A MESSAGE FROM THE DIRECTOR
Dear Educators,
The start of another school year is approaching with all the excitement, promise, and joyful chaos that begins each fall. As you build your school and classroom communities, how do children arrive? Are they bubbling into the classroom full of energy? Are they sleepy-eyed, anxious, or needing support to be fully engaged? Do you have surly teens and preteens in your care? As you and your students settle in, how are you building your own community?
We encourage you to take a look at our fall offerings to find some inspiration. You can learn new strategies for building community in workshops like Culturally Responsive Practice to Foster Resilience (p. 4), Bite-Size Phrases that Transform How Kids Think, Feel, and Achieve at School (p. 5 and 7), Engaging Young Children in Classroom Discourse Through Culturally Responsive Language (p. 6), Behavior Management Strategies for the Classroom Teacher (p. 5 and 7), and Restorative Practices in the Early Grades (p. 6).
You can find ideas to refresh your practice with Sounds In Motion (p. 4), Motor Play to Enhance Growth in the Classroom (p. 4), The Youngest Scientist (p. 4 and 6), Finding the Fun in FUNdations (p. 6), and The Essential Orton-Gillingham (p. 5 and 7 ).
And we hope you’ll join us December 6 for the annual Emotionally Responsive Schools Conference to learn supportive techniques for building safe and nurturing school communities.
All of these opportunities can help you expand your professional community and network, including the Saturday Math series and our new Professional Development Mini-Conference for a day of learning on January 27, 2025. Join the mailing list and request topics at graduate.bankstreet.edu/pd-conference.
Here’s to a new year with new colleagues, new friends and new learning opportunities! We hope you’ll join the Bank Street community and take advantage of some of these offerings.
Sincerely,
Joy Ellebbane Director, Continuing Professional Studies
SPECIAL EVENTS
Saturday* Math
Welcome to Saturday Math, a place where teachers, administrators, curriculum enthusiasts, and other colleagues do, learn, and talk about math together. *Now on Thursdays, too
The sessions in 2024-2025 progress from counting to algebra and create throughlines to map the journey. We’ll also give some insight on how to support students who are not there yet in any given topic. Join us to help make connections across the PK–9 curriculum. We hope to see you there!
MATH504NFAC24
Saturday, September 28: 10:00 AM–1:00 PM ET | On Campus
Counting or Cardinality? Explore how we make sense of learning how to count and get ideas to support students who need more time to make sense of these ideas and learn how to identify when older children need more time to revisit these ideas.
MATH505NFAC24
Thursday, December 5: 5:30 PM–7:30 PM ET | Online
Addition and Subtraction Explore how these two operations develop from making 10 to working with fractions and decimals. We will explore the connections between the big ideas from these topics and the big ideas in algebra.
Fee per session: $25
While each section will build upon the previous one, they can be taken individually. Eligible for CTLE hours. Documentation provided upon request to cps@bankstreet.edu.
Emotionally Responsive Schools Conference
Honoring 25 Years of Emotionally Responsive Practice: A Time for Pause, Reflection, and Continued Growth
Friday, December 6 | Online
Join us in a collaborative space where we’ll explore how to create classrooms and interactions that honor the emotional lives of children. Through the lens of ERP, we’ll reflect on how our emotional awareness shapes the environments we create, and how we can use practices like a social-emotional teddy bear curriculum, news of the day, reflective arts activities, and bibliotherapy to nurture a community where every child feels seen, heard, and valued. Join us on this journey of connection and care— together, we can build the kind of supportive, loving spaces that every child deserves.
Earn CTLE and social work professional development hours or 1 credit.
Learn more: graduate.bankstreet.edu/erp-conference or contact erp@bankstreet.edu.
