CONTINUING PROFESSIONAL STUDIES
SUMMER 2025 COURSE GUIDE
EXPLORE OUR SHORT-FORMAT WORKSHOPS
Courses for Early Childhood, Childhood, and Early Adolescence
Career Development Workshops
Certification Support & State-Mandated Trainings
SPECIAL EVENT
EDUC612N
2025 INFANCY INSTITUTE
Shared Power, Shared Healing: Attunement as Activism
Join us in June for our 37th annual Infancy Institute. Professionals who work with infants and toddlers will come together for presentations and virtual workshops focused on curriculum development, challenging behaviors, working with families, emotionally responsive practice, and more. This early childhood development conference includes guest speakers and workshops. All keynotes and workshops will be recorded and shared with everyone who is registered.
KEYNOTE: Politicizing Care: Using Power Analysis to Deepen Attunement
Keynote Speaker: Nat Nadha Vikitsreth
June 23, 24, and 25 | On Site*
Monday, 10:00 AM–4:15 PM ET
Tuesday, 9:30 AM–5:00 PM ET
Wednesday, 9:30 AM–3:15 PM ET
Early bird registration rates through June 2, 2025
*Bank Street College | 610 West 112th Street, New York, NY
bankstreet.edu/infancy-institute
EARLY CHILDHOOD
SETE513N
Bibliotherapy in the Early Childhood Setting (Grades Preschool–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 8 and 10 | Online*
Tuesday and Thursday, 10:00 AM–4:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 7/1 *2.5 hours of asynchronous work required
TEWS869N
Make-Believe Gun Play in a World of Gun Violence (Grades Pre-K–2)
Gun violence is a uniquely American phenomenon that impacts children, families, teachers, and school communities throughout the nation. We will explore the context surrounding gun violence in the US, and examine the complex relationship between gun violence and children’s play. Participants will have time to explore their own experiences of children’s pretend play, as well as school and classroom policies that might impact their work in the classroom. The session will utilize whole group, pair-share, and individual reflection. Instructor: Nicole Limperopulos
July 15 | Online
Tuesday, 5:30 PM–8:00 PM ET
3 CTLE or .3 CEU / $120
Registration Deadline: 7/8
EDUC606N
Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum (Grades Pre-K–2)
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 the 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 15, 16, and 17 | On Site*
Monday through Wednesday, 10:00 AM–2:00 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 7/7
*Held at City and Country School, 146 W 13th St, New York, NY 10011
Section 2
July 28, 29, and 30 | On Site*
Monday through Wednesday 10:00 AM–2:00 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 7/21
*Held at City and Country School, 146 W 13th St, New York, NY 10011
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 21 and 23 | Online*
Monday and Wednesday, 10:30 AM–3:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 7/14
*2.5 hours of asynchronous work required
TEWS666N
Designing 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, and first-grade classrooms that are, or strive to be, interdisciplinary and play-based. We will explore ways to integrate social studies, language arts, math, science, and art activities. We will also explore ways to scaffold and differentiate these activities to make them more inclusive and to address a diverse range of student needs. The unique and specific contexts of your settings will be taken into account and discussed. Instructor: TBA
TBA | Online
12 CTLE or 1.2 CEU $425
Registration Deadline:
TEWS874N
Culturally Responsive Practice to Foster Resilience (Grades Pre-K–5)
Resilience is often described as “bouncing back” from adverse experiences (Levine, 2003). What makes this bouncing back possible are relationships to self, family, and community. We will use developmental and ecological models for understanding children’s lived experiences as tools for identifying culturally sustaining practices that view children and families through a strengths-based lens. The goal is to identify community supports, including cultural and spiritual practices, that you can incorporate into your curriculum to foster connections to others, facilitate self regulation, promote a positive view of self, and increase inner strength. You will develop your capacity for observation and assessment to deepen your practice around environmental design, materials, and curriculum to foster resilience. Instructor: Genevieve Lowry
July 23 | Online
Wednesday, 1:30 PM–3:30 PM ET
2 CTLE or .2 CEU $35
Registration Deadline: 7/16
TEWS881N
Emotionally Responsive Practice: Introduction to Teddy Bears in Classroom Practice (Grades Pre-K–5)*
Emotionally Responsive Practice (ERP) is built on a deep understanding of child development and research on the effect of social and emotional experience on the developing brain. Based on Lesley Koplow’s work (Bears, Bear Everywhere: Supporting Children’s Emotional Health in the Classroom, Teachers College Press, 2008), participants in this workshop will learn how integrating transitional objects, like teddy bears, into classroom life can strengthen teacherchild relationships and promote empathy and prosocial behavior. Building a safe and sound school community is vital to children’s ability to socialize and learn the academic skills expected of them.
