Bank Street Continuing Professional Studies Summer 2020 Courses by Bank Street

CONTINUING PROFESSIONAL STUDIES SUMMER 2020 COURSE GUIDE

EXPLORE OUR ONLINE SUMMER WORKSHOPS Courses for Early Childhood, Childhood & Early Adolescence Career Development & State-Mandated Training Workshops Leadership Courses

IN THIS ISSUE ONLINE SUMMER COURSES 3 EARLY CHILDHOOD 6 CHILDHOOD 8 MIDDLE SCHOOL AND EARLY ADOLESCENCE 10 CAREER DEVELOPMENT 12 LEADERSHIP 13 STATE-MANDATED TRAINING WORKSHOPS 15 OUR FACULTY 16 POLICY AND PROCEDURES

A MESSAGE FROM THE DIRECTOR Dear Educator, We hope you and those you care about are both healthy and safe. As we live through these uncertain times, what has grounded us at Bank Street is the community that has rallied together to care and support our staff, students, and families. Over the past few months, you may have been asked to quickly design and implement programs for your students and staff in new and innovative ways. We are all learning from each other as we go, and we hope you’ll browse our course listings and consider joining Bank Street’s community through these online short-format workshops, which have been adapted so they can be offered in an online format. This spring, CPS shifted gears to provide quality online instruction in support of educators and leaders like you who were also required to shift to remote teaching. As always, our workshops will bring educators together to learn with and from each other. We continue to work with our experienced faculty to adjust our summer course offerings to meet the educational and health needs of working educators. Because it’s difficult to predict what will happen in the near future, we want you to feel comfortable registering in advance for these workshops. If your plans should change, please notify us and you will be able to withdraw a week before the course begins and receive a refund. We hope you will join the Bank Street community this summer.

All the best,

Joy Ellebbane, Director

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NEW SUMMER WORKSHOPS Apart Together: Strategies to Inspire Connection, Reflection, and Joy in the Age of Covid-19 (grades 1-8) NEW

With a focus on distance learning for grades 1-8, discover how art, poetry, journaling, scavenger hunts, tribute projects, and other techniques can empower students to connect and make sense of their inner lives. See pages 3 and 6. NEW

Play-based Curriculum in the Early Childhood Classroom (Preschool –Grade 1)

Learn how to use play as a medium for learning in young children. See page 3. NEW

Introduction to Imaginative Inquiry (Grades K–5)

Learn how the pedagogy of Imaginative Inquiry can help you use children’s imagination as your greatest resource. See page 7. NEW

Questioning Techniques and Meaningful Feedback That Shapes Cognitive Rigor (Ages 3–8 Years)

Curious about Higher Order Thinking Skills (HOTS)? Spend a day exploring how to build HOTS questions into your curriculum. See page 7. NEW

Strategies and Support for Lead Teachers (Preschool–Grade 5)

Geared toward new teachers, this workshop will help you identify and articulate your vision for the school year, plan curriculum, and prepare communication with parents, specialists, and your team, among other topics. See pages 10. NEW

Picture Book Workshop

Bring an idea for a picture book to this nuts and bolts workshop. We will work together to shape your story to the unique format of a children’s picture book. See page 11. 2 I graduate.bankstreet.edu/cps

EARLY CHILDHOOD Courses that meet for 4 hours or less are synchronous. Longer classes may include asynchronous components and will meet synchronously within the time frame specified. Scheduling details will be emailed before the course start date. Directions for accessing the online course will be emailed upon registration.

