Cps spring 2018 (final) by Bank Street

Bank Street Graduate School of Education CONTINUING PROFESSIONAL STUDIES

SPRING 2018 COURSE GUIDE

bankstreet.edu/cps

IN THIS ISSUE SPECIAL EVENTS 1. TEACHING KINDERGARTEN CONFERENCE 2. THE LONG TRIP—SELMA, ALABAMA 2. TRAVEL PROGRAMS SPRING COURSES 3. EARLY CHILDHOOD 5. CHILDHOOD 7. LEADERSHIP 8. CAREER DEVELOPMENT 9. OUT OF SCHOOL TIME 10. STATE-MANDATED TRAINING 11. FACULTY 12. POLICIES AND PROCEDURES

Dear Colleagues, We are pleased to offer new programs to support you in the important work that you do each day. Join us to explore writing and illustrating children’s books with Writing for Children: Finding Your Voice (P.8) and Introduction to Illustrating Children’s Books (P.8), learn more about how to conduct research in the digital age in Effective Use of the Internet for Student Research (P.5), or learn more about Equity and Diversity: The Leader’s Role in Inquiry and Advocacy (P.7). We also hope you will join us on the Long Trip to Selma and Montgomery, Alabama or one of our summer travel programs listed on page 2. Best wishes for a fruitful spring, Sincerely,

Joy Ellebbane, Director

SPECIAL EVENTS SPRING 2018

TEACHING KINDERGARTEN CONFERENCE Where Did the Garden Go? Democracy, Diversity, Dignity & Dewey April 20, 2018, 4:00 pm - 8:30 pm April 21, 2018, 8:30 am - 4:00 pm The Teaching Kindergarten Conference is an opportunity for classroom teachers, coaches, administrators, graduate students, policy makers, and families who are invested in kindergarten to come together and be reinvigorated. This yearâ&#x20AC;&#x2122;s conference will emphasize democratic values, diversity, and dignity in the classroom essential in todayâ&#x20AC;&#x2122;s challenging world. $215* Early Bird fee (through February 15, 2018) -Early registration is highly recommended as the 2016 conference reached capacity mid-March. -*Includes Friday dinner, Saturday light breakfast Earn 12 CTLE hours or 1.2 CEU included with conference fees (Graduate credit option available.) bankstreet.edu/kindergartenconference for details and registration. Limited scholarships available. See website for details.

THE LONG TRIP Montgomery and Selma, Alabama April 2 - 8, 2018 The Long Trip will travel to Montgomery and Selma, Alabama. We have chosen to visit Alabama’s Black Belt for its historical significance as well as the rich culture and unique challenges that shape the region today. In 1965 both cities were at the center of the fight to protect African Americans from barriers that prevented them from voting. Today this fight continues in Alabama. In addition to exploring the issue of voting rights we will visit artists and craftspeople, speak with members of the religious community, and hear from educators who best understand the lived experience of the children they serve. Instructor: Abigail Kerlin bankstreet.edu/long-trip

TRAVEL PROGRAMS CPS travel programs help working educators broaden their practice through deep and varied experiences in other cultures. All educators are encouraged to apply. Puerto Rico July 2018 (one week TBD) As a way to support Puerto Rico in the wake of Hurricane Maria, we are exploring opportunities for a week-long service learning and social justice themed travel program to Puerto Rico. We expect to travel in early July 2018. Our vision entails a school-based service component in the morning and early afternoon, with late afternoon and evening lectures and tours of sites that tell the rich history of the island. Cultural Explorations in Morocco June 30 - July 8, 2018 The Western-most country in North Africa, Morocco has close ties to Africa, Europe, and the Middle East. Based in the cities of Rabat and Fes, participants will spend seven days experiencing firsthand the culture and languages of Morocco. Through meetings with representatives from a variety of education institutions—formal and informal—and site visits to the Ministry of Education and Moroccan schools (when their calendar permits), participants will gain a greater understanding of Arab culture as experienced in this part of the world. Instructor: Susannah Gund The Delicate Connection of People & the Biology of the Rainforest August 3 – 17, 2018 This two-week exploration of the cool mountain cloud forest of Costa Rica helps participants look at ways to use the outdoors as a laboratory for Deweyan experiences in the classroom. They will learn how to construct meaningful, objective, and accurate curricula on a sustainable future through a deep study of rainforest ecology and conservation. To this end, participants will meet with local people such as conservationists, farmers, hotel owners, artists, and teachers and visit local schools. They will also have the opportunity to examine bats, birds, insects, butterflies, monkeys, flowers, and plants under the guidance of expert biologists. Instructor: Marian Howard Building Bridges to Cuba Summer 2019 For more information, please visit bankstreet.edu/travel-programs.