Instructor: Felice Wagman
*Bring a teddy bear or stuffed animal to the session and have some craft materials handy. We will send a short list prior to the class.
July 14 | Online
Monday, 10:00 AM–12:30 PM ET
2 CTLE or .2 CEU $95
Registration Deadline: 7/7
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 Perez-Segur
July 15, 16, 22, and 23* | Online
Tuesday and Wednesday, 6:30 PM–9:00 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 7/8
*3 hours of asynchronous work required
NEW
TEWS885N
What Birding Teaches Us About Reading and Writing: How to Bolster Students’ Joy in Their Literacy Learning
Birders leave their homes with binoculars and a hope that they’ll see something beautiful. In much the same way, we can encourage kids to approach their literacy learning through the lens of “What joyful, amusing, unexpected thing will happen here?” Kids find what they look for, and switching on their ‘birder mindset’ invites them to capture flashes of delight as they read and write. Especially as kids’ attention spans wither and their engagement in their literacy learning declines, they urgently need strategies to approach their literacy work eyes and ears and attune to joy. This course introduces writing invitations, reading responses, and close reading strategies that can be easily adapted for students of all ages. Instructor: Lily Howard Scott
July 22 and 24 | Online
Tuesday and Thursday, 11:00 AM–1:00 PM ET
4 CTLE or .4 CEU $195
Registration Deadline: 7/15
SPED587N
The Spectrum of Play and Play on the Spectrum: Through a DIR/Floortime© Lens (Ages Birth–6)
The course examines the play of neurotypical and neurodiverse children and the impact of individual differences in sensory and motor processing on development and play. A core feature of the course is how to employ the Developmental-Individual Difference-Relationship Model (DIR/Floortime) to progress play with children on the autistic spectrum. DIR expands and promotes symbolic play, the capacity to express the full range of emotions, and the ability to regulate anxiety and behavior using a teacher-caretaker mediated approach. This course presents the developmental spectrum of play and the manner in which play supports the formation of self-regulation, is 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 4 and 5 | On Site*
Monday and Tuesday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 7/28
*Held at Bank Street College| 610 West 112th Street, New York, NY 10025
TEWS715N
Motor Play to Enhance Growth in the Classroom (Ages 1–6 Years)
This class will demystify concepts, such as sensory processing, regulation, and sensory integration. You will learn how motor play can impact energy level, attention, and a child’s ability to improve organizational skills. You will complete the course with a toolbox of activities to enhance fine and gross motor development along with strategies to keep children alert, energized, and in control in the classroom setting. Discussion will include how to collaborate with families and caretakers in using motor play to extend skillbuilding to the home environment, along with new neuroscience research underscoring the importance of sensory motor play for brain organization and building the foundation for lifelong learning. Instructor: Jill Mays
July 17 and 18 | Online
Thursday and Friday, 10:30 AM–2:30 PM ET 7 CTLE or .7 CEU / $295
Registration Deadline: 7/10
TEWS879N
Supporting English as a New Language Learners (Ages 3–8 Years)
As elementary educators, we incorporate opportunities for language acquisition and learning into our classrooms every day. In our increasingly global world, our classrooms often include children whose home language is not English. In this class, we will explore strategies for supporting English as a New Language (ENL) students that benefit all children in a monolingual classroom. We will review different theories of language acquisition and learning, the benefits of multilingual classrooms, and how we can use this knowledge to support all of the children and families in our care. Participants will leave with a toolkit of ideas for classroom design and instruction to help support these students as well as their families. Instructor: Tali Berkovitch
July 24 | Online
Thursday, 10:00 AM–12:30 PM ET 2 CTLE or .2 CEU $95
Registration Deadline: 7/17
