Bank Street CPS Summer 2022 Courses

CONTINUING PROFESSIONAL STUDIES SUMMER 2022 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 ON-CAMPUS COURSES 3 EARLY CHILDHOOD 6 CHILDHOOD 9 EARLY ADOLESCENCE 10 LEADERSHIP 11 CAREER DEVELOPMENT 12 STATE-MANDATED TRAINING WORKSHOPS 14 OUR FACULTY 16 POLICY AND PROCEDURES

A MESSAGE FROM THE DIRECTOR Dear Educators, This summer, Bank Street Continuing Professional Studies is offering new and favorite courses—both online and in person. These short-format workshops can help you strengthen your teaching practice, support your classroom and community, and ultimately, shape the future of education for all of your students and families.

Advance your classroom management techniques with courses like Constructing a Democratic Classroom (p. 6), Restorative Practices in the Early Grades (p. 8), and Behavior Management Strategies (p. 6 and 9).

Support your curriculum with new strategies that include research-proven and developmentally appropriate methods and techniques. Workshops include Sounds in Motion: The Development of Auditory Perception and Early Literacy (p. 4 and 8), Meeting the Diverse Needs of Beginning Readers (p. 7), Language Matters! Supporting Mathematical Discourse in the Classroom (p. 7 and 9), and Elevating Existing Literacies (p. 6).

Reward yourself this summer and join our career development workshops. These programs are designed to inform your practice through hands-on experiences.

Gain new skills in communicating visually with diverse populations through American Sign Language (p. 11). Explore how art activities can support selfknowledge through Art Studio (p. 11) and gain insight into the writing process with Amy Hest in a Picture Book Workshop (p. 11) or Finding Your Voice (p. 11).

We hope we’ll see you at CPS this summer!

Sincerely,

Joy Ellebbane Director, Continuing Professional Studies

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ON-CAMPUS COURSES ARE BACK! SETE508N

TEED654N

Behavior Management Strategies for the Classroom Teacher (Grades Pre-K–8)

The Reggio-Emilia Approach: From Theory to Practice (Ages Infant–5 Years)

August 2 and 3 Monday and Wednesday, 9:30 AM–4:30 PM ET

July 20 and 21 Wednesday and Thursday, 9:30 AM–4:30 PM ET

See page 6.

See page 4.

EDUC606N

TEWS693N

Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum

Sounds in Motion: The Development of Auditory Perception and Early Literacy Through the Use of Body Movements (Grades Pre-K–1)

Section 1 July 18, 19, and 20 Monday–Wednesday, 10:00 AM–2:00 PM ET Section 2 August 2, 3, and 4 Tuesday-Thursday, 10:00 AM–2:00 PM ET See page 3.

SPED585N

The Essential Orton-Gillingham (Grades 1–6) Tuesday June 28, 9:00 AM–5:00 PM ET Wednesday June 29, 9:00 AM–5:00 PM ET Thursday June 30, 9:00 AM–5:00 PM ET Friday July 1, 9:00 AM–12:00 PM ET

August 8 Monday, 9:30 AM–4:30 PM ET See page 4 and 8.

TEED630N

Supporting Emergent Literacy in the Classroom (Ages 3–5 Years) July 14 and 15 Thursday and Friday, 9:30 AM–4:30 PM ET See page 5.

SEWS554N

See page 7 and 9.

Supporting Language Development in the Preschool Classroom (Ages 2–5 Years)

LEAD528N

August 2 and 4 Tuesday and Thursday, 5:00 PM–8:00 PM ET

Dynamic Leadership: Inspiring and Supporting Your Teaching Faculty (Ages 3–10) July 20 and 21 Wednesday and Thursday, 9:30 AM–4:30 PM ET See page 10.

See page 5.

TEWS672N

Working Effectively with Your Teaching Team (Grades Pre-K–3) August 3 and 4 Wednesday and Thursday, 10:00 AM–4:30 PM ET See page 10.

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EARLY CHILDHOOD NEW TEWS858N All About Me: Including Racial Identity and Ethnicity (Preschool–Grade 2) If best practice speaks to teaching to the whole child, how can we do this effectively without recognizing and affirming a child and family’s racial identity? In this workshop, you will revisit your current All About Me unit (if applicable) and build on it, or create a new unit altogether centered around race. We will work from your existing lesson plans and we will design new lessons that connect literacy, language, art, music, science, math, and home/school connections to help children develop language around their racial identities. You will explore various children’s books and other media that can provide entry points into lessons. We will also connect lessons to state standards and the social justice standards from Teaching Tolerance.

Instructor: Tara Kirton

August 11 | On Campus* Thursday, 9:30 AM–3:00 PM ET 5 CTLE or .5 CEU / $195 Registration Deadline: 8/4 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025 SETE513N Bibliotherapy in the Early Childhood Setting (Preschool–Grade 3) Bibliotherapy is the art of using children’s literature to help children understand difficult experiences and resolve developmental issues that interfere with their growth. You will learn how to choose books that address developmental and experiential difficulties. You will also explore how the use of story can help children better understand their own personal experiences and you will learn how to make books that address children’s individual and group needs. Instructor: Margaret Blachly July 18 and 19 | Online Monday and Tuesday, 10:00 AM–4:00 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/11 *2.5 hours of asynchronous work required

“ This course revealed to me the many depths block building has to it. The brainstorming, collaboration, language and problem solving is just the beginning and who knew cleaning up could be so educational and fun!”