TEED501N Art with Young Children (Ages 3 - 8 Years) This course shows you how to provide rich art experiences for young children in a variety of settings. Participants will work with art materials and consider the contribution of art to children’s learning and development. Other topics to be discussed include: setting up art areas; selecting, presenting, and storing materials; planning a meaningful sequence of art experiences; how to make appropriate comments on children’s work; and ways to make art an integral part of the curriculum. Instructor: Timothy Lightman

SPRING 2018 COURSES

EARLY CHILDHOOD

March 9 and 10 Friday 4:45 – 9:15 pm Saturday, 9:00 am - 5:00 pm 12 CTLE or 1.2 CEU $405/1 credit $1,519 Materials fee: $25 Registration Deadline: 3/1

TEED561N Creative Movement in the Early Childhood Curriculum (Preschool - Grade 3) Children love to move! This participatory course demonstrates engaging strategies that can integrate movement—children’s natural language—into the early childhood curriculum in schools and other settings. Using scarves, songs, music, and children’s literature, we will explore how kinesthetic teaching techniques provide a springboard for the development of body and group awareness, spatial and numerical concepts, language and pre-reading skills. Creative movement activities can ease transitions and classroom management issues as they heighten self esteem, nurture creativity, and build community in the classroom. Instructor: Susan Griss April 27 and 28 Friday, 4:45 pm – 9:15 pm Saturday, 9:00 am – 5:00 pm 12 CTLE or 1.2 CEU $405/1 credit $1,519 Materials fee: $5 Registration deadline: 4/20 TEWS801N Early Childhood Education and Digital Technologies Participants will examine technologies as a mode of expression for children. We will explore strategies promoting self-regulation, self-esteem, and social, emotional, and cognitive development in young children using digital technologies. Participants will engage in a variety of informal assessments designed to study of young children and technology use. Course Timetable: TBD 12 CTLE or 1.2 CEU: $405 (not offered for credit) Registration Deadline: TBA TEWS747N Incorporating Translanguaging in Your Classroom (K - 8 Grade) Translanguaging, inviting students to use all of their languages, has recently been recognized as a strengthbased approach to supporting emergent bilinguals and multilingual learners in all classroom settings. This

approach allows educators to better assess and build on students’ diverse backgrounds, inspire linguistic confidence, and develop metalinguistic awareness. This workshop will focus on incorporating translanguaging strategies and spaces into curricula in dual language bilingual classrooms. Educators in other classroom settings will also come away with new ideas for supporting their language learners. Participants will look at examples of translanguaging in various classroom environments and analyze student work to reflect on how to best support learning in multilingual environments. You will have time to concentrate on one project or unit of study in their classroom and identify areas to welcome a wider range of linguistic resources. Instructor: Gladys Aponte March 3 Saturday, 9:00 am – 3:00 pm 5 CTLE or .5 CEU $275 (not offered for credit) Materials fee: $5 Registration Deadline: 2/23 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 re-create 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: Rick Ellis April 27 and 28 Friday, 4:45 pm – 9:15 pm Saturday, 9:00 am – 5:00 pm 12 CTLE or 1.2 CEU $405/1 credit $1,519 Materials fee: $10 Registration Deadline: 4/20 SEWS554N Supporting Language Development in the Pre-School 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 multi-sensory materials to practice how to incorporate language- stimulation techniques into daily lessons so as to seize all interactions as language learning opportunities. Instructor: Suzanne Abrams