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 and will develop strong foundations on which to build future learning. Participants will be provided with strategies to support English Language Learners (ELLs) and children with a wide range of language abilities, to learn, listen, and communicate effectively. We will review the course of typical language acquisition and contrast it with language delay, differences, and disorders. You will learn to analyze teacher communication styles and how to best match them to the language learning styles of your students. We will practice how to incorporate language-stimulation techniques into daily lessons to seize all interactions as language-learning opportunities and to ensure that students of all language backgrounds and abilities are ready to learn and interact fully with others. Instructor: Suzanne L. Abrams
July 29 and 31 | Onsite*
Tuesday and Thursday, 5:00 PM–8:00 PM ET
6 CTLE or .6 CEU $295
Registration Deadline: 7/22
*Held at Bank Street College| 610 West 112th Street, New York, NY 10025
“Jill provided great information tools we can put into practice in the classroom. Like sensory processing, sensory regulation, sensory integration, and motor planning.”
CHILDHOOD
TEWS867N
Brain-Changing Words: Bite-Size Phrases that Transform How Kids Think, Feel, and Achieve at School (Grades K–8)
Neuroscientific research suggests that language is not separate from thought, but a part of thought itself. What we say and what we hear creates neural pathways that trigger brand-new patterns of thinking, and until a learner is exposed to a word or a particular combination of words, epiphanies lie dormant. For instance, a teacher’s unusual pairing of the words “brilliant” and “mistake” in the phrase “what a brilliant mistake!” can rewire how a child responds to making mistakes, replacing feelings of shame with self-compassion and resilience. Teachers who share bite-sized, literally brain-altering language with students (who repeat this language to themselves as positive self-talk) can transform how students feel, and therefore do, in the classroom and beyond. In this course, I’ll introduce simple, affirming language suggestions and practical curricular extensions (such as morning meeting activities, visual art exercises, poetry invitations, and reading responses) that help students explore and internalize these transformative phrases. Practical resources will be shared with participants after each session. Instructor: Lily Howard Scott
July 15 and 17 | Online
Tuesday and Thursday, 11:00 AM–1:00 PM ET 4 CTLE or .4 CEU $195
Registration Deadline: 7/8
TEED650N
Early Numbers, Addition, and Subtraction (K–Grade 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 standards-based mathematics classroom and consider the teacher’s role in helping children develop computational fluency. In addition, you’ll examine mathematical ideas central to addition and subtraction, thereby deepening your own mathematical content knowledge. Instructor: Eliza Chung
July 7 and 9 | Online*
Monday and Wednesday, 9:30 AM–4:00 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Materials Fee: $50 (includes required text)
Registration Deadline: 6/30
*2.5 hours of asynchronous work required
TEWS666N
Designing 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, and first-grade classrooms that are, or strive to be, interdisciplinary and play-based. We will explore ways to integrate social studies, language arts, math, science, and art activities. We will also explore ways to scaffold and differentiate these activities to make them more inclusive and to address a diverse range of student needs. The unique and specific contexts of your settings will be taken into account and discussed. Instructor: TBA
TBA | Online
12 CTLE or 1.2 CEU $425
Registration Deadline: TBA
TEWS881N
Emotionally Responsive Practice: Introduction to Teddy Bears in Classroom Practice (Grades Pre-K–5)*
Emotionally Responsive Practice (ERP) is built on a deep understanding of child development and research on the effect of social and emotional experience on the developing brain. Based on Lesley Koplow’s work (Bears, Bear Everywhere: Supporting Children’s Emotional Health in the Classroom, Teachers College Press, 2008), participants in this workshop will learn how integrating transitional objects, like teddy bears, into classroom life can strengthen teacherchild relationships and promote empathy and prosocial behavior. Building a safe and sound school community is vital to children’s ability to socialize and learn the academic skills expected of them.
