EXPLORE OUR SHORT-FORMAT WORKSHOPS Courses for Early Childhood, Childhood, and Early Adolescence Courses for Career Development Certification Support & State-Mandated Trainings CONTINUING PROFESSIONAL STUDIES FALL 2022 COURSE GUIDE
Sincerely,
Dear Educators, CPS is excited to partner with Bank Street’s Leadership Program to offer Saturday Math, a series of workshops where teachers, administrators, curriculum enthusiasts, and other colleagues come together to explore mathematical thinking and discuss issues related to teaching and learning mathematics. Each facilitated session consists of interactive activities and discussions. You will leave with resources and ideas to try out in your own practice on Monday.
With the exception of The Youngest Scientist (p. 3) in December, fall courses are all offered online. One of the bright spots for me in the past two years has been the diversity of participants that online programming has allowed to grow. We heard from so many of you that you appreciate the accessibility of online classes, and we look forward to your continuing participation. For those who miss the dedicated time and space that comes with on-campus programming, we will offer many classes in both online and on-campus formats going forward. For example, Behavior Management (p. 4), The Reggio-Emilia Approach (p. 3), and The Essential Orton-Gillingham (p. 4) are offered online this fall and will be offered on-campus next summer. Do you have feedback for us on scheduling? Contact cps@bankstreet.edu or call me at 212-875-4707. I would love to hear from you.
Joy Director,EllebbaneContinuing Professional Studies A MESSAGE FROM THE DIRECTOR
IN THIS ISSUE 1 SATURDAY MATH WORKSHOPS 2 EARLY CHILDHOOD 3 CHILDHOOD 5 EARLY ADOLESCENCE 5 CAREER DEVELOPMENT 6 STATE-MANDATED TRAINING WORKSHOPS 8 OUR FACULTY 9 POLICY AND PROCEDURES
March 4 (online): 10:00 AM–12:00 PM Algebraic Thinking (continued)
Fee per session: $25 Eligible for 2 or 3 CTLE hours. Documentation will be provided upon request after May 6th.
Explore strategies in these workshops to change students’ expectations so both you and your students can become friends with fractions. While these workshops will build upon the previous one, they can be taken individually.
When does fractional thinking start? Does it ever end? Why is fraction work important? What is it about fractions that can make both adults and children cringe? How do you create a strong foundation in thinking about fractions and how do you build upon that foundation? Students engage in algebraic thinking from a very young age but they have trouble connecting what they have done in elementary school with what they are doing in their first algebra class in 8th or 9th grade.
Instructors: Nancy Buck and Math Leadership Students
May 6 (on campus*): 10:00 AM–1:00 PM
*COVID-19 vaccination and a booster are required for on-campus programs.
SATURDAY WORKSHOPSMATH
October 1 (on campus*): 10:00 AM–1:00 PM Fraction NovemberWork5(online): 10:00 AM–12:00 PM Fraction Work (continued)
December 3 (online): 10:00 AM–12:00 PM Where Does Algebra Start?
Manipulatives: Unorganized Mess or Helpful Learning Tool?
November 7, 9, 14, 16 | Online*
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TEWS861N
Making: One Way to Create More Inclusive Classrooms (Preschool–Grade 5) Project-based making starts with students’ interests and skills, allows them to be seen more dynamically, and bridges home and school learning. It allows students to see themselves as people who, through tinkering, can have an impact over systems and objects in their world. This course will help you create the conditions in which your students can explore their individual talents in order to design their own projects. Participants will explore ways in which projects can be facilitated with accessibility (low floors) and possibility (high ceilings) for all students and how to identify the benchmark skills that are being taught and learned within each project. Instructor: Kelly Bird
The early childhood program founded in Reggio-Emilia, Italy incorporates an emphasis on the learning environment, process vs. product, developmentally appropriate practice, and the importance of the community of learners. Much of this philosophy reflects the culture of the Italians and is difficult to recreate in the United States. This course is meant to provide an introduction to the approach and will attempt to bridge the Reggio-Emilia theory with American culture. We will view the Reggio-Emilia approach as a means to combat the push-down curriculum, competition, product over process, and the jumping/skipping of learning stages we are now experiencing in this country. Instructors: Patricia Watkins and Rafa Pérez–Segura
Children who have learned to normalize vulnerability operate with resilience, confidence, and a growth mindset. This workshop outlines how games, work-sharing protocols, connection circles, and other techniques can inspire children to share openly with—and support— one another. A digital folder of practical resources will be shared with you after each session.