EARLY CHILDHOOD
TEWS874N
Culturally Responsive Practice to Foster Resilience (Pre-K–Grade 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
December 4 | Online
Wednesday, 7:00 PM–8:30 PM ET 2 CTLE or .2 CEU $35
Registration Deadline: 11/26
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
November 12 and 14 | Online
Tuesday and Thursday, 6:30–8:30 PM ET 7 CTLE or .7 CEU / $295
Registration Deadline: 11/4
TEED654N
The Reggio-Emilia Approach: From Theory to Practice (Ages Infant–5 Years)
The early childhood program founded in Reggio-Emilia, Italy incorporates an emphasis on the learning environment, process vs. product, developmentally appropriate practice, and the importance of the community of learners. Much of this philosophy reflects the culture of the Italians and is difficult to recreate in the United States. This course is meant to provide an introduction to the approach and will attempt to bridge the Reggio-Emilia theory with American culture. We will view the Reggio-Emilia approach as a means to combat the push-down curriculum, competition, product over process, and the jumping/skipping of learning stages we are now experiencing in this country. Instructor: Patricia Watkins
November 15 and 16 | Online*
Friday, 5:30 PM–9:00 PM ET
Saturday, 10:00 PM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 11/8
*3 hours of asynchronous work required
TEWS693N
Sounds in Motion: The Development of Auditory Perception and Early Literacy Through the Use of Body Movements (Pre-K– Grade 1)
This workshop is designed to teach educators a unique, engaging, and effective program that helps early learners in both regular and special education classes acquire phonemic awareness, listening, early literacy, vocabulary, and articulation skills through the use of body movements. The program has been shown to be beneficial to children who are English Language Learners and students who qualify for Title 1 schools. You will learn body movements for 40 phonemes, along with techniques for teaching developmental listening and language skills.
Instructor: Holly Thomas
November 11 | Online
Monday, 10:00 AM–4:30 PM ET
6 CTLE or .6 CEU $225
Materials Fee: $80 (Includes required materials and mailing)
Registration Deadline: 10/30
TEED630N
Supporting Emergent Literacy in the Classroom (Ages 3–5 Years)
This course will help you meet the literacy standards for pre-K programs in a developmentally appropriate fashion. We will explore:
• The role of classroom routines and environment
• Children’s expressive and receptive language skills and the components of literacy development
• Center-based, large and small group instruction
• Ways to read aloud effectively
• Supporting English language learners
• Methods of supporting children’s emerging phonemic, phonological, and print awareness
• How to create meaningful writing experiences
Instructor: Tali Berkovitch
December 3, 5, 10, and 12 | Online*
Tuesdays and Thursdays, 7:00 PM–9:30 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,868
This class is eligible for 10 hours of CTLE Language Acquisition.
Registration Deadline: 11/25
*2.5 hours of asynchronous work required
TEED531N
The Youngest Scientists: Hands-on Adventures (Ages 3–8 Years)
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, approaching art and cooking as science, studying living things, and additional adventures in light, physics, electricity, and coding. Instructor: Lauren Mangione
December 6 and 7 | 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 $1,868
Materials fee: $25
Registration Deadline: 11/26
*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025
CHILDHOOD
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
January 7, 9, 14, and 16 | Online*
Tuesdays and Thursdays, 6:30 PM–9:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 12/18
*2.5 hours of asynchronous work required
TEWS874N
Culturally Responsive Practice to Foster Resilience (Pre-K–Grade 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
December 4 | Online
Wednesday, 7:00 PM–8:30 PM ET
2 CTLE or .2 CEU $35
Registration Deadline: 11/26
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
November 11, 13, 18, and 20 | Online*
Monday and Wednesday, 6:00 PM–8:30 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Materials Fee: $50 (includes required text)
Registration Deadline: 11/4
*2.5 hours of asynchronous work required
Registration Deadline: 10/28
SPED585N
The Essential Orton-Gillingham (Grades 1–6)