EDUC606N Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum Unit blocks and the dramatic play that accompanies block building offer children multiple and diverse opportunities to develop and express their understanding of the social and physical world in which they live. In this course, you will learn how to integrate block-building experiences into the curriculum and organize block-building areas in the classroom. You will examine how block building supports the development of numeracy, literacy, problem-solving, and creative thinking skills, along with social and emotional growth. Field trips— and the opportunities for first-hand research that they provide—are an essential component of a block program and will also be included.

This course will also support participants in settings with limited or no blocks in applying a broader understanding of the importance of play with open-ended materials and advocating for such experiences in their settings. Instructor: Elise Bauer Section 1 July 18, 19, and 20 | On Site at City and Country School* Monday–Wednesday, 10:00 AM–2:00 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/11 *Held at City and Country School, 146 W 13th St, New York, NY 10011 Section 2 August 2, 3, and 4 | On Site at City and Country School* Tuesday-Thursday, 10:00 AM–2:00 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/26 *Held at City and Country School, 146 W 13th St, New York, NY 10011 TEWS855N Designing Environments and Activities that Support Resilience The pandemic forced many to think about the ways trauma affects children’s lives. This 3 part series will focus on Trauma and Resilience taking a deep look at how the body reacts to trauma and the impact on development. Participants will learn strategies that focus on the development of supportive environments, practices, and asset based tools that reflect a child’s strength and ability to strengthen resilience leading to healing. Instructor: Genevieve Lowry July 13 | Online Wednesday, 6:00 PM–7:30 PM ET 2 CTLE or .2 CEU $35 Registration Deadline: 7/6

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TEWS666N Designing Interdisciplinary, Play-Based Activities for the Pre-K– First Grade Classroom This workshop will focus broadly on how to design and implement curricula in pre-kindergarten/kindergarten classrooms that are, or strive to be, interdisciplinary and play-based. We will explore ways to integrate social studies, language arts, math, science, and art activities. We will also explore ways to scaffold and differentiate these activities to make them more inclusive and to address a diverse range of student needs. The unique and specific contexts of your settings will be taken into account and discussed. Instructor: Timothy Lightman July 12 and 14 | Online Tuesday and Thursday, 10:30 AM–3:30 PM ET *2.5 hours of asynchronous work required 12 CTLE or 1.2 CEU / $425 Registration Deadline: 7/5 TEWS715N Motor Play to Enhance Growth in the Classroom (Ages 1–6 Years) This course will demystify developmental concepts, such as sensory processing, regulation, and sensory integration. You will learn how motor play can impact energy level, attention, and a child’s ability to improve organizational skills. You will complete the course with a toolbox of activities to enhance fine and gross motor development, along with strategies to keep children alert, energized, and in control in the classroom setting. Discussions will include how to collaborate with families and caretakers in using motor play to extend skillbuilding to the home environment, along with neuroscience research underscoring the importance of sensory motor play for brain organization and building the foundation for lifelong learning.

Instructor: Jill Mays July 26 and 28 | Online Tuesday and Thursday, 10:30 AM–3:30 PM ET 6 CTLE or .6 CEU / $295 Registration Deadline: 7/19 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: Patricia Watkins and Rafa Pérez-Segura July 20 and 21 | On Campus* Wednesday and Thursday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/13 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025

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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 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 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 August 8 and 9 | Online Monday and Tuesday 10:30 AM–3:30 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit** $1,710 Registration Deadline: 8/2 *2.5 hours of asynchronous work required **Pending approval of the College’s Curriculum Committee 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 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 who qualify for Title 1 schools. You will learn body movements for 40 phonemes, along with techniques for teaching developmental listening and language skills. Instructor: Holly Thomas August 8 | On Campus* Monday, 9:30 AM–4:30 PM ET 6 CTLE or .6 CEU $225 Materials Fee: $65 Registration Deadline: 8/1 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025

TEED630N Supporting Emergent Literacy in the Classroom (Ages 3–5 Years) This course will help you meet the literacy standards for pre-K programs in a developmentally appropriate fashion. We will explore: • The role of classroom routines and environment • Children’s expressive and receptive language skills and the components of literacy development • Center-based, large and small group instruction • Ways to read aloud effectively • Supporting English language learners • Methods of supporting children’s emerging phonemic, phonological, and print awareness • How to create meaningful writing experiences Instructor: Tali Berkovitch July 14 and 15 | On Campus* Thursday and Friday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/7 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025

SEWS554N Supporting Language Development in the Preschool Classroom (Ages 2–5 Years) This workshop is based on the premise that with increased opportunities to practice language in the classroom, young children will become more efficient communicators. You will learn a variety of classroom techniques that will engage children with a wide range of language abilities and will help them to listen, learn, and communicate most effectively. You will learn to analyze teacher communication styles and how to best match them to the language learning styles of your students. Using a timeline for development as a foundation, we will review the course of typical language acquisition and contrast it with language delay, differences, and disorders. We will use multisensory materials to practice how to incorporate language stimulation techniques into daily lessons in order to seize all interactions as language learning opportunities.