TEWS851N
Normalizing Vulnerability in the Classroom: Strategies to Inspire Children to Take Social, Emotional, Academic Risks (Grades K–8)
EARLY CHILDHOOD
TEWS855N Designing Environments and Activities that Support Resilience (Preschool–Grade 2) The pandemic forced many to think about the ways trauma affects children’s lives. This workshop will focus on trauma and resilience, taking a deep look at how the body reacts to trauma and the impact on development. Participants will learn strategies that focus on the development of supportive environments, practices, and asset-based tools that reflect children’s strength and their ability to strengthen resilience leading to healing.
Instructor: Genevieve Lowry
December 7 | Online Wednesday, 7:00 PM–8:30 PM ET 2 CTLE or .2 CEU $35 Registration Deadline: 11/30
December 5 and 7 | Online Monday and Wednesday, 6:30 PM–8:45 PM ET 5 CTLE or .5 CEU $295 Registration Deadline: 11/28
Instructor: Lily Howard Scott
TEED654N
The Reggio-Emilia Approach: From Theory to Practice (Ages Infant–5 Years)
Mondays/Wednesdays, 7:00 PM–9:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 10/31 *Class includes asynchronous work
December 12 and 14 | Online Monday and Wednesday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195 Registration Deadline: 12/5
*Class includes asynchronous work
December 2 and 3 | On Campus* Friday, 4:45 PM–9:30 PM ET Saturday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 11/22
• Supporting English language learners
*Vaccination and a booster are required for on campus programs.
SETE508N Behavior Management Strategies for the Classroom Teacher (Pre-K–Grade 8) Good classroom management is at the heart of effective teaching. This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. It includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for educators with less than five years experience, but more experienced professionals will also come away with new techniques to add to their repertoire.
Instructor: Ginny O’Hare Perrin December 6, 8, 13 and 15 | Online* Tuesday and Thursdays, 6:30 PM–9:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 11/29 *Class includes asynchronous work TEWS855N Designing Environments and Activities that Support Resilience (Preschool–Grade 2) The pandemic forced many to think about the ways trauma affects children’s lives. This workshop will focus on trauma and resilience taking a deep look at how the body reacts to trauma and the impact on development. Participants will learn strategies that focus on the development of supportive environments, practices, and assetbased tools that reflect a child’s strength and ability to strengthen resilience leading to healing. Instructor: Genevieve Lowry December 7 | Online Wednesday, 7:00 PM–8:30 PM ET 2 CTLE or .2 CEU $35 Registration Deadline: 11/30 TEWS861N Making: One Way to Create More Inclusive Classrooms (Preschool–Grade 5) Project-based making starts with students’ interests and skills, allows them to be seen more dynamically, and bridges home and school learning. It allows students to see themselves as people who, through tinkering, can have an impact over systems and objects in their world. This course will help you create the conditions in which your students can explore their individual talents in order to design their own projects. Participants will explore ways in which projects can be facilitated with accessibility (low floors) and possibility (high ceilings) for all students and how to identify the benchmark skills that are being taught and learned within each project.
Instructor: Holly Thomas
• Center-based, large and small group instruction
Instructor: Jenny Ingber
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TEWS693N Sounds in Motion: The Development of Auditory Perception and Early Literacy Through the Use of Body Movements (Pre-K–Grade 1) This workshop is designed to teach educators a unique, engaging, and effective program that helps early learners in both regular and special education classes acquire phonemic awareness, listening, early literacy, vocabulary, and articulation skills through the use of body movements. The program has been shown to be beneficial to children who are English Language Learners and students who qualify for Title 1 schools. You will learn body movements for 40 phonemes, along with techniques for teaching developmental listening and language skills.