The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in Orton-Gillingham-based techniques using the PAF Reading Program (formerly known as Preventing Academic Failure Reading Program), which is research based and wellsuited for use in a variety of educational settings. You will leave with an in-depth understanding of the specifics of an Orton-Gillingham approach to teaching reading and you will learn how to incorporate this methodology into your practice. This is a fast-paced, intensive class intended for experienced educators who have familiarity with the different components of learning to read, including decoding, fluency, and comprehension. Your prior knowledge of these concepts will serve as the foundation to learn this multisensory approach to the teaching of reading. Direct all questions to cps@bankstreet.edu. Required text included: PAF Reading Program Teacher Handbooks 1 and 2. Instructor: Ginny O’Hare Perrin
October 26, 27, November 2, 3, 7 | Online*
Saturday-10/26 from 9:00 AM to 12:00 PM ET
Sunday -10/27 from 9:00 AM to 12:00 PM ET and 6:00 PM to 9:00PM ET
Saturday-11/2 from 9:00 AM to 12:00 PM ET
Sunday -11/3 from 9:00 AM to 12:00 PM ET and 6:00 PM to 9:00PM ET
Thursday-11/7 from 6:00 PM to 9:00PM ET
24 CTLE or 2.4 CEU $830 / 2 credits $3,736
Materials Fee: $145 (includes required text+ shipping)
Registration Deadline: 10/18
*4 hours of asynchronous work required
TEWS867N
Brain-Changing Words: Bite-Size Phrases that Transform How Kids Think, Feel, and Achieve at School (K–Grade 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
November 12 and 14 | Online
Tuesday and Thursday, 6:30 PM–8:30 PM ET
4 CTLE or .4 CEU $195
Registration Deadline: 11/4
TEWS878N
Finding the Fun in FUNdations (Grades 1–3)
In this session, we will explore practical approaches to the FUNdations curriculum with the specific focus on generating excitement and engaging students. Through one teacher’s experience, we will explore strategies to keep learning student-centered, engaging, and meaningful during word study lessons. We will also explore ways to make a scripted word study program exciting without losing sight of its core components. There is more to this popular literacy program than meets the eye. Instructor: Yumiko Higaki
October 29 | Online
Tuesday, 6:30-8:30 PM ET
2 CTLE or .2 CEU $95 (not offered for credit)
Registration Deadline: 10/22
TEWS851N
Normalizing Vulnerability in the Classroom: Strategies to Inspire Children to Take Social, Emotional, and Academic Risks (K– Grade 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. Instructor: Lily Howard Scott
November 4 and 6 | Online
Monday and Wednesday, 6:30 PM–8:30 PM ET
4 CTLE or .4 CEU $195
Registration Deadline: 10/28
TEED658N
Restorative Practices in the Early Grades (Grades 1–3)
Restorative practices hold great promise for shifting the power balance, structures, and approach of traditional classroom and disciplinary practice. At their core, restorative practices are equitable and explicitly anti-racist. They incorporate themes of socialemotional learning, racial and cultural equity, and relationshipand trust-building to promote healthier classrooms and schools. Restorative practices encourage us to engage in self-reflection, to participate on the same level as our students, and to actively question some of the assumptions many of us may hold. In this course, we will explore the foundational philosophy and values of restorative practices, familiarizing ourselves with common themes and practices as we adopt a restorative and transformative lens. Together, we will engage with practical applications of restorative practices in the elementary classroom, trying them out together and reflecting on our experiences. Instructor: Ellen Ferrin
January 5 and 12 | Online
Sundays, 9:00 AM to 12:15 PM ET and 6:00 PM to 9:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 12/18
TEED654N
The Reggio-Emilia Approach: From Theory to Practice (Ages Infant–5 Years)
The early childhood program founded in Reggio-Emilia, Italy incorporates an emphasis on the learning environment, process vs. product, developmentally appropriate practice, and the importance of the community of learners. Much of this philosophy reflects the culture of the Italians and is difficult to recreate in the United States. This course is meant to provide an introduction to the approach and will attempt to bridge the Reggio-Emilia theory with American culture. We will view the Reggio-Emilia approach as a means to combat the push-down curriculum, competition, product over process, and the jumping/skipping of learning stages we are now experiencing in this country. Instructor: Patricia Watkins
November 15 and 16 | Online*
Friday, 5:30 PM–9:00 PM ET
Saturday, 10:00 PM–4:30 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 11/8
*3 hours of asynchronous work required
NEW
TEWS883N
“Use Your Inside Voice”: Engaging Young Children in Classroom Discourse Through Culturally Responsive Language (Pre-K–Grade 1)