Instructor: Suzanne L. Abrams August 2 and 4 | On Campus* Tuesday and Thursday, 5:00 PM–8:00 PM ET 6 CTLE or .6 CEU $295 Registration Deadline: 7/28 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025

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CHILDHOOD SETE508N Behavior Management Strategies for the Classroom Teacher (Grades Pre-K–8) Good classroom management is at the heart of effective teaching.

This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. It includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for educators with less than five years experience, but more experienced professionals will also come away with new techniques to add to their repertoire. Instructor: Debbie Zlotowitz August 2 and 3 | On Campus at MMFS* Tuesday and Wednesday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/26 *This course meets at Mary McDowell Friends School, 23 Sidney Place, Brooklyn, NY 11201 TEED346N Building Computational Fluency: Multiplication and Division (Grades 3–6) When teachers understand how children make sense of multiplication and division, they are better able to create strategies that support students in developing computational fluency. Using student work samples and video clips, we’ll explore how children develop meaningful, efficient, and accurate computational strategies for multiplication and division. We’ll examine mathematical ideas central to multiplication and division, thereby deepening mathematical content knowledge. Additionally, we’ll analyze the role of the traditional algorithm in a standards-based elementary mathematics classroom. Instructor: Julie Broderick July 26 and 28 | On Campus* Tuesday and Thursday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Materials Fee: $30 (includes required text) Registration Deadline: 7/19 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025 TEED650N Early Numbers, Addition, and Subtraction (Grades K–4) How do children develop computational strategies to help them add and subtract? This course explores how children make sense of these operations. Through video clips and student work samples, we’ll examine effective, efficient, and accurate problem-solving strategies that children can use to master addition and subtraction.

We’ll discuss the role of the standard algorithm in a standardsbased mathematics classroom and consider the teacher’s role in helping children develop computational fluency. In addition, you will examine mathematical ideas central to addition and subtraction, thereby deepening our own mathematical content knowledge.

Instructor: Eliza Chung July 11 and 13 | Online Monday and Wednesday, 10:30 AM–3:30 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Materials Fee: $45 (includes required text) Registration Deadline: 7/5 *2.5 hours of asynchronous work required 6 I graduate.bankstreet.edu/cps

TEED656N Constructing a Democratic Classroom: Focus on Routines, Rules, and Transitions (Ages 3–9 Years) Routines, rules, and transitions may be thought of as providing the framework for the daily life of the classroom. The way in which they are constructed and carried out strongly affects the social, moral, and academic atmosphere in the setting. What does democracy mean in relation to routines, rules, and transitions? How can children have a voice in determining them? The ultimate goal is not simply to create order, but also to encourage the development of both autonomy and a caring community. Topics to be considered are views of the nature of the child, developmental appropriateness, flexibility, the needs of English language learners and children with developmental variations, issues around power and control, the meaning of resistance, and how routines and transitions relate to academic learning and the various curriculum areas, particularly social studies. You will examine and analyze the structures in your own and each others’ classrooms.

Instructor: Candace Barriteau Phaire July 11 and 13 | Online Monday and Wednesday, 10:30 AM–3:30 PM ET* 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/3 *2.5 hours of asynchronous work required TEWS850N Creating Classrooms That Embrace Difference (Grades Pre-K–2) We will explore how power and knowledge can be shared with students by allowing them to weave their own stories into the curriculum. Starting from this place, we will be better positioned to understand how classrooms can become educational spaces where students’ identities, interests, skills, and expertise are honored. We will examine how storytelling, language, literature, and projectbased making can support multiple funds of knowledge and ways of knowing. Instructor: Kelly Bird July 27 | Online Wednesday, 10:30 AM–4:00 PM ET 5 CTLE or .5 CEU $295 Registration Deadline: 7/20 TEWS855N Designing Environments and Activities that Support Resilience The pandemic forced many to think about the ways trauma affects children’s lives. This 3 part series will focus on Trauma and Resilience taking a deep look at how the body reacts to trauma and the impact on development. Participants will learn strategies that focus on the development of supportive environments, practices, and asset based tools that reflect a child’s strength and ability to strengthen resilience leading to healing. Instructor: Genevieve Lowry July 13 | Online Wednesday, 6:00 PM–7:30 PM ET 2 CTLE or .2 CEU $35 Registration Deadline: 7/6

NEW TEWS860N Elevating Existing Literacies: Fostering Family and Caregiver Community (Pre-K–8) This workshop provides for educators a springboard for elevating the already existing and incredibly rich literacy practices in student homes—from practical suggestions for communicating the academic components of classrooms day to day to how families can easily boost their student’s listening, speaking, and composing strategies at home. Together, we will brainstorm ideas for simultaneously growing relationships with families and caregivers across the school year and supporting confident and expansive literacy practices in our classrooms. Instructor: Nawal Qarooni

August 2 | Online Tuesday, 10:30 AM–1:30 PM ET 3 CTLE or .3 CEU $195 Registration Deadline: 7/26 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 the Orton-Gillingham techniques and translates high-interest comprehension activities into literacy programs. This is a fast-paced, highly structured class intended for experienced educators. Direct all questions to cps@bankstreet. edu. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers).