NEW TEWS832N Apart Together: Strategies to Inspire Connection, Reflection, and Joy in the Age of Covid-19 (grades 1-8) As distance teaching becomes our new normal, how can we tailor curriculum to help students make sense of their emotional responses to the pandemic, develop community, and find joy and meaning while in quarantine? This course outlines how art, poetry, journaling, scavenger hunts, tribute projects, and other techniques can empower students to make sense of their inner lives and connect with others during this unprecedented time (and have a bit of fun at home, to boot). The strategies, lessons, and projects introduced in this course can be easily woven into existing curricula and adapted to meet the needs of a wide range of learners. Instructor: Lily Howard Scott

Online July 21 and 22 Tuesday and Wednesday, 10:00 AM–12:00 PM EDT 4 CTLE or .4 CEU $170 (not offered for credit) Registration Deadline: 7/14 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 may 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 experience and learn how to make books that address children’s individual and group needs. Instructor: Lesley Koplow Online July 8 and 9 Wednesday and Thursday, 9:00 AM–4:30 PM EDT 12 CTLE or 1.2 CEU $425 / 1 credit $1,660 Registration Deadline: 7/1

TEWS666N Designing Interdisciplinary, Play-based Activities for the Kindergarten–First Grade Classroom This workshop will focus broadly on how to design and implement curricula in kindergarten and first grade classrooms that are, or strive to be, interdisciplinary and play-based. We will explore ways to integrate social studies, language arts, math, science, and art activities. We will also explore ways to scaffold and differentiate these activities to make them more inclusive and to address a diverse range of student needs. The unique and specific contexts of your settings will be taken into account and discussed. Instructor: Timothy Lightman Online July 13 and 14 Monday and Tuesday, 9:00 AM–4:30 PM EDT 12 CTLE or 1.2 CEU $425 (not offered for credit) Registration Deadline: 7/6 NEW TEWS826N Play-based Curriculum in the Early Childhood Classroom (Preschool –Grade 1) Participants will explore the role of play in a content rich and developmentally appropriate classroom. We will discuss the theory and application of play as a medium for learning in young children, the assessment of behavior and content through play. and the creation of play/learning environments in a variety of educational settings. In addition, participants will learn how to communicate with families to calm their fears and clarify the educational value of play. Participants will leave with strategies and techniques to expand their current play-based curriculum or introduce play-based activities to their traditional setting. Instructor: Soyoung Park

Online July 16 Thursday, 9:00 AM–3:00 PM EDT 6 CTLE or .6 CEU $295 (not offered for credit) Registration Deadline: 7/9

“ I learned how to incorporate play-based skills into each part of the classroom day.” —Pre-K Director, 10+ Years

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TEED654N The Reggio-Emilia Approach: From Theory to Practice (Ages Infant–5 Years) The early childhood program founded in Reggio-Emilia, Italy incorporates an emphasis on the learning environment, process vs. product, developmentally appropriate practice, and the importance of the community of learners. Much of this philosophy reflects the culture of the Italians and is difficult to recreate in the United States. This course is meant to provide an introduction to the approach and will attempt to bridge the Reggio-Emilia theory with American culture. We will view the Reggio-Emilia approach as a means to combat the push-down curriculum, competition, product over process, and the jumping/skipping of learning stages we are now experiencing in this country. Instructor: Pat Watkins Online July 27 and 28 Monday and Tuesday, 9:00 AM–4:30 PM EDT 12 CTLE or 1.2 CEU $425 / 1 credit $1,660 Registration Deadline: 7/20 TEWS693N Sounds in Motion: The Development of Auditory Perception and Early Literacy Through the Use of Body Movements (Pre-K– Grade1) 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. Attendees will learn body movements for 40 phonemes along with techniques for teaching developmental listening and language skills. Instructor: Holly Thomas Online August 10 Monday, 9:00 AM–4:00 PM EDT 6 CTLE or .6 CEU $185 (not offered for credit) Materials Fee: $75 (includes text and shipping) Registration Deadline: 8/3

TEED630N Supporting Emergent Literacy in the Classroom (Preschool, 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 Online August 4 and 5 Tuesday and Wednesday 9:00 AM–4:30 PM EDT 12 CTLE or 1.2 CEU $425 / 1 credit $1,660 Registration Deadline: 7/28 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. Participants will be provided with 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 Online August 4 and 6 Tuesday and Thursday, 5:00 PM–8:00 PM EDT 6 CTLE or .6 CEU $295 (not offered for credit) Registration Deadline: 7/28

“ I learned amazing new ways to introduce phonemic awareness exercises, listening exercises, and all the sounds in motion!” —Rachel G., Teacher, 3+ Years

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CHILDHOOD Courses that meet for 4 hours or less are synchronous. Longer classes may include asynchronous components and will meet synchronously within the time frame specified. Scheduling details will be emailed before the course start date. Directions for accessing the online course will be emailed upon registration.