The opportunity to participate in classroom discourse can be an essential component of young children’s development. However, there are phrases, terms, and instructions from adults that can serve as barriers and limit children’s ability or desire to participate consistently in dialogue with peers and adults in the classroom. This workshop will examine the results of a case study focusing on the experiences of early childhood educators as they navigate classroom discourse with young children. We will explore how applying culturally responsive teaching practices can enhance the discourse experiences for the children in their classes. Instructor: Candace Barriteau Phaire
December 9 | Online
Monday, 6:30 PM–8:30 PM ET
2 CTLE or .2 CEU $95
Registration Deadline: 11/4
TEED531N
The Youngest Scientists: Hands-on Adventures (Ages 3–8 Years)
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, approaching art and cooking as science, studying living things, and additional adventures in light, physics, electricity, and coding. Instructor: Lauren Mangione
December 6 and 7 | 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 $1,868
Materials fee: $25
Registration Deadline: 11/26
*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025
EARLY ADOLESCENCE
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
January 7, 9, 14 and 16 | Online*
Tuesdays and Thursdays, 6:30 PM–9:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,868
Registration Deadline: 12/18
*2.5 hours of asynchronous work required
TEWS867N
Brain-Changing Words: Bite-Size Phrases that Transform How Kids Think, Feel, and Achieve at School (K–Grade 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
November 12 and 14 | Online
Tuesday and Thursday, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195
Registration Deadline: 11/4
SPED585N
The Essential Orton-Gillingham (Grades 1–6)
The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in Orton-Gillingham-based techniques using the PAF Reading Program (formerly known as Preventing Academic Failure Reading Program), which is research based and wellsuited for use in a variety of educational settings. You will leave with an in-depth understanding of the specifics of an Orton-Gillingham approach to teaching reading and you will learn how to incorporate this methodology into your practice. This is a fast-paced, intensive class intended for experienced educators who have familiarity with the different components of learning to read, including decoding, fluency, and comprehension. Your prior knowledge of these concepts will serve as the foundation to learn this multisensory approach to the teaching of reading. Direct all questions to cps@bankstreet.edu.
Required text included: PAF Reading Program Teacher Handbooks 1 and 2. Instructor: Ginny O’Hare Perrin
October 26, 27, November 2, 3, 7 | Online*
Saturday-10/26 from 9:00 AM to 12:00 PM ET
Sunday -10/27 from 9:00 AM to 12:00 PM ET and 6:00 PM to 9:00PM ET
Saturday-11/2 from 9:00 AM to 12:00 PM ET
Sunday -11/3 from 9:00 AM to 12:00 PM ET and 6:00 PM to 9:00PM ET
Thursday-11/7 from 6:00 PM to 9:00PM ET
24 CTLE or 2.4 CEU $830 / 2 credits $3,736
Materials Fee: $145 (includes required text+ shipping)
Registration Deadline: 10/18
*4 hours of asynchronous work required
CERTIFICATION SUPPORT AND STATE-MANDATED TRAININGS
PLEASE NOTE: Registrants should make sure to log into or arrive at these courses at or before the specified start time. No one will be allowed to participate in any of the State-Mandated Workshops after the posted start time. Those who log in or arrive late are not eligible for a transfer or refund.
TEWS500N
State-Mandated Training in Child Abuse Identification and Reporting
All licensed professionals working with children under 18 years of age are required by New York State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. The New York State Certificate of Completion will be issued to all registrants who attend the full two-hour session.
Section 1
Section 1: November 7 | Online
Thursday, 5:45 PM–7:45 PM ET
Instructor: Deborah Vilas Fee: $75
Registration Deadline: 11/4
Section 2
January 7 | Online
Tuesday, 6:30 PM–8:30 PM ET
Instructor: Deborah Vilas Fee: $75
Registration Deadline: 1/2
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
November 4 | Online
Thursday, 6:00 PM–8:00 PM ET
Instructor: Lauren Hyman Kaplan Fee: $75
Registration Deadline: 10/30
Section 2
January 9 | Online
Thursday 7:00 PM–9:00 PM ET
Instructor: Ana Tuburcio Fee: $75
Registration Deadline: 1/1
TEWS708N
State-Mandated Training: Dignity for All Students
Anyone applying for certification during or after the Fall 2013 semester must complete six hours of training on the social patterns of harassment, bullying, and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors. Due to the COVID-19 pandemic, New York State has approved part II to be held in a live, synchronous session online. Sessions will be held on Zoom until New York State requires workshops to be held on campus.