Section 1 June 5, 11, 12, 15, and 20 | Online* Sunday June 5, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET Saturday June 11, 9:00 AM–12:00 PM ET Sunday June 12, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET Wednesday June 15, 6:00 PM–9:00 PM ET Monday June 20, 6:00–9:00 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,420 Materials Fee: $110 (includes required text+ shipping) Instructor: Ginny O’Hare Registration Deadline: 5/29 *Class includes asynchronous work Section 2 June 28–July 1 | On Campus at MMFS* Tuesday June 28, 9:00 AM–5:00 PM ET Wednesday June 29, 9:00 AM–5:00 PM ET Thursday June 30, 9:00 AM–5:00 PM ET Friday July 1, 9:00 AM–12:00 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,420 Materials Fee: $85 (includes required text) Instructor: Debbie Zlotowitz Registration Deadline: 6/21 *This course will meet at Mary McDowell Friends School, 23 Sidney Place, Brooklyn, NY 11201

TEWS749N Language Matters! Supporting Mathematical Discourse in the Classroom (Ages 5–13) This workshop will explore the role of discourse in the mathematics classroom. How do we support the development of ideas and language in mathematics? All students, including ELLs and those with language-based disabilities, need supported opportunities to communicate their mathematical thinking and develop mathematical language. The workshop will focus on the “why” of mathematics while exploring strategies to support and develop productive discourse for all learners in a classroom. Instructor: Amy Withers July 21 | On Campus* Thursday, 9:30 AM–2:30 PM ET 3 CTLE or .3 CEU $195 Registration Deadline: 7/14 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025 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 August 8, 9, 10, and 11 | Online* Monday through Thursday, 4:30 PM–7:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1710 Registration Deadline: 8/1 *1 hour of asynchronous work required NEW TEWS859N Poetic Possibilities: Weaving Poetry into All Subject Areas (Grades K–8) Poetry—with its economy of language and endless possibilities—can feel like a breath of fresh air for students. Reading and writing poetry connected to social studies, mathematics, science, and, of course, literacy curricula can inspire students to find joy in unexpected places, to make meaningful connections, and to express their learning in varied ways. A digital folder full of practical resources such as mentor texts, templates, lesson plans, and more will be shared with participants. Instructor: Lilly Howard Scott

July 26 and 28 | Online Tuesday and Thursday, 10:00 AM–12:00 PM ET 4.0 CTLE or 0.4 CEU $195 Registration Deadline: 7/19

Section 3 August 21–24 | Online* Sunday August 21, 9:00 AM–12:00 PM ET & 6:00 PM–9:00 PM ET Monday August 22, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET Tuesday August 23, 6:00 PM–9:00 PM ET Wednesday August 24, 9:00 AM–12:00 PM ET & 6:00 PM–9:00 PM ET *Class includes asynchronous work 24 CTLE or 2.4 CEU $830 / 2 credits $3,420 Materials Fee: $110 (includes required text+ shipping) Instructor: Ginny O’Hare Registration Deadline: 8/14 graduate.bankstreet.edu/cps I 7

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 August 2, 3, 4, 5 | Online Tuesday–Friday, 4:30 PM–7:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/26

TEWS693N Sounds in Motion: The Development of Auditory Perception and Early Literacy Through the Use of Body Movements (Pre-K–Grade 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 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 who qualify for Title 1 schools. You will learn body movements for 40 phonemes along with techniques for teaching developmental listening and language skills. Instructor: Holly Thomas August 8 | On Campus* Monday, 9:30 AM–4:30 PM ET 6 CTLE or .6 CEU $215 Materials Fee: $80 Registration Deadline: 8/1 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025 TEWS833N Talking About Race with Children (Ages 5–10) This workshop explores how to talk about race and anti-racism with children in a classroom setting. The Bank Street community affirms that teaching and learning are expressions of justice. You will be introduced to concrete examples from an existing social justice curriculum utilized in the Bank Street School for Children.

The curriculum is based on Bank Street College’s guiding belief that human beings learn best in the context of meaningful relationships and through doing, making, and changing the world around us.

Participants will leave with tools and ideas that they can try out in their own classrooms in the fall. Instructor: Chaylor Clark August 9 | Online Tuesday, 1:00 PM–3:00 PM ET 2 CTLE or .2 CEU $75 Registration Deadline: 8/2

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EARLY ADOLESCENCE SETE508N Behavior Management Strategies for the Classroom Teacher (Grades Pre-K–8) Good classroom management is at the heart of effective teaching.