Instructor: Felice Wagman
*Bring a teddy bear or stuffed animal to the session and have some craft materials handy. We will send a short list prior to the class.
July 14 | Online
Monday, 10:00 AM–12:30 PM ET
2 CTLE or .2 CEU $95
Registration Deadline: 7/7
TEWS869N
Make-Believe Gun Play in a World of Gun Violence (Grades Pre-K–2)
Gun violence is a uniquely American phenomenon that impacts children, families, teachers, and school communities throughout the nation. We will explore the context surrounding gun violence in the US, and examine the complex relationship between gun violence and children’s play. Participants will have time to explore their own experiences of children’s pretend play, as well as school and classroom policies that might impact their work in the classroom. The session will utilize whole group, pair-share, and individual reflection. Instructor: Nicole Limperopulos
July 15 | Online
Tuesday, 5:30 PM–8:00 PM ET
3 CTLE or .3 CEU / $120
Registration Deadline: 7/8
TEWS874N
Culturally Responsive Practice to Foster Resilience (Grades Pre-K–5)
Resilience is often described as “bouncing back” from adverse experiences (Levine, 2003). What makes this bouncing back possible are relationships to self, family, and community. We will use developmental and ecological models for understanding children’s lived experiences as tools for identifying culturally sustaining practices that view children and families through a strengths-based lens. The goal is to identify community supports, including cultural and spiritual practices, that you can incorporate into your curriculum to foster connections to others, facilitate self regulation, promote a positive view of self, and increase inner strength. You will develop your capacity for observation and assessment to deepen your practice around environmental design, materials, and curriculum to foster resilience. Instructor: Genevieve Lowry
July 23 | Online
Wednesday, 1:30 PM–3:30 PM ET 2 CTLE or .2 CEU $35
Registration Deadline: 7/16
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 21 and 23 | Online*
Monday and Wednesday, 10:30 AM–3:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 7/14
*2.5 hours of asynchronous work required
TEED658N
Restorative Practices in the Early Grades (Grades 1–3)
Restorative practices hold great promise for shifting the power balance, structures, and approach of traditional classroom and disciplinary practice. At their core, restorative practices are equitable and explicitly anti-racist. They incorporate themes of social-emotional learning, racial and cultural equity, and relationship- and trustbuilding to promote healthier classrooms and schools. Restorative practices encourage us to engage in self-reflection, to participate on the same level as our students, and to actively question some of the assumptions many of us may hold. In this course, we will explore the foundational philosophy and values of restorative practices, familiarizing ourselves with common themes and practices as we adopt a restorative and transformative lens. Together, we will engage with practical applications of restorative practices in the elementary classroom, trying them out together and reflecting on our experiences.