TEWS832N Apart Together: Strategies to Inspire Connection, Reflection, and Joy in the Age of Covid-19 (grades 1-8) As distance teaching becomes our new normal, how can we tailor curriculum to help students make sense of their emotional responses to the pandemic, develop community, and find joy and meaning while in quarantine? This course outlines how art, poetry, journaling, scavenger hunts, tribute projects, and other techniques can empower students to make sense of their inner lives and connect with others during this unprecedented time (and have a bit of fun at home, to boot). The strategies, lessons, and projects introduced in this course can be easily woven into existing curricula and adapted to meet the needs of a wide range of learners. Instructor: Lily Howard Scott

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

Online July 21 and 22 Tuesday and Wednesday, 10:00 AM–12:00 PM EDT 4 CTLE or .4 CEU $170 (not offered for credit) Registration Deadline: 7/14

Online July 14 and 15 Tuesday and Wednesday, 9:00 AM–4:30 PM EDT 12 CTLE or 1.2 CEU $425 / 1 credit $1,660 Materials Fee: $30 (includes required text) Registration Deadline: 7/7

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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 will 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 Online August 5 and 6 Wednesday and Thursday, 9:00 AM–4:30 PM EDT 12 CTLE or 1.2 CEU $425 / 1 credit $1,660 Materials Fee: $30 (includes required text) Registration Deadline: 7/29

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. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers). Instructor: Ginny O’Hare Perrin Online August 10, 11, 12, and 13* Monday, Tuesday, Wednesday, and Thursday, 9:00 AM–5:00 PM EDT 24 CTLE or 2 CEU $830/ 2 credits $3,320 Materials Fee: $110 (includes required text and shipping) Registration Deadline: 7/27

NEW TEWS828N Introduction to Imaginative Inquiry (Grades K–5) Developed in the United Kingdom, Imaginative Inquiry is a pedagogy based on the idea that children’s imagination is our greatest resource in the classroom. Workshop participants will examine how Imaginative Inquiry is used in grades K–5 Social Studies curriculum units. Within this community of inquiry, teachers and students create exciting and meaningful contexts for learning using conventions of theatre, such as point of view, tension, and narrative, to explore curricular objectives. Participants will actively engage in the process of Imaginative Inquiry, begin to analyze and practice using the methods themselves, and discuss the rationale of using an Imaginative Inquiry framework in light of progressive practices and pedagogy. There will be time dedicated for participants to plan an Imaginative Inquiry-infused lesson/unit for their own curriculum. Instructor: Elaine Chu

Online July 13 and 15 Monday and Wednesday, 1:00 PM–4:00 PM EDT 6 CTLE or .6 CEU $295 (not offered for credit) Registration Deadline: 7/6

Online July 20 Thursday, 9:00 AM–3:00 PM EDT 5 CTLE or .5 CEU $295 (not offered for credit) Registration Deadline: 7/13