This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. It includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for instructors with less than five years of experience, but more experienced professionals will also come away with new techniques to add to their repertoire. Instructor: Debbie Zlotowitz August 2 and 3 | On Campus at MMFS* Tuesday and Wednesday, 9:30 AM–4:30 PM 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/26 *This course will meet at Mary McDowell Friends School, 23 Sidney Place, Brooklyn, NY 11201 TEWS749N Language Matters! Supporting Mathematical Discourse in the Classroom (Ages 5–13) This workshop will explore the role of discourse in the mathematics classroom. How do we support the development of ideas and language in mathematics? All students, including ELLs and those with language-based disabilities, need supported opportunities to communicate their mathematical thinking and develop mathematical language. The workshop will focus on the “why” of mathematics while exploring strategies to support and develop productive discourse for all learners in a classroom. Instructor: Amy Withers July 21 | On Campus* Thursday, 9:30 AM–2:30 PM ET 3 CTLE or .3 CEU $195 Registration Deadline: 7/14 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025 NEW

TEWS859N Poetic Possibilities: Weaving Poetry into All Subject Areas (Grades K–8) Poetry—with its economy of language and endless possibilities—can feel like a breath of fresh air for students. Reading and writing poetry connected to social studies, mathematics, science, and, of course, literacy curricula can inspire students to find joy in unexpected places, to make meaningful connections, and to express their learning in varied ways. A digital folder full of practical resources such as mentor texts, templates, lesson plans, and more will be shared with participants. Instructor: Lilly Howard Scott

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 the Orton-Gillingham techniques and translates high-interest comprehension activities into literacy programs. This is a fast-paced, highly structured class intended for experienced educators. Direct all questions to cps@bankstreet. edu. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers).

Section 1 June 5, 11, 12, 15, and 20 | Online* Sunday, June 5, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET Saturday, June 11, 9:00 AM–12:00 PM ET Sunday, June 12, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET Wednesday, June 15, 6:00 PM–9:00 PM ET Monday, June 20, 6:00 PM–9:00 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,420 Materials Fee: $110 (includes required text+ shipping) Instructor: Ginny O’Hare Registration Deadline: 5/29 *Class includes asynchronous work Section 2 June 28–July 1 | On Campus at MMFS* Tuesday, June 28, 9:00 AM–5:00 PM ET Wednesday, June 29, 9:00 AM–5:00 PM ET Thursday, June 30, 9:00 AM–5:00 PM ET Friday, July 1, 9:00 AM–12:00 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,420 Materials Fee: $85 (includes required text) Instructor: Debbie Zlotowitz Registration Deadline: 6/21 *This course will meet at Mary McDowell Friends School, 23 Sidney Place, Brooklyn, NY 11201 Section 3 August 21 through 24 | Online* Sunday, August 21, 9:00 AM–12:00 PM ET & 6:00 PM–9:00 PM ET Monday, August 22, 9:00 AM-12:00 PM ET & 6:00 PM–9:00 PM ET Tuesday, August 23, 6:00 PM–9:00 PM ET Wednesday, August 24, 9:00 AM-12:00 PM ET & 6:00 PM–9:00 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,420 Materials Fee: $110 (includes required text+ shipping) Instructor: Ginny O’Hare Registration Deadline: 8/14 *Class includes asynchronous work

July 26 and 28 | Online Tuesday and Thursday, 10:00 AM–12:00 PM ET 4.0 CTLE or 0.4 CEU $195 Registration Deadline: 7/19

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LEADERSHIP LEAD528N Dynamic Leadership: Inspiring and Supporting Your Teaching Faculty (Ages 3–10) This course is designed for administrators, program directors and emerging leaders in schools and non-profits working in/with early childhood and elementary school level settings. Participants will identify opportunities and challenges inherent in the leadership role and examine ways to build engaging teaching and learning communities. Discussion will emphasize concrete ways to motivate, support, inspire, and cultivate teacher leaders. Topics include pressing leadership issues, such as understanding the self as leader in mission-driven settings, creating positive school culture, building teams using assessment instruments, hiring and retaining staff, and implementing active professional growth and development plans.

Instructor: Elizabeth McKenna July 20 and 21 | On Campus* Wednesday and Thursday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/13 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025

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TEWS672N Working Effectively with Your Teaching Team (Grades Pre-K–3) This workshop will explore the complex dynamics of working as a team in an early childhood environment or classroom. We will discuss techniques to create a successful school environment that leads to more competent and confident children, healthier partnerships with parents, and a more fulfilling workplace for teachers and administrators. Directors and head teachers will learn techniques for building a strong, dynamic teaching team, how to be an effective mentor, how to work collaboratively, and how to delegate responsibilities. Instructor: Jean Schreiber August 3 and 4 | On Campus* Wednesday and Thursday, 10:00 AM–4:30 PM ET 10 CTLE or 1 CEU $425 Registration Deadline: 7/18 *This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025

CAREER DEVELOPMENT LANG760N American Sign Language: Module One This course offers an introductory immersion approach to American Sign Language (ASL) in communication with deaf persons. ASL may also be explored as an alternate means of communication with hearing children with language disorders who may be delayed in acquiring spoken English. Sessions will focus on aspects of deaf culture and the vitality and rich potential of American Sign Language communication. ASL lab practice opportunities will be built into the schedule.