• Methods of supporting children’s emerging phonemic, phonological, and print awareness
• How to create meaningful writing experiences
Instructor: Tali Berkovitch
Instructor: Kelly Bird December 5 and 7 | Online Monday and Wednesday, 6:30 PM–8:45 PM ET 5 CTLE or .5 CEU $195 Registration Deadline: 11/28
CHILDHOOD
TEED531N The Youngest Scientists: Hands-on Adventures (Ages 3–8 Years)
TEED630N Supporting Emergent Literacy in the Classroom (Ages 3–5 Years) This course will help you meet the literacy standards for pre-K programs in a developmentally appropriate fashion. We will explore:
• Ways to read aloud effectively
graduate.bankstreet.edu/cps
November 8 | Online Tuesday, 10:00 AM–4:00 PM ET 6 CTLE or .6 CEU $225 Materials Fee: $80 (includes required materials and shipping) Registration Deadline: (10/26. Late registration accepted before 11/1)
• The role of classroom routines and environment
• Children’s expressive and receptive language skills and the components of literacy development
Bring out the inner scientist in your students and yourself with this course, which includes a wide range of easy-to-do scientific experiments and activities. Using familiar, easily obtainable materials and simple hands-on exercises that illustrate scientific principles, you can learn to make science both accessible and intriguing to children of any age. Some areas covered include: using your senses and scientific tools, science in the air, approaching art and cooking as science, studying living things, and additional adventures in chemistry, physics, electricity, and magnets. The session will address the current educational situation in New York City and the United States and will include strategies and techniques for remote learning.
November 28 and 30, December 5 and 7 | Online* Mondays and Wednesdays, 7:00 PM–9:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 11/21
Instructor: Jenny Ingber
*Class includes asynchronous work TEED531N
*Vaccination and a booster are required for on campus programs.
The Youngest Scientists: Hands-on Adventures (Ages 3–8 Years)
—Participant,
December 2 and 3 | On Campus* Friday, 4:45 PM–9:30 PM ET Saturday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710
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“This class inspired me to think more creatively in my classes and be resourceful and intentional with collecting and laying out open ended materials.” The Reggio-Emilia Approach
Bring out the inner scientist in your students and yourself with this course, which includes a wide range of easy-to-do scientific experiments and activities. Using familiar, easily obtainable materials and simple hands-on exercises that illustrate scientific principles, you can learn to make science both accessible and intriguing to children of any age. Some areas covered include: using your senses and scientific tools, science in the air, approaching art and cooking as science, studying living things, and additional adventures in chemistry, physics, electricity, and magnets. The session will address the current educational situation in New York City and the United States and will include strategies and techniques for remote learning.
Instructor: Lily Howard Scott December 12 and 14 | Online Monday and Wednesday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195 Registration Deadline: 12/5
TEED654N
TEWS851N Normalizing Vulnerability in the Classroom: Strategies to Inspire Children to Take Social, Emotional, and Academic Risks (Grades K–8) Children who have learned to normalize vulnerability operate with resilience, confidence, and a growth mindset. This workshop outlines how games, work-sharing protocols, connection circles, and other techniques can inspire children to share openly with—and support— one another. A digital folder of practical resources will be shared with you after each session.
Instructors: Patricia Watkins and Rafa Pérez–Segura November 7, 9, 14, 16 | Online* Mondays/Wednesdays, 7:00 PM–9:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 10/31 *Class includes asynchronous work
Registration Deadline: 11/22
The Essential Orton-Gillingham (Grades 1–6)
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.
SPED585N
The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in the Orton-Gillingham techniques and translates high-interest comprehension activities into literacy programs. This is a fast-paced, highly structured class intended for experienced educators. Direct all questions to cps@bankstreet. edu. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers). Instructor: Ginny O’Hare Perrin
November 6, 13, 19, and 20 | Online* Sunday, November 6, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET Sunday, November 13, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET Saturday, November 19, 9:00 AM–12:00 PM ET Sunday, November 20, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,420 Materials Fee: $110 (includes required text+ shipping) Registration Deadline: 10/26
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.
TEWS598N
*Class includes asynchronous work SPED585N
Instructor: Amy Hest November 2, 9, 16, and 30, December 7 and 14 | Online Wednesdays, 5:00 PM–7:00 PM ET 14 CTLE or 1.4 CEU $460 Registration Deadline: 10/26 TEWS810N The Writer’s Hub: Fine-tuning Your Story in a Supportive Community
The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in the Orton-Gillingham techniques and translates high-interest comprehension activities into literacy programs. This is a fast-paced, highly structured class intended for experienced educators. Direct all questions to cps@bankstreet. edu. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers).
graduate.bankstreet.edu/cps
November 6, 13, 19, and 20 | Online* Sunday, November 6, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET Sunday, November 13, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET Saturday, November 19, 9:00 AM–12:00 PM ET Sunday, November 20, 9:00 AM–12:00 PM ET & 6:00–9:00 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,420 Materials Fee: $110 (includes required text+ shipping) Registration Deadline: 10/26 *Class includes asynchronous work
SETE508NADOLESCENCEEARLY
Behavior Management Strategies for the Classroom Teacher (Pre-K–Grade 8)
Instructor: Ginny O’Hare Perrin
December 6, 8, 13 and 15 | Online* Tuesday and Thursdays, 6:30 PM–9:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,710 Registration Deadline: 11/29
“I learned how important it is to take a multi-sensory approach when teaching reading.”