March 3 Saturday, 10:00 am – 5:00 pm 6 CTLE or .6 CEU $275 (not offered for credit) Materials fee: $5 Registration Deadline: 2/27 SETE511N Using the Supportive Play Model: Individual Intervention in Early Childhood Practice (Ages Birth - 6 Years) The Supportive Play Model (SPM) is an approach to early care and intervention that addresses all lines of development through play and is applicable to a cross-disciplinary audience. It pays unique attention to the child’s self-social-emotional formation, the impact of the inner life and the centrality of relationships. In SPM, play serves as the common medium linking the multiple disciplines serving typical young children and those whose development is different including children on the autistic spectrum. In this course, the student will learn to implement SPM, which provides the practitioner with a systematic process for observing children, typical and atypical, analyzing their play, and preparing developmentally appropriate and promoting playbased environments and intervention strategies. The model draws from practices in early intervention, the nursery school, mental health, and DIR/Floortime. An introduction to the principles and practices of DIR/Floortime will be incorporated into the course by the instructor, who is a member of the DIR Institute faculty. Some experience working with young children is required. Instructor: Gilbert Foley April 13 and 14 Friday, 4:45 – 9:15 pm Saturday, 9:00 am – 5:00 pm 12 CTLE or 1.2 CEU $405/1 credit $1,519 Materials fee: $10 Registration Deadline: 4/6

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SPRING 2018 COURSES

CHILDHOOD

March 9 and 10 Friday 4:45 – 9:15 pm Saturday, 9:00 am - 5:00 pm 12 CTLE or 1.2 CEU $405/1 credit $1,519 Materials fee: $25 Registration Deadline: 3/1 TEWS699N - ONLINE Effective Use of the Internet for Student Research (Grades 5 - 8) The goal of this workshop is to examine the potential of the internet as a resource for teaching and learning, from search engine to engine for research. You will be asked to identify and discuss different approaches to information finding, and analyze and use age-appropriate practices and resources for searching, selecting, and evaluating information using the internet. Through activities and assignments, you will design questions and use search strategies to collect, organize, and present research for feedback and assessment. The practices learned throughout this workshop will help you implement quality research projects in your classroom that meet objectives as described in the Common Core Standards. Instructor: Steve Goss February 26 – March 23 Synchronous sessions: Mondays, 8:00 pm – 9:00 pm 12 CTLE or 1.2 CEU $405 (not offered for credit) Registration Deadline: 2/19 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). Instructors: Ginny O’Hare Perrin and Debbie Zlotowitz March 2, 3, 9, and 10* (asynchronous online work also required) Fridays, 4:45 pm – 9:15 pm Saturdays, 9:00 am – 5:00 pm 24 CTLE or 2.4 CEU $810/2 credits $3,038 Materials fee: $78 (includes required text.) Registration Deadline: 2/23

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, 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 May 4 and 5 Friday, 4:45 pm – 9:15 pm Saturday, 9:00 am – 5:00 pm 12 CTLE or 1.2 CEU $405/1 credit $1,519 Materials fee: $10 Registration Deadline: 4/27 TEED649N Plant-based Learning: Gardening Projects in the Classroom (PreK - Grade 4) This workshop is designed to give you the basis for creating a standards-based, interdisciplinary gardening curriculum. Starting with the basics of how plants are built, how they grow, and how they reproduce, we will also suggest how best to care for them in a classroom environment. We will share lessons and activities that support science, math, social studies, and language and visual arts. Children’s books and curriculum resources that extend teaching and learning about plants will be on display; bibliographies and webliographies will be among the printed material resources provided. To start the classroom garden off, each student will plant a variety of plants to take back to school. Instructor: Jacqueline Pilati-Rodriguez March 9 and 10 Friday, 4:45 pm – 9:15 pm Saturday, 9:00 am – 5:00 pm 12 CTLE or 1.2 CEU $405 / 1 credit $1,519 Materials fee $35 Registration Deadline: 3/2 TEWS693N Sounds in Motion: The Development of Auditory Perception and Early Literacy through the use of Body Movements (Grades Pre-K – 1) This workshop is designed to teach educators a unique, engaging, and effective program that helps early learners in both regular and special education classes acquire phonemic awareness, listening, early literacy, vocabulary, and articulation skills through the use of body movements. The program has been shown to be beneficial to children who are English Language Learners, and students who qualify for Title 1 schools. Attendees will learn body movements for 40 phonemes, along with techniques for teaching developmental listening and language skills. Instructor: Holly Thomas March 3 Saturday, 9:00 am – 4:30 pm 6 CTLE or .6 CEU $175 (not offered for credit)