TEWS830N Picture Book Workshop If you ever thought: I have always wanted to write (or finish!) that picture book, here is a chance to get going. This is a nuts-andbolts workshop that focuses on making your story better. Rhythm.

Pacing. Voice. Dialogue. Universal themes. Choosing just the right words. These are just some of the things we will look at with a view to giving a uniquely picture book shape as well as your own very personal touch to that story. You should come to class with at least the beginnings of a story. Instructor: Amy Hest

The benefits of learning ASL include the following:

August 3 and 4 | Online Wednesday and Thursday, 5:00 PM–6:30 PM ET 3 CTLE or .3 CEU $195 Registration Deadline: 7/27

• Enhances cognition, creativity, and abstract thinking • Enhances your communication skills through the use of gesture and signs for working with language barriers • Improves your ability to communicate with the approximately 36 million, or 1 out of 10 people with hearing loss in the United States • Increases awareness of hand and eye coordination and the use of spatial relations • Opens your eyes to become more aware of your peripheral vision and surroundings • Provides a new skill in communicating visually with diverse populations in different situations Instructor: Carole Lazorisak July 11, 12, 13, and 14 | Online* Monday–Thursday, 11:00 AM–2:00 PM 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 7/1 *This course include asynchronous work ARTS550N Art Studio: Discovering Self While Learning More about Drawing, Painting, and Collage Join us this summer for virtual studio art time with Maria Elena Richa. This course will provide you with an opportunity to explore and discover properties of two-dimensional and three-dimensional materials, such as paint, cardboard, and textiles. During our time together, you will develop and have exposure to: language of art along with concepts of art, such as composition, line, color, and form. Scaffolded lessons will build confidence and skills each day along with a strong foundation for future art endeavors. Instructor: Maria Richa August 1, 2, 3, 4, and 5 | Online Monday–Friday, 8:30 AM–12:30 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits* $3,420 Materials Fee: $55 Registration Deadline: 7/25 *4 hours of asynchronous work required

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 July 6, 11, 13, 18, 20, 25, and 27 | Online Mondays and Wednesdays, 5:00 PM–7:00 PM ET 14 CTLE or 1.4 CEU $460 Registration Deadline: 6/29 TEWS810N The Writer’s Group: Fine-tuning Your Story in a Supportive Community We are offering this lab for a small group of 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.

Instructor: Amy Hest Prerequisite: Finding Your Voice (listed above) or submit a manuscript in progress. Inquiries and manuscripts should be emailed to cps@bankstreet.edu by July 6, 2022. Space will be limited to 15 people. Individuals who submit a manuscript (or who took a prerequisite class) will be notified of acceptance on a rolling basis.

July 12, 19, and 26 | Online Tuesdays, 5:00 PM–7:00 PM ET 6 CTLE or .6 CEU $295 Registration Deadline: 7/5 (Registration is limited and manuscripts must be submitted by 7/6)

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STATE-MANDATED TRAINING AND CERTIFICATION SUPPORT PLEASE NOTE: Registrants should make sure to log into these workshops 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 late are not eligible for a transfer or refund.

TEWS708N State-Mandated Training: Dignity for All Students Anyone applying for certification during or after the Fall 2013 semester must complete six hours of training on the social patterns of harassment, bullying, and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors. Due to the COVID-19 pandemic, New York State has approved part II to be held in a live, synchronous session online. Sessions will be held on Zoom until New York State requires workshops to be held on campus.

Section 1 Part I: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 6/23 Part II: June 28 | Online Synchronous Session Tuesday, 5:00 PM–8:00 PM ET Instructor: Lauren Hyman Kaplan Fee: $140 Registration Deadline: 6/20 Section 2 Part I: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 7/6 Part II: July 11 | Online Synchronous Session Monday, 5:15 PM–8:15 PM ET Instructor: Ana Tiburcio Fee: $140 Registration Deadline: 7/3 Section 3 Part I: Part I: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 7/24 Part II: July 27 | Online Synchronous Session Wednesday, 12:00 PM–3:00 PM ET Instructor: Lauren Hyman Kaplan Fee: $140 Registration Deadline: 7/20 Section 4 Part I: 3-hour asynchronous online component- must be completed by 11:55 PM ET on 8/3 Part II: August 8 | Online Synchronous Session Monday, 11:00 AM–2:00 PM ET Instructor: Ana Tiburcio Fee: $140 Registration Deadline: 7/31 NOTE: You must complete the self-paced, asychronous session (Part I) by the date and time listed for each section and attend live, online (Part II). Workshops start promptly. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and 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 made in writing are subject to a $15 change fee and will be accepted up to the registration deadline.

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TEWS501N State-Mandated Training on School Violence Prevention Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. The New York State Certificate of completion will be issued to all registrants who attend the full two-hour session.

