Education with a focus on literacy is from Bank Street College of Education. 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. Mollie Welsh Kruger earned her EdD in Curriculum & Teaching from Teachers College, Columbia 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 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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Continuing Professional Studies Bank Street College of Education 610 West 112th Street New York, NY 10025-1898 Phone: 212-875-4649
SAVE THE DATE The 39th Annual Infancy Institute June 15–17, 2026 at Bank Street College This early childhood conference focuses on the care of infants through four-year-olds. The Institute has educated thousands of infant/toddler specialists from around the world. We welcome caregivers, teachers, directors, trainers, home visitors, parents, early interventionists, developmental specialists, social workers, family childcare providers, and all who support young children in a variety of settings. For more details, visit graduate.bankstreet.edu/infancy-institute
SEE OUR COURSES ONLINE AND REGISTER graduate.bankstreet.edu/cps/cps-course-schedule/ Bank Street College (#1321) is a registered sponsor of New York State CTLE hours.
Non-profit Org. U.S. Postage PAID New York, NY Permit No. 6679