Instructor: Ellen Ferrin
Early August (tentative) | Online
12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: TBA
TEWS888N
Cultivating Emotional Intelligence in the Elementary Classroom: Leading with Heart (Grades K–5)
This workshop empowers elementary school teachers to deepen their emotional intelligence and apply it to create more supportive, connected, and emotionally safe classrooms. Through self-reflection, practical strategies, and real-life classroom scenarios, participants will explore how emotional intelligence can enhance their classroom culture and student relationships. Instructor: Dr. Nalini Singh August 6 and 7 | Online
Wednesday and Thursday, 6:00–8:00 PM ET 4 CTLE or .4 CEU $195
Registration Deadline: 7/30
SEWS577N
Nurturing Independence and Cultivating Interdependence (Grades K–5)
In this session, we will explore the intersection of neurodiversity in antibias education and culturally responsive pedagogy, focusing on how to create inclusive learning environments that support the success of all learners. We will delve into strategies for fostering independent, empowered learners with the Universal Design for Learning (UDL) framework. Participants will explore key mindsets necessary to practice and consider the implementation of this contemporary approach in curriculum and classroom design, and will see real-life examples from the field that are built on a deep understanding of the UDL framework. Through this engaging transformative presentation, we will reflect on how to bridge silos within education to promote collaboration and innovation. Instructor: Brandi Forté
July 17 | Online
Thursday, 9:00 AM–2:00 PM ET
12 CTLE or 1.2 CEU $195
Registration Deadline: 7/10
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 4, 5, 6, and 7 | Online*
Monday through Thursday, 5:30 PM–8:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 7/28
*2.5 hours of asynchronous work required
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 12 | Online
Tuesday, 1:00 PM–3:00 PM ET
.2 CTLE or 2 CEU $95
Registration Deadline: 8/5
LEADERSHIP
TEWS672N
Working Effectively with Your Teaching Team (Grades Pre-K–3)
This workshop will explore the complex dynamics of working as a team in an early childhood environment or classroom. We will discuss techniques to create a successful school environment that leads to more competent and confident children, healthier partnerships with parents, and a more fulfilling workplace for teachers and administrators. Directors and head teachers will learn techniques for building a strong, dynamic teaching team, how to be an effective mentor, how to work collaboratively, and how to delegate responsibilities. Instructor: Jean Schreiber
July 14 and 15 | On Site*
Monday and Tuesday, 10:00 AM–4:30 PM ET 10 CTLE or 1 CEU $425
Registration Deadline: 7/7
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
Fall 2025 Scholarship Opportunities for Grad Students—Apply Today
Bank Street Graduate School of Education is offering some exciting scholarships for Fall 2025. These opportunities make a Bank Street master’s degree more financially accessible—and we hope you’re excited about them as we are!
TEACHER RESIDENCY PROGRAMS
We are recruiting for new cohorts for our two fulltime, paid residency programs for aspiring teachers interested in working in New York City public schools. All residents will receive a scholarship that reduces tuition by over 50%, along with a stipend of up to $30,000 per year.
• TESOL Residency Program, which starts in Fall 2025, is designed for teachers who would like to work with students learning English as a new language (ENL) in grades pre-K-12.
• Childhood Special and General Education Residency Program, which starts in Fall 2025, prepares students for initial dual certification to teach grades 1-6 in both general and special education classrooms.
EARLY CHILDHOOD ADVANCED STANDING PROGRAM
“I really understand the methodology of PAF way better than I did before taking the class. I can see how the program will work for struggling readers/spellers.”
Current lead teachers working with children from birth through second grade in publicly funded programs may qualify for a substantial scholarship for our Early Childhood Advanced Standing Program, which enables them to maintain their job while fast-tracking their master’s degree and positioning themselves for higher earning potential. This program can be completed in just 16 months.
For More Information
RSVP for an upcoming virtual information session, email gradadmissions@bankstreet.edu to schedule a one-on-one conversation, or start your application.
CAREER DEVELOPMENT
LANG 760N
American Sign Language: Module One
This course offers an introductory immersion approach to American Sign Language 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. Instructor: Carole Lazorisak
July 7, 8, 9, and 10 | Online*
Monday through Thursday, 11:00 AM–2:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 6/30
*2.5 hours of asynchronous work is required
TEWS880N
Writing About Your Childhood Memories
Childhood memories can be delightful. Painful. Or both. They can be amusing. Serious. Or both. Childhood memories get you thinking. This unique class, offered for the first time by award-winning children’s book author, Amy Hest, is a great opportunity to write about and share some of your childhood memories in a warm and supportive environment. No rules, no structure, just a chance to revisit a place, a time, the child that was you. Instructor: Amy Hest
July 7, 14, 21, 28 and August 4 | Online
Mondays, 5:00 PM–7:00 PM ET 10 CTLE or 1 CEU $395
Registration Deadline: 6/30
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-and-bolts 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
July 30 and 31 | Online
Wednesday and Thursday, 5:00 PM–6:30 PM ET 3 CTLE or .3 CEU $150
Registration Deadline: 7/23
TEWS886N
Incorporating AI in your Elementary Classroom (Grades K–8)
In this online session, we will explore the world of artificial intelligence, including Magic School, Briske, ChatGPT, School AI, Khanmigo, Canva, and more. We will learn the basics of these programs and strategies for using them in the classroom. In addition, we will explore how to write the best prompts for AI generation and how to support children’s understanding and fluency with these tools. This workshop is geared toward classroom teachers who have experience using technology in their classroom and want to expand their repertoire.