Section 1 June 7 | Online Tuesday, 5:15 PM–7:15 PM ET Instructor: Lauren Hyman Kaplan Fee: $75 Registration Deadline: 6/3 Section 2 July 14 | Online Thursday, 6:15 PM–8:15 PM ET Instructor: Erin Baer Fee: $75 Registration Deadline: 7/12 Section 3 July 25 | Online Monday, 7:15 PM–9:15 PM ET Instructor: Ana Tiburcio Fee: $75 Registration Deadline: 7/23 Section 4 August 9 | Online Tuesday, 12:00 PM–2:00 PM ET Instructor: Lauren Hyman Kaplan Fee: $75 Registration Deadline: 8/5

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 June 13 | Online Monday, 7:15 PM–9:15 PM ET Instructor: Deborah Vilas Fee: $75 Registration Deadline: 6/9 Section 2 July 12 | Online Tuesday, 6:15 PM–8:15 PM ET Instructor: Christine Low Fee: $75 Registration Deadline: 7/5 Section 3 July 28 | Online Thursday, 5:15 PM–7:15 PM ET Instructor: Deborah Vilas Fee: $75 Registration Deadline: 7/26 Section 4 August 10 | Online Wednesday, 5:15 PM–7:15 PM ET Instructor: Christine Low Fee: $75 Registration Deadline: 8/8 MATH501N Mathematics Support: Measurement, Geometry, and Data This online workshop will prepare participants for the mathematics in the Measurement, Geometry, and Data section of the MultiSubject: Teachers of Early Childhood (Birth–Grade 2) New York State Teacher Certification Exam. Topics will include modeling and solving problems with area, perimeter, surface area, volume, Pythagorean Theorem, data, statistics, and probability. The class consists of five synchronous sessions and four weeks of asynchronous tasks and videos. The goal of the synchronous sessions is to provide students with instruction on understanding content and engaging students in problem-solving in a supportive, online environment. The asynchronous activities and videos are designed to provide additional instruction and support based on students’ levels of comfort with the topics. The Measurement, Geometry, and Data section accounts for 17 questions and 25 percent of the mathematics test. Students can locate the list of performance indicators for this section of the test at www.nystce.nesinc.com/NY_viewobjs_opener.asp to better determine if this workshop will be beneficial. Instructor: Charlene Marchese August 2, 3, 4 and 5 | Online Tuesday through Friday, 6:30 PM–8:30 PM ET Fee: $200 (not offered for CTLE hours) Fee waived for matriculated students.

Registration Deadline: 7/26

AT THE GRADUATE SCHOOL OF EDUCATION We know, just as you do, that thoughtful teachers and leaders are needed now more than ever. With a master’s degree or advanced certificate, you’ll stand out as a forward-thinking educator and leader—confident, wellprepared, and ready to thrive across the diverse settings where children and adults live and learn.

We hope you’ll explore our programs for teachers and educational leaders and consider taking a transformative step—both for your career and for your students and their families.

Programs for Teachers

• I n our signature programs in early childhood and childhood education, you’ll learn how to help young children build a healthy, robust foundation for social, emotional, and cognitive growth that will serve them for the rest of their lives.

• Our dual degree options in general and special education, some in collaboration with Columbia and Hunter College, widen your career options to include roles like social worker, psychotherapist, and early interventionist, among others.

• Reading/literacy, mathematics, dual language/ bilingual education, TESOL, and infant and family development and early intervention programs offer you the chance to advance your career while helping fill the growing national need for specialized teachers.

Programs for Educational Leaders

• O ur signature program in progressive leadership prepares you with a master’s degree for a range of pre-K–12 leadership roles, including principal.

• With specialized programs for aspiring leaders in mathematics education and museum education, you’ll expand your capacity to lead change through one of the few programs in the nation in these niche fields.

• Advance your credentials with our early childhood leadership (SBL/CPAC) and school district leader (SDL) certificate programs while joining our community of educational leaders.

Specialized Offerings

• With our child life specialist programs, you’ll gain certification and join our professional community of healthcare advocates who support children and their families during times of illness or trauma.

• Our signature program for educators in museums in cultural organizations, one of just a few nationally, prepares you to become a sought-after educational professional advancing multicultural education programs that engage communities with science and culture.

graduate.bankstreet.edu Contact our Admissions team at gseenrollment@ graduate.bankstreet.edu/cps I 13 bankstreet.edu or 212-652-8722

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

Suzanne L. Abrams has a Master of Science in Speech Pathology from Teachers College, Columbia University. She also has a certification in Speech/Language Pathology from ASHA (American Speech and Hearing Association).

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

Erin Baer holds a Master of Social Work in Clinical Practice and Human Services Management from Fordham University and a BA in Journalism and Mass Communication, English, and Creative Writing from New York University.

Carol Lazorisak earned an MA with a double major in Deafness and Vocational Rehabilitation and Counselor Education from New York University. She also holds an Interpreter Master Mentor Certificate from University of Colorado at Boulder and Northeastern University.

Her BA in Psychology and Sociology is from Gallaudet University in Washington, DC.

Elise Bauer has an MSEd from Bank Street College of Education and a BA in American Civilization from George Washington University.