Section 1
Part I*: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 11/6
Part II: November 12 | Online Synchronous Session
Tuesday, 5:30 PM–8:30 PM
Instructor: Ana Tiburcio Fee: $140
Registration Deadline: 10/31
Section 2
Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 1/5
Part II: January 8 | Online Synchronous Session
Wednesday, 5:45 PM–8:45 PM ET
Instructor: Lauren Hyman Kaplan Fee: $140
Registration Deadline: 1/1
*You must complete Part I online by the date and time listed for each section in order to attend the Part II in-person/synchronous session. Workshops start promptly. You must be on time for Part II in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and are not eligible for a transfer or refund. Students who do not complete both Part I and Part II are not eligible for a transfer or refund. Withdrawals or transfer requests must be made in writing, are subject to a $15 change fee, and will be accepted up to the registration deadline posted.
MATH503N
Mathematics Support: Operations and Algebraic Thinking
In this course, students will engage in e learning the content that is on the New York State Mathematics Test (Birth–Grade 2) in a supportive online environment through direct instruction and small group problem-solving. We will be working on understanding and applying properties of operations and proportions to solve problems involving algebraic equations, ratios, percents, slope, and measurement. We will embed geometric concepts, such as surface area, volume, and Pythagorean Theorem in problem-solving.
Instructor: Charlene Marchese
TBD | Online
TBD, 7:00 PM–9:00 PM ET
Fee: 5 CTLE or .5 CEU $200 (Free for Bank Street students)
Registration Deadline: TBD
MATH502N
Mathematics Support for the NYS Teacher Certification Exam (Grades 7–12)
In this course, students will engage in learning the content that is on the Multi-Subject: Teachers of Early Childhood (Grades 7–12) New York State Teacher Certification Exam in a supportive online environment through direct instruction and small group problemsolving. Instructor: Jada John Ali
TBD | Online
TBD, 7:00 PM–9:00 PM ET
Fee: 5 CTLE or .5 CEU $200 (Free for Bank Street students)
Registration Deadline: TBD
CSTWS500N
Preparing for the New York State Teacher Certification Exam— Content Specialty Test (Birth–Grade 6)
This hybrid format workshop is designed to support teachers of Early Childhood (Birth–Grade 2) and Childhood Ed (Grades 1–6) preparing for the English Language Arts portion of the Content Specialty Test. During the one-and-a-half-hour synchronous workshop, participants will get a brief overview of the test and work independently on practice questions. The workshop will also include a review of the answers for the practice questions. Mandatory asynchronous work is required for all participants who plan to register for this workshop. The asynchronous portion includes a video that explains how to register for the exam and offers suggestions for pacing yourself on test day. Instructor: Tara Kirton
TBD | Online
TBD, 7:00 PM–9:00 PM ET
Fee: 5 CTLE or .5 CEU $200 (Free for Bank Street students)
Registration Deadline: TBD
CSTWS501N
Preparing for the New York State Teacher Certification Exam— Content Specialty Test (Grades 7–12)
This hybrid format workshop is designed to support teachers of middle and high school (Grades 7-12) preparing for the English Language Arts portion of the Content Specialty Test. During the synchronous workshop participants will get a brief overview of the test, work on practice questions and review the answers as a group. Mandatory asynchronous work is required for all participants who plan to register for this workshop. The asynchronous portion includes a video that explains how to register for the exam and offers suggestions for pacing yourself on test day. Instructor: Maxine Townsend
TBD | Online
TBD, 7:00 PM–9:00 PM ET
Fee: 5 CTLE or .5 CEU $200 (Free for Bank Street students)
Registration Deadline: TBD
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. Instructor: Amy Hest
October 24, November 7, 21, December 5 and 19 | Online
Thursdays, 5:00 PM–7:00 PM ET 12 CTLE or 1.2 CEU $390
Registration Deadline: 10/17 (Registration is limited. Early registration is suggested.)