Instructor: Christina Sciarotto
August 6 | Online
Wednesday, 6:00 PM–8:00 PM ET 2 CTLE or .2 CEU $95
Registration Deadline: 7/30
NEW
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
July 17 | Online
Thursday, 6:00 PM–8:00 PM ET 2 CTLE or .2 CEU $95
Registration Deadline: 7/10
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
June 24, July 8 and 22, and August 5 | Online
Tuesdays, 5:00 PM–7:00 PM ET
12 CTLE or 1.2 CEU $390
Registration Deadline: 6/17
ARTS500N
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 the 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 5, 6, 7, and 8 | Online*
Tuesday through Friday from 8:30 AM–1:30 PM ET
24 CTLE or 2.4 CEU $830 / 1 credit $1868 / 2 credits $3,736
Materials Fee: $55
Registration Deadline: 7/29
*4 hours of asynchronous work required for those taking the course for 2 credits
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).
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, MSEd, holds a Master’s degree from Bank Street’s Early Childhood Bilingual General and Special Education Program.
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, MA, is a Math Tutor at West Creek Elementary school with 20 years of experience teaching young children.
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.
Brandi Forté earned a MEd from University of California Los Angeles and a BA in Sociology from University of California San Diego.
Amy Hest is the author of more than 35 books for children of all ages. She has an MA in Library Science from C.W. Post College and a BA from Hunter College.
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.
Marília Lauria holds an MSEd in Studies in Education from Bank Street College and a MA in Applied Theatre: Theatre in Educational, Community & Social Contexts from the University of London, England. Her BA, also from the University of London, is in Drama & Theatre Arts.
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.
Nicole Limperopulos holds an EdD from Teachers College, Columbia University.
Genevieve Lowry holds an MSEd from Fordham University.
Allison Arthur May earned an EdD in Adult Learning & Leadership at Teachers College, Columbia University. She holds an EdM 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.
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 is in Elementary Education from Rutgers University.
Nesta Marshall earned her MSEd from Bank Street College of Education.
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.
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.
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.
Christina Sciarotto earned Advanced certification in Education Administration and a BA in Elementary Education and HIstory, both from Hofstra University. Her MS in Education with a focus on literacy is from Bank Street College.
Ana Lisa Tiburcio earned a Masters in Social Work from the City University of New York’s Hunter College School of Social Work. She also holds a BA in Psychology with a minor in Children’s Studies from City University of New York’s Brooklyn College.
Peter Tierney-Fife earned and MSEd in teaching and learning from the University of Southern Maine.
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.
Felice Wagman is a graduate of Rutgers University with a BA in Psychology and certification in Early Childhood and Elementary Education.
Patricia Watkins has a dual Master’s degree in Early Childhood Education and Special Education from Fordham 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.
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
REGISTER FOR SUMMER 2025 PROGRAMS
2025 INFANCY INSTITUTE
Shared Power, Shared Healing: Attunement as Activism
On Site: June 23, 24, and 25
Tickets available to stream the keynote session bankstreet.edu/infancy-institute
SUMMER MATH CONFERENCE
Meeting the Moment: Transforming Math Learning for All Students
On Site: August 5 and 6 bankstreet.edu/math-conference
BUILDING EDUCATION AND DEMOCRACY (BEAD) CONFERENCE
A Freedom School for Educators
Tickets available to stream the keynote plenary session
On Site: July 9 bankstreet.edu/bead
SEE OUR COURSES ONLINE AND REGISTER graduate.bankstreet.edu/cps