Tali Berkovitz holds a PhD, where the focus of her studies was on the successful integration of dual language instruction and an MA in Early Childhood Education from New York University. She holds a BS in Psychology from Brooklyn College, City University of New York.

Kelly Bird is currently working toward her PhD in Educational Leadership at the University of Pennsylvania. Bird earned a MSEd from Bank Street College of Education in Elementary Education and a BA in Psychology/Sociology from Wesleyan University.

Margaret Blachly holds an MSEd in Bilingual Early Childhood General and Special Education from Bank Street College. She earned her BA in Latin American Studies from Smith College in Northampton, MA. Julie Broderick has an MS in Applied Linguistics from Georgetown University and an MSEd in Math Leadership from Bank Street College. She has a BA in Government and Linguistics from The College of William and Mary in Williamsburg, VA. Eliza Chung has an MA in Cognitive Studies of Educational Practice from Teachers College, Columbia University and a BS in Psychology and Education from Barnard College, Columbia University.

Chaylor Clark has an MSEd in Childhood General and Special Education from Bank Street College of Education and a BS in Sociology from Southern Connecticut State University.

Ellen Ferrin earned an MSEd in Childhood general and Special Education from Bank Street College. She also holds an MSEd in Social Work from Columbia University School of Social Work. Her BA in Sociology and Black Studies is from Amherst College.

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.

Lily Howard Scott holds a MS in Elementary Education and Literacy from Bank Street College. Her BS from Northwestern University is in Theater and History.

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

Tara Kirton holds an MSEd in Early Childhood Special and General Education from Bank Street College and an MA in Public Communications from Fordham University. Her BA is from the State University of New York at Albany in English.

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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.

Christine Low has an MS 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 and she received her LCSW in 2004 when that licensing option was initiated.

Genevieve Lowry, MS.Ed, CEIM, CCLS has a master’s degree in Education from Fordham University and her bachelor’s degree from Wheelock College in Early Childhood Education and Child Life.

Jill Mays earned an MS in Counseling and Human Relations from Villanova University and a BA in Occupational Therapy from University of Pennsylvania.

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 Executive Coaching Certificate from Teachers College, Columbia University. She holds an MS in Education, specializing in Supervision and Administration from Bank Street College and a BS in Elementary Education from the University of Vermont, Burlington.

Ginny O’Hare Perrin has an MSEd in Special Education from Bank Street College and a BA in Child Psychology and Education from Swarthmore College.

Candace Phaire received her PhD from New York University in the Department of Teaching and Learning and her MSEd in Elementary Education from Brooklyn College. She earned her BA in Political Science from Spelman College in Atlanta, GA. Jacqueline Pilati earned her MA in Environmental Conservation Education from New York University and her BS in Childhood Education and Students with Disabilities from St. John’s University.

Nawal Qarooni holds a Master of Education in Teaching from Brooklyn College and a Master of Journalism from Syracuse University’s Newhouse School.

Laurie Rabinowitz, MSEd, MA, is a faculty member in Literacy and Reading. She has taught courses at Teachers College, Columbia University, Barnard College, New York University, Hunter College, and LIU Brooklyn and has supervised student teachers at Teachers College, Columbia University. Previously, she was a special education teacher at a public school in New York City. She has also worked as a Director of Instruction at a New York City charter school.

Maria Richa has been teaching at the Bank Street School for Children since 1998. She holds a BFA from Columbus College of Art and Design and an MA from Columbia University, Teachers College.

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.

Rafa Perez-Segura received his Masters in Elementary Education with a Spanish/Bilingual authorization from Stanford University’s Graduate School of Education.

Holly Thomas holds a MS in Speech-Language Pathology from Teachers College, Columbia University. She also holds a B.S. degree from Northwestern University’s School of Communication.

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.

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.

Pat Watkins has a dual Masters in Early Childhood Education and Special Education from Fordham University and a B.F.A in Theater from Point Park University.

Amy Withers holds a Master of Science in Education from Bank Street College of Education, a Master of Science in Teaching from Fordham University, and a Master of Public Administration from NYU’s Wagner School of Public Service.

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.

Debbie Zlotowitz has an SAS from Bank Street College of Education, an MS in Exceptional Education with additional certification in Reading from SUNY Buffalo State, and a BA in Speech Pathology and Audiology from the University of Buffalo.

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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

“ I miss Bank Street and love these opportunities of coming back!!”

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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

REGISTER FOR SUMMER 2022 PROGRAMS Register now for online and on campus courses this summer • Restorative Practices in the Early Grades (Grades 1–3) Online—p. 8 • S ounds in Motion: The Development of Auditory Perception and Early Literacy Through the Use of Body Movements (Pre-K – Grade 1) On Campus—p. 4 and 8 • D ynamic Leadership: Inspiring and Supporting Your Teaching Faculty (Ages 3–10) On Campus—p. 10 • E levating Existing Literacies: Fostering Family and Caregiver Community (PreK-8) Online—p. 6 • M eeting the Diverse Needs of Beginning Readers (Grades K–3) Online—p. 7

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