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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 Online August 3 and 4 Monday and Tuesday, 9:00 AM–4:30 PM EDT 12 CTLE or 1.2 CEU $425 / 1 credit $1,660 Registration Deadline: 7/27 TEWS712N Mindfulness in Education (Ages 4–11 Years) Mindfulness is a particular way of paying attention to internal thoughts, sensations, emotions, and external stimuli with kindness. Practicing mindfulness in educational settings promotes selfregulation and metacognition while enhancing attention and decreasing stress. In this workshop, you will learn activities to use in your classroom to support classroom instruction, community building, and social-emotional learning. We will also explore the history of mindfulness, current mindfulness research, and the impact it has on our minds and bodies. For teachers, administrators, parents, caregivers, child life specialists, and museum educators. Instructor: Gregory David Online August 5 Wednesday, 10:00 AM–4:00 PM EDT 5 CTLE and .5 CEU $295 (not offered for credit) Registration Deadline: 7/8 TEWS827N Questioning Techniques and Meaningful Feedback That Shapes Cognitive Rigor (Ages 3–8 Years) Participants will explore how cognitive rigor is shaped from questioning techniques and meaningful feedback. We will practice techniques based on theories of Bloom’s Taxonomy, Howard Gardner, and John Dewey to learn how to create and implement Higher Order Thinking Skill (HOTS) questions into lesson plans and apply meaningful feedback that is targeted, specific, and gets results. This workshop will navigate the relationship between theory and practice in preschool and elementary programs. Underlying all this will be an emphasis on nurturing teachers through guiding discovery of strengths and answering questions through concrete experiences. Instructor: Heidi Star NEW

“ I came away with concrete ways to incorporate investigations, activities, and amazing resources for improving my teaching.” —Teacher, 15+ years

Online July 30 Thursday, 9:00 AM–3:00 PM EDT 5 CTLE or .5 CEU $295 (not offered for credit) Registration Deadline: 7/23

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MIDDLE SCHOOL AND EARLY ADOLESCENCE Courses that meet for 4 hours or less are synchronous. Longer classes may include asynchronous components and will meet synchronously within the time frame specified. Scheduling details will be emailed before the course start date. Directions for accessing the online course will be emailed upon registration.

TEWS671N Clarifying Comprehension: Practical Strategies for Educators (Grades 1–5) Teaching students to understand what they read is one of the most challenging tasks for teachers; however, there are numerous strategies that offer ways to increase student engagement in the reading process. This workshop covers schema and how to activate it; types of text and how to best teach the differences; ways to instruct with visualization techniques, using Question/Answer/Response (QAR), Think Aloud, Reciprocal Teaching, Retellings (oral and written) for narrative and expository text and how to use it for gleaning information about student process; and ways to teach inferences from text. Please bring some stories or books you are using in your classroom. Instructor: Laurie Rabinowitz Online July 13 Monday, 9:00 AM–4:00 PM EDT 6 CTLE or .6 CEU $295 (not offered for credit) Registration Deadline: 7/6 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. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers). Instructor: Ginny O’Hare Perrin Online August 10, 11, 12, and 13 Monday, Tuesday, Wednesday, and Thursday, 9:00 AM–5:00 PM EDT 24 CTLE or 2 CEU $830 / 2 credits $3,320 Materials Fee: $110 (includes required text and shipping) Registration Deadline: 7/27

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 Online July 10 and 17 Fridays, 10:00 AM–1:00 PM EDT 6 CTLE or .6 CEU $295 (not offered for credit) Registration Deadline: 7/3 TEWS712N Mindfulness in Education (Ages 4–11 Years) Mindfulness is a particular way of paying attention to internal thoughts, sensations, emotions, and external stimuli with kindness. Practicing mindfulness in educational settings promotes selfregulation and metacognition while enhancing attention and decreasing stress. In this workshop, you will learn activities to use in your classroom to support classroom instruction, community building, and social-emotional learning. We will also explore the history of mindfulness, current mindfulness research, and the impact it has on our minds and bodies. For teachers, administrators, parents, caregivers, child life specialists, and museum educators. Instructor: Gregory David Online August 5 Wednesday, 10:00 AM–4:00 PM EDT 5 CTLE and .5 CEU $295 (not offered for credit) Registration Deadline: 7/8

“ I had a little bit of OG training, but I always felt like I wasn’t doing something quite right, and I really needed this refresher! It just clarified everything for me and put it into place.” —Tutor, 8 years in education