—Participant, The Essential Orton-Gillingham
DEVELOPMENTCAREER
The Essential Orton-Gillingham (Grades 1–6)
Good classroom management is at the heart of effective teaching. This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. It includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for educators with less than five years experience, but more experienced professionals will also come away with new techniques to add to their repertoire.
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.
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 October 27, November 17, December 15, January 5 and 26 | Online Thursdays, 5:00 PM–7:00 PM ET 12 CTLE or 1.2 CEU $390 Registration Deadline: xx/xx (Registration is limited. Early registration is suggested.)
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Instructor: Ginny O’Hare Perrin
All licensed professionals working with children under 18 years of age are required by New York State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. The New York State Certificate of Completion will be issued to all registrants who attend the full two-hour session.
Section 1 November 22 | Online Tuesday, 5:15 PM–7:15 PM ET
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“I came away with ideas for how to incorporate everyone’s own individuality and culture in and out of a classroom.” —Participant, Dignity for All Students
TEWS500N
Instructor: Christine Low Fee: Registration$75 Deadline: 12/5 Section 3 January 12 | Online Thursday, 7:15 PM–9:15 PM ET
PLEASE NOTE: Registrants should make sure to log into this course 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. This is an interactive workshop, we expect your video to remain on during the course.
State-Mandated Training in Child Abuse Identification and Reporting
CERTIFICATION SUPPORT AND STATE-MANDATED TRAININGSTEWS501N
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.
Instructor: Deborah Vilas Fee: Registration$75 Deadline: 11/15 Section 2 December 12 | Online Monday, 6:30 PM–8:30 PM ET
Instructor: Deborah Vilas Fee: Registration$75 Deadline: 1/5
Section 1 November 17 | Online Thursday, 5:15 PM–7:15 PM ET Instructor: Lauren Hyman Kaplan Fee: Registration$75 Deadline: 11/10 Section 2 December 14 | Online Wednesday, 6:30 PM–8:30 PM ET Instructor: Ana Tiburcio Fee: Registration$75 Deadline: 12/7 Section 3 January 9 | Online Monday, 5:30 PM–7:30 PM ET Instructor: Lauren Hyman Kaplan Fee: Registration$75 Deadline: 1/5
Instructor: Nancy Buck
Section 1 Part I: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 11/20 Part II: November 28 | Online Synchronous Session Monday, 5:30 PM–8:30 PM ET
Instructor: Lauren Hyman Kaplan Fee: Registration$140 Deadline: 11/15 Section 2 Part I: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 12/8 Part II: December 13 | Online Synchronous Session Tuesday, 5:15 PM–8:15 PM ET
TEWS708N State-Mandated Training: Dignity for All Students Anyone applying for certification during or after the Fall 2013 semester must complete six hours of training on the social patterns of harassment, bullying, and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors. Due to the COVID-19 pandemic, New York State has approved part II to be held in a live, synchronous session online. Sessions will be held on Zoom until New York State requires workshops to be held on campus.
MATH502N Mathematics Support for the NYS Teacher Certification Exam (Birth Grade 2) This online workshop will prepare participants for the mathematics in the Multi-subject: Teachers of Early Childhood (Birth-Grade 2) New York State Teacher Certification Exam, focusing on the Operations and Algebraic Thinking and the Measurement, Geometry, and Data sections. The goal of the synchronous sessions is to provide students with instruction on understanding content and engaging students in problem-solving in a supportive, online environment. The asynchronous activities and videos are designed to provide additional instruction and support based on students’ levels of comfort with the topics. Topics are also relevant to the Grades 1–6 NYSTCE, although they were designed for the Birth–2nd grade test. (Fee is waived for matriculated students at Bank Street College.)