Materials fee $50 Registration Deadline: 2/23 TEWS736N - ONLINE Strengthen Your Text-Based Writing Instruction and Improve Critical Thinking Skills (Grades 2 - 5) This course will introduce effective, efficient, and enjoyable tools to help students with text-based writing and to improve writing process. You will receive an evidencebased and comprehensive tool kit for meeting the New Generation Standards’ broad vision of the role of process writing in lifting overall literacy development, particularly in advancing reading comprehension, content learning and critical thinking. These tools can be woven into any literacy program from balanced literacy to core programs. Over 100 empirical studies show the effectiveness of the tools featured in this course (Self-regulated Strategy Development). Every school using them sees quick and dramatic gains. Overall, you will learn to guide students to find their voice, to use them to pursue social justice and to cultivate the kind of self-regulation expert writers possess, all while strengthening their ability to engage in Common Core aligned text-based writing. Instructor: Leslie Laud Online Timeline: April 11 – May 9 Synchronous sessions*: Wednesday, April 11, 7:30 pm - 8:00pm Wednesdays, April 17, 25, May 2, 9 from 7:30 pm - 9:00pm 12 CTLE or 1.2 CEU $405 (not offered for credit) Materials fee $35 (Packet will be mailed to the address provided upon registration.) Registration Deadline: 4/6 *Asynchronous online work also required. Students should expect to spend 3 – 5 hours per week on coursework. TEED593N Words that Move Us: Teaching Language Arts Kinesthetically (Grades K - 5) Creative movement can bring literacy to life beyond paper and pencil. This course introduces simple movement-based learning activities for increasing reading comprehension, vocabulary, punctuation, and grammar skills. Classroom management issues, and the use of music and props will be addressed. This kinesthetic approach, designed to help children refocus and unlock their natural learning abilities, especially supports children with short attention spans or diverse learning styles. You will receive bibliographies of children’s books that are particularly adaptable to movement activities. This course addresses the New York State Common Core Learning Standards for English Language Arts and Literacy. Dress comfortably! Instructor: Susan Griss April 13 and 14 Friday, 4:45 pm – 9:15 pm Saturday, 9:00 am – 5:00 pm 12 CTLE or 1.2 CEU $405/1 credit $1,519 Materials fee: $5 Registration Deadline: 4/6

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LEAD528N - ONLINE Dynamic Leadership: Inspiring and Supporting Your Teaching Faculty This course is designed for administrators, program directors, and emerging leaders working in early childhood and elementary school settings. Participants will identify opportunities and challenges inherent in the leadership role and examine ways to build engaging teaching and learning communities. Discussion will emphasize concrete ways to motivate, support, inspire, and cultivate teacher leaders. Topics will include: creating positive school culture, building teams using assessment instruments, exploring effective ways to use meeting and professional development time, self as leaders, and maximizing on the potential of physical space in an educational setting. Instructor: Elizabeth McKenna

SPRING 2018 COURSES

LEADERSHIP

April 10 – May 1 Online Synchronous Sessions: Tuesdays, 7:00 pm – 8:30 pm Approximately 10 hours of online asynchronous work is also required. 12 CTLE or 1.2 CEU $405/1 credit $1519 Registration Deadline: 4/3 LEWS570N Equity and Diversity: The Leader’s Role in Inquiry and Advocacy Achievement gaps represent a complex interplay of expectations, perceptions, and deeply embedded structures. The aim of this workshop is to help leaders initiate or deepen the work of faculties and teams to appreciate diversity and counter bias. Through experiential processes, this workshop models approaches for use in schools, starting with how to generate a shared vision and common language around high expectations and strong support for all. Many factors undermine equity of access, attention, and resources. Collegial inquiry—when based on strategic team building, concepts, and focus—can make a crucial difference. A key takeaway will be how to set conditions for a staff or team in rethinking assumptions affecting academics and behavior. Some hot-button issues: the imagined vs. actual supports for student learning and timely interventions, co-teacher communication, and messaging to families. Participants will explore transformative texts, concepts, and approaches that can help a leader engage a community. Instructor: Emily White April 28 Online Synchronous Session: Saturday, 9:00 am – 4:00 pm 6 CTLE or .6 CEU $275 (not offered for credit) Materials fee: $5 Registration Deadline: 4/20