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CAREER DEVELOPMENT Courses that meet for 4 hours or less are synchronous. Longer classes may include asynchronous components and will meet synchronously within the time frame specified. Scheduling details will be emailed before the course start date. Directions for accessing the online course will be emailed upon registration. LANG 760N 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. The benefits of learning ASL include the following: • 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 Online Sessions: July 6, 7, 8, and 9 Monday, Tuesday, Wednesday, and Thursday, 5:00 PM–8:30 PM EDT 13 CTLE or 1.3 CEU $425 / 1 credit $1,660 * Registration Deadline: 6/29 Fulfills 1 credit towards language prerequisite LANG 761N American Sign Language: Module Two This course offers an immersion approach to American Sign Language in communication with deaf persons. The course builds on Module One and is designed to provide students with an essential fundamental knowledge of the language, its culture, and its grammatical principles. Prerequisite: LANG 760N or permission of instructor. Instructor: Carole Lazorisak Online Sessions: July 13, 14, 15, and 16 Monday, Tuesday, Wednesday, and Thursday, 5:00 PM–8:30 PM EDT 13 CTLE or 1.3 CEU $425 / 1 credit $1,660 Registration Deadline: 7/6 Fulfills 1 credit towards language prerequisite LANG 762N American Sign Language: Module Three This course is the third and most advanced module of the American Sign Language series. Sessions led by an educator who is herself deaf continue the immersion approach to American Sign Language. The course builds on the skills and abilities developed in the first two modules, further extending knowledge of the language, its culture, grammatical principles, and skill in communication. Prerequisite: LANG 762N or permission of instructor. Instructor: Carole Lazorisak Online Sessions: July 20, 21, 22, and 23 Monday, Tuesday, Wednesday, and Thursday, 5:00 PM–8:30 PM EDT 13 CTLE or 1.3 CEU $425 / 1 credit $1,660 Registration Deadline: 7/13 Fulfills 1 credit towards language prerequisite 10 I graduate.bankstreet.edu/cps

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 Online July 6–27 (7 sessions) Mondays and Thursdays, 5:00 PM–7:00 PM EDT 14 CTLE or 1.4 CEU $460 (not offered for credit) Registration Deadline: 6/29 TEWS810N The Writer’s Lab for Unpublished Authors 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. Occasional guest speakers from the publishing world will join the group to discuss different aspects of writing, such as writing from an illustrator’s perspective or to provide personal viewpoints on the writer’s experience. Instructor: Amy Hest Prerequisite: Finding Your Voice (listed above) or submit a manuscript in progress. Inquiries and manuscripts should be emailed to cps@bankstreet.edu by June 26, 2020. 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. Online July 7, 21 and August 4 (3 sessions) Tuesdays, 5:00 PM–7:00 PM EDT 6 CTLE or.6 CEU $295 (not offered for credit) Registration Deadline: 6/30 (Registration is limited and manuscripts must be submitted by 6/26) NEW TEWS829N Strategies and Support for Lead Teachers (Preschool–Grade 5) This workshop is geared towards educators who have recently assumed the role of head teacher or co-teacher and are looking for strategies to help embrace the role while supporting a teaching team, students, and families in the year ahead. Participants will leave this workshop:

• with the ability to clearly identify a vision for the school year ahead and be able to articulate that vision to your teaching team • with supports to help implement systems for communicating with parents and specialists, plan curriculum, and collaborate effectively with your team during the year • strategies in place to offer feedback to your teaching team throughout the year and receive feedback from your team to aid in your growth as a head/lead teacher

This course is intended for teachers with less than five years experience as a head or co-teacher, but even more experienced professionals will come away with new techniques to add to their repertoire. This workshop includes two follow-up online sessions in the fall semester. Instructor: Tara Kirton Online July 16 and 17 Thursday and Friday, 9:30 AM–12:00 PM EDT 5 CTLE or .5 CEU $295 (not offered for credit) Registration Deadline: 7/9 NEW TEWS830N Picture Book Workshop If you’ve ever thought: I’ve 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. Participants should come to class with at least the beginnings of a story. Instructor: Amy Hest

Online July 29 and 30 Wednesday and Thursday, 10:00 AM–11:30 AM EDT 3 CTLE or .3 CEU $170 (not offered for credit) Registration Deadline: 7/22

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LEADERSHIP Courses that meet for 4 hours or less are synchronous. Longer classes may include asynchronous components and will meet synchronously within the time-frame specified. Scheduling details will be emailed before the course start date. Directions for accessing the online course will be emailed upon registration.