* We strongly suggest taking Finding Your Voice before signing up for this workshop.
CAREER DEVELOPMENT Professional Development Mini-Conference
January 27, 2025
Choose from a variety of topics in a miniconference style event on site and online to support teachers and teaching teams. Join the mailing list and request topics at graduate.bankstreet.edu/pd-conference
OUR FACULTY
For more details, visit graduate.bankstreet.edu/cps.
Jada John Ali, PhD, earned a Doctor of Education from Teachers College, Columbia University in Mathematics. She holds a MSEd in Mathematics from Brooklyn College and received a BS in Finance from St John’s University.
Candace Barriteau Phaire, received her PhD from NYU 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.
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 also holds a BS in Psychology from City University of New York, Brooklyn College.
Nancy Buck earned her MA in Mathematics from University of North Carolina Greensboro and her MAT in Math Education from Bard College. She completed the Leadership in Math Leadership MSEd Program at Bank Street College, and she earned her EdD in Organizational Leadership from University of Dayton, OH.
Eliza Chung MA, is a Math Tutor at West Creek Elementary school with 20 years of experience teaching young children.
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.
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.
Yumiko Higaki earned an MSEd in Childhood Education from Hunter College, CUNY and an MA in Sociology and Education from Teachers College, Columbia University. Her BA in Human Relations, with a major in Education, is from Keio University in Tokyo, Japan.
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. Tara is currently pursuing a doctorate degree in Early Childhood Education at Teachers College, Columbia University.
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 is from Wheelock College.
Charlene Marchese earned an EdD in Early Childhood Elementary Education, specializing in Mathematics Education from Rutgers University, and a MSEd in Leadership in Mathematics Education from Bank Street College. Her BA in Elementary Education is from Rutgers University.
Lauren Mangione holds a EdD in Science Education from Teacher College, Columbia University. Her MEd in Education is from CUNY, Brooklyn College, and she earned her BA in Environmental Biology and Geography from Colgate University, Hamilton, NY.
Jill Mays earned an MS in Counseling and Human Relations from Villanova University and a BA in Occupational Therapy from University of Pennsylvania.
Rafa Perez-Segura received his master’s degree in Elementary Education with a Spanish/Bilingual authorization from Stanford University’s Graduate School of Education.
Ginny O’Hare Perrin has an MSEd in Special Education from Bank Street College and a BA in Child Psychology and Education from Swarthmore College.
Holly Thomas, MS, CCC-SLP, holds a BS from Northwestern University’s School of Speech and an MS in Speech-Language Pathology from Teachers College, Columbia University.
Ana Lisa Tiburcio earned an MS in Social Work from The City University of New York, Hunter College School of Social Work and holds a BA in Psychology with a minor in Children’s Studies from CUNY, Brooklyn College.
Holly Thomas holds a MS in Speech-Language Pathology from Teachers College, Columbia University. She also holds a B.S. degree from Northwestern University’s School of Communication.
Maxine Townsend, MSEd, earned her degrees in Educational Leadership and an MSEd in Special Education, Adolescents with Learning Disabilities, both from Hunter College, CUNY. She holds a BA in Studio Art and Marketing from Fairfield University, Fairfield, CT.
Deborah Vilas, MS, CCLS, LMSW, is an educator, child life specialist, social worker, writer, public speaker, and consultant whose passion is anything that supports children’s development and healing in the face of everyday life or trauma. She earned an MSW from New York University and MSEd from Bank Street College of Education.
Patricia Watkins holds a dual master’s degree in Early Childhood Education and Special Education from Fordham University.
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. For more information see the incomplete policy and grading policies.
bankstreet.edu/cps/policies
SAVE THE DATE
Emotionally Responsive Schools Conference
Honoring 25 Years of Emotionally Responsive Practice
Friday, December 6 Teaching Kindergarten Conference: Where Did the Garden Go? The Power of Language
Friday, March 7 and Saturday March 8, 2025
The 38th Annual Infancy Institute June 2025