TEWS652N - ONLINE Starting Your Own Tutoring Practice: The Nuts and Bolts of it All Want to start a tutoring practice, but don’t know where to begin? This workshop will address how to determine what kind of tutoring makes the most sense for you and how to market yourself and your skills. Discussions will include such topics as: what to charge, tutoring at your home vs. student home vs. school, cancellation practices, becoming a DOE provider, where to get materials, policies, and professional practices. Instructor: Ginny O’Hare Perrin

SPRING 2018 COURSES

CAREER DEVELOPMENT

April 12 and 13 Thursday and Friday, 8:00 pm – 10:00 pm 4 CTLE or .4 CEU $160 (not offered for credit) Registration Deadline: 4/5 TEWS810N - NEW 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: WFC I or II or submit a manuscript in progress. Inquiries and manuscripts should be emailed to cps@bankstreet.edu by January 17, 2017. Space will be limited to 10 people. Individuals who submit a manuscript (or who took WFC I or II) will be notified of acceptance on a rolling basis while space is available. February 12, March 12, April 16, May 14, and June 11 Mondays, 5:30 pm – 7:30 pm 14 CTLE or 1.4 CEU $460 (not offered for credit) Registration Deadline: 2/5 (Registration is limited. Early registration is suggested.)

TEWS809N - ONLINE WFC IV: Introduction to Illustrating Children’s Books Sure, you need drawing skills to illustrate a children’s book, but it’s the ability to tell a story visually that makes a children’s book illustrator. In this course, you will learn some of the basic tools including pacing, page-turns, character development and secondary storytelling. We will meet online for 1-hour synchronous sessions to introduce and explore the process and key concepts around illustration for children’s literature. Asynchronous work between sessions, such as illustrating a moment of a well-known fable, will give you the opportunity to apply the concepts introduced in the synchronous sessions. The goal is to better understand the illustration process and how to develop basic strategies to set you on the road to illustrating your own projects. Instructor: Stephen Savage April 24 – May 15 Synchronous Sessions*: Tuesdays, 7:00 pm – 8:00 pm 14 CTLE or 1.4 CEU $460 (not offered for credit) Registration Deadline: 4/17 *This course is synchronous; participants are expected to be online during the time listed above. Directions for accessing the course page will be emailed upon registration. A computer with a high-speed internet connection is required. A microphone and video camera are optional. Asynchronous work is also expected between synchronous sessions. That is, participants work at times that suit them best to complete weekly assignments. Students should expect to spend 3 – 5 hours per week on coursework.

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 story telling 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 January 25 – March 15 (7 sessions) (no meeting 2/22) Thursdays, 5:00 pm – 7:30pm 14 CTLE or 1.4 CEU $460 (not offered for credit) Registration Deadline: 1/18 (Registration is limited. Early registration is suggested.)

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SPRING 2018 COURSES

OUT OF SCHOOL TIME

Online Course Expectations These workshop are asynchronous. That is, participants work at times that suit them best; however, there will be firm weekly due dates for assignments. The course instructors will act both as a leaders and mentors by offering regular support, suggestions, and direction. Students should expect to spend 3 – 5 hours per week on coursework.