LEAD528N Dynamic Leadership: Inspiring and Supporting Your Teaching Faculty (Ages 3–10) This course is designed for administrators, program directors, and emerging leaders working with early childhood/early elementary programs. 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 will include creating positive school culture, exploring effective ways to use meeting and professional development time, and maximizing on the potential of physical space in an educational setting. Instructor: Elizabeth McKenna Online July 23 and 24 Thursday and Friday, 9:00 AM–4:30 PM EDT 12 CTLE or 1.2 CEU $425 / 1 credit $1,660 Registration Deadline: 7/16

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TEWS672N Working Effectively With Your Teaching Team (Preschool– Grade 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 Online July 29 and 30 Wednesday and Thursday, 9:30 AM–3:00 PM EDT 12 CTLE or 1.2 CEU $425 (not offered for credit) Registration Deadline: 7/22

CERTIFICATION SUPPORT AND STATE-MANDATED TRAININGS Courses that meet for 4 hours or less are synchronous. Longer classes may include asynchronous components and will meet synchronously within the time frame specified. Scheduling details will be emailed before the course start date. Directions for accessing the online course will be emailed upon registration. A device with a high-speed internet connection is required. A microphone and video camera are highly recommended. All course times are provided in Eastern Standard Time. PLEASE NOTE: Registrants should make sure to log into these courses at or before the specified start time. No one will be allowed to participate in any of the State-mandated Workshops after the posted start time. Those who log in late are not eligible for a transfer or refund. EDTPA501N edTPA Informational Workshops This two hour online workshop will outline the edTPA requirements. You will leave with a clear understanding of the process and a suggested timeline of activities. Participation in one of these information sessions is required to participate in the edTPA Support Workshop scheduled in Fall 2020. Section 1 Online Session: July 16 Thursday, 6:00 PM–7:00 PM EDT Registration Deadline: 7/9 Section 2 Online Session: August 6 Thursday, 6:00 PM–7:00 PM EDT Registration Deadline: 7/30 Fee: $35 (not offered for CTLE hours) Fee is waived for matriculated students at Bank Street College TEWS500N State-mandated Training in Child Abuse Identification and Reporting All licensed professionals working with children under 18 years of age are required by New York State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. The New York State Certificate of Completion will be issued to all registrants who attend the full two-hour session. Instructor: Christine Low Online Session: July 30 Thursday, 5:15 PM–7:15 PM EDT Fee: $75 Registration Deadline: 7/23 TEWS501N State-mandated Training on School Violence Prevention Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. The New York State Certificate of Completion will be issued to all registrants who attend the full twohour session. Section 1 Online Session: July 15 Tuesday, 5:15 PM–7:15 PM EDT Instructor: Ana Lisa Tiburcio Registration Deadline: 7/8 Section 2 Online Session: August 6 Wednesday, 5:15 PM–7:15 PM EDT Instructor: Erin Baer Registration Deadline: 7/30 Fee for any one section: $75