January 3, 4, 5, 11, and 12 | Online Tuesday, Wednesdays, and Thursdays, 7:00–9:00 PM ET 5 CTLE or .5 CEU $200 (Free for matriculated students) Registration Deadline: 12/20
Instructor: Lauren Hyman Kaplan Fee: Registration$140 Deadline: 12/4 Section 3 Part I: Part I: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 1/8 Part II: January 11 | Online Synchronous Session Wednesday, 5:45 PM–8:45 PM ET
graduate.bankstreet.edu/cps
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Instructor: Ana Tiburcio Fee: Registration$140 Deadline: 1/3 NOTE: You must complete the self-paced, asychronous session (Part I) by the date and time listed for each section and attend live, online (Part II). Workshops start promptly. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and are not eligible for a transfer or refund. Students who do not complete both Part I and Part II are not eligible for a transfer or refund. Withdrawals or transfer requests made in writing are subject to a $15 change fee and will be accepted up to the registration deadline.
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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.
Rafa Perez-Segura received his Masters in Elementary Education with a Spanish/Bilingual authorization from Stanford University’s Graduate School of Education.
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.
Nancy Buck earned her MA in Math from University of North Carolina Greensboro and her MAT in Math Education from Bard College. She completed the Math Leadership program at Bank Street College, and she earned her EdD in Organizational Leadership from University of Dayton, OH.
Charlene Marchese earned an EdD in Early Childhood Elementary Education, specializing in Mathematics Education from Rutgers University, and a MEd in Leadership in Mathematics Education from Bank Street College. Her BA in Elementary Education is from Rutgers University.
Deborah B. Vilas, MS, CCLS, LMSW, is an educator, child life specialist, social worker, writer, public speaker, and consultant whose passion is anything that supports children’s development and healing in the face of everyday life or trauma. She earned an MSW from New York University and MSEd from Bank Street College of Education.
Pat Watkins holds a dual master’s degree in Early Childhood Education and Special Education from Fordham University.
Ginny O’Hare Perrin has an MSEd in Special Education from Bank Street College and a BA in Child Psychology and Education from Swarthmore College.
Holly Thomas, MS, CCC-SLP, holds a BS from Northwestern Univer sity’s School of Speech and an MS in Speech-Language Pathology from Teachers College, Columbia University.
Lauren Hyman Kaplan holds an MA in Counseling from New York University and a BA in Psychology from Emory University.
Ana Lisa Tiburcio earned an MS in Social Work from The City University of New York’s Hunter College School of Social Work and holds a BA in Psychology with a minor in Children’s Studies from The City University of New York’s Brooklyn College.
Genevieve Lowry, MSEd, CEIM, CCLS, has a master’s degree in Education from Fordham University and her bachelor’s degree in Early Childhood Education and Child Life from Wheelock College.
For more details, visit graduate.bankstreet.edu/cps.
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.
OUR FACULTY
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.
Jenny Ingber, PhD, earned her PhD from Teachers College, Columbia University in Science Education and her MA in Teaching Chemistry (7–12) from New York University. Her BS in Biology is from the University of Miami, Coral Gables, FL Christine Low has an MSW in Social Work from Columbia University. She has been a licensed social worker since graduation. Between 1991 and 2004 she was licensed as a CSW. She received her LCSW in 2004, when that licensing option began.
• 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.
graduate.bankstreet.edu/cps
“I am fascinated by science and wanted to learn a few ideas for teaching scientific methods to young children in a playful and curious setting.” The Youngest Scientist (p. 3)
• Registration received after the posted registration deadline is subject to a $25 late registration fee.
• 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.
• 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.)
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.
• Children are not permitted in class and may not be left unattended on Bank Street College property.
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.
—Participant,
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.
• There is no registration fee for courses taken for CEU.
• 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
• Change from credit to CEU/Audit will be accepted up until (but no later than) the beginning of the second class session.
• 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.
POLICY AND PROCEDURES
• 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.
Registration Fees
• Tuition & fees are subject to approval by the Bank Street College Board of Trustees.
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Phone: 212-875-4649
Non-profit Org. U.S.PAIDPostage New York, NY Permit No. 6679 REGISTER FOR FALL ONLINE AND ON-CAMPUS graduate.bankstreet.edu/cpsCOURSES Bank Street College (#1321) is a registered sponsor of New York State CTLE hours. Teaching Kindergarten Conference: Where Did the Garden Grow? Thinking, Exploring & Rebuilding Together Friday, March 3, 5:30-8:30 PM, ET Saturday, March 4, 10:30 AM -3:30 PM ET SAVEgraduate.bankstreet.edu/kindergarten-conferenceTHEDATE!
Continuing Professional Studies Bank Street College of Education 610 West 112th Street New York, NY 10025-1898