TEWS708N State-mandated Training: Dignity for All Students Anyone applying for certification during or after the Fall 2013 semester must complete six hours of training on the social patterns of harassment, bullying, and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors. Section 1 Part I: 3-hour asynchronous online component- must be completed by 11:55 PM on 6/11 Part II: Synchronous online June 16 Tuesday, 5:15 PM–8:15 PM EDT Instructor: Bisola Neil Registration Deadline: 6/7 Section 2 Part I: 3-hour asynchronous online component- must be completed by 11:55 PM on 7/7 Part II: Synchronous online July 13 Monday, 5:15 PM–8:15 PM EDT Instructor: Lauren Kaplan Registration Deadline: 6/30 Section 3 Part I: 3-hour asynchronous online component- must be completed by 11:55 PM on 7/26 Part II: Synchronous online July 30 Thursday, 5:15 PM–8:15 PM EDT Instructor: Lauren Kaplan Registration Deadline: 7/22 Section 4 Part I: 3-hour asynchronous online component- must be completed by 11:55 PM on 8/5 Part II: Synchronous online August 10 Monday, 5:15 PM–8:15 PM EDT Instructor: Ana Tiburcio Registration Deadline: 8/2 Fee for any one section: $140 NOTE: You must complete the online session (Part I) by the date and time listed for each section and attend the synchronous online session (Part II). Workshops start promptly. You must log in prior to the posted start time for the synchronous online 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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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). 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 NYU. She holds a BS in Psychology from Brooklyn College, City University of New York. 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. Elaine Chu earned a MSEd from Bank Street College of Education and a Certificate in Arts Administration from New York University. 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. Greg David holds a master’s degree in English from NYU and an MSEd from Bank Street in Childhood Special and General Education. He received a BS in Economics from the Wharton School, as well as BA in English from the University of Pennsylvania. 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. Tara Kirton holds an MSEd in Early Childhood Special and General Education from Bank Street College and an MA in Public Communications from Fordham University. Her BA is from the State University of New York at Albany in English. Lesley Koplow has 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. 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, D.C. 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. Alison Arthur May 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. Her BA is in Philosophy and the Political Thought/Environmental Studies from Muhlenberg College in Allentown, PA.

Elizabeth McKenna holds a Columbia University Coaching Certificate offered by the Teachers College, Columbia University Coaching Certification Program, 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. Bisola Neil earned her PhD in Urban Education with an emphasis on Mathematics Education from The Graduate Center, City University of New York. Her MS from Bank Street College is in Education Leadership in mathematics and her MA in Mathematics Education in Middle School Settings is from The City College of New York (CUNY). Her BS in Public Affairs Management is from Baruch College, CUNY. Ginny O’Hare Perrin has an MSEd in Special Education from Bank Street College. Soyoung Park holds a PhD in Curriculum Studies and Teacher Education from Stanford Graduate School of Education, Stanford, CA. Her MPS is in Early Childhood and Special Education from Manhattanville College, Purchase, NY. She earned her BA in Sociology from Brown University. Laurie Rabinowitz is a doctoral candidate in Curriculum and Teaching at Teachers College, Columbia University. She holds an MA in Education Leadership from New York University and a MS in Special Education from Hunter College. She earned her undergraduate degree in Art History from Barnard 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. 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. Heidi Star is currently director of curriculum and instruction for Head Start in the South Bronx, NYC. She has worked for over 25 years in the field of education as a NYC public school teacher, childcare program director, coach, and adjunct instructor at Bank Street College and Pacific Oaks College in CA. Starr holds a bachelor of science degree in business administration from SUNY College at Old Westbury and a master’s degree in early childhood and elementary education 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. Holly Thomas holds a M.S. degree in Speech-Language Pathology from Teachers College, Columbia University. She also holds a B.S. degree from Northwestern University’s School of Communication. 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. Ronald Woo has an MA in Applied Linguistics/TESOL from New York University and a JD from Brooklyn Law School.

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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

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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 Fax: 212-875-4777

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

REGISTER FOR SUMMER 2020 ONLINE PROGRAMS WHY STUDY AT BANK STREET? Whether we are online or at Bank Street, our programs provide methods for turning theory into practical applications you can bring into your own classrooms and online learning platforms. Learn from our expert faculty alongside a community of educators to: • • • •

Advance your career. Earn credits toward your professional requirements. Network and share ideas with other educators. Gain new skills in support of your practice.

SUMMER COURSES ARE FILLING NOW Bank Street Continuing Professional Studies enrolls students on a first-come, first-served basis until all spaces are filled. Check the registration deadline by each course description to avoid a late fee.

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