TEWS806N - ONLINE Staff Development for Afterschool and Summer Camp Programs This workshop provides a framework for developing, training, and leading camp staff. Participants strengthen their understanding of the principles and methods for developing and managing adolescents and young adults as camp counselors. Special emphasis is given to the supervision of teen and young adult youth leaders. Topics include, hiring and vetting staff, expectations of staff performance, developing a diverse staff, and evaluating staff growth and critical reviews. Instructor: Lance Ozier February 20 – March 19 12 CTLE or 1.2 CEU: $405 (not offered for credit) Registration Deadline: 2/13 TEWS804N - ONLINE Program Identity, Systems and Culture This workshop surveys the central concepts for the development of program identity, administrative systems, and staff culture. Participants are introduced to theories and methods used to design camp and afterschool programs, and examine a diversity of approaches to describe and assess identity, systems, and culture. Special emphasis is given to targeting and messaging for specific audiences. Topics include defining and assessing mission, philosophy, goals, organization and management, and branding and marketing. Instructor: Rebecca Baye April 3 – May 1 12 CTLE or 1.2 CEU: $405 (not offered for credit) Registration Deadline: 3/27

STATE-MANDATED TRAINING WORKSHOPS

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. TEWS500N - ONLINE State-mandated Training in Child Abuse Identification and Reporting All licensed professionals working with children under 18 years of age are required by NY 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 NY State Certificate of Completion will be issued to all registrants who attend the full two-hour session. Instructor: Christine Low Online Synchronous Session: February 23 Friday, 5:15 pm – 7:15 pm Fee for one session: $75 Registration Deadline: 2/16 Note: Workshop fills early. Preregistration is required. TEWS501N - ONLINE 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 NY State Certificate of completion will be issued to all registrants who attend the full two-hour session. Section 1 Online synchronous session: March 2 Friday, 5:15 pm – 7:15 pm Instructor: Erin Baer Fee for any one session: $75 Registration Deadline: 2/23 Section 2 Online synchronous session: April 13 Friday, 5:15 pm – 7:15 pm Instructor: Ana Tiburcio Fee for any one session: $75 Registration Deadline: 4/6 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: three-hour asynchronous session (Online component must be completed by 11:55 pm on 2/8.) Part II: February 12, in-person

Monday, 5:00 pm - 8:00 pm Instructor: Ron Woo Fee: $140 Registration Deadline: 1/31 Section 2 Part I: three-hour asynchronous session (Online component must be completed by 11:55 pm on 3/5.) Part II: March 8, in-person Thursday, 5:00 pm – 8:00 pm Instructor: Naomi Weiss Fee: $140 Registration Deadline: 2/26 Section 3 Part I: three-hour asynchronous session (Online component must be completed by 11:55 pm on 4/5.) Part 11: April 10, in-person Tuesday, 5:00 pm – 8:00 pm Instructor: Naomi Weiss Fee: $140 Registration Deadline: 3/29 Section 4 Part I: three-hour asynchronous session (Online component must be completed by 11:55 pm on 4/26.) Part II: April 30, in-person Monday, 5:00 pm – 8:00 pm Instructor: Lauren Kaplan Fee: $140 Registration Deadline: 4/18 MATH501N - ONLINE Mathematics Support: Measurement, Geometry and Data This online workshop will prepare participants for the mathematics in the Measurement, Geometry and Data section of the Multi-Subject: Teachers of Early Childhood (Birth – Grade 2) New York State Teacher Certification Exam. Topics will include modeling and solving problems with area, perimeter, surface area, volume, Pythagorean Theorem, data, statistics, and probability. The class consists of 5 synchronous sessions and 4 weeks of asynchronous tasks and videos. The goal of the synchronous sessions is to provide students with instruction on understanding content, engaging students in problem solving in a supportive, online environment. The asynchronous activities and videos are designed to provide additional instruction and support based on students’ levels of comfort with the topics. The Measurement, Geometry and Data section accounts for 17 questions and 25 percent of the mathematics test. Students can locate the list of Performance Indicators for this section of the test at www.nystce.nesinc.com/NY_viewobjs_ opener.asp to better determine if this workshop will be beneficial. Instructor: Charlene Marchese February 5 – March 12 (Synchronous sessions; no sessions the week of 2/19.) Mondays, 7:15 pm – 8:45 pm (2 – 4 hours of asynchronous work is optional) Fee: $405 (not offered for CTLE or graduate credit); fee is waived for matriculated students at Bank Street College Registration Deadline: 1/30 10

Gladys Aponte received her MSEd in Childhood Special Education and Dual Language/Bilingual Education from Bank Street College and her BA in Elementary Education and English Language Arts from Hunter College. Erin Baer, MSW, earned her Masters of Social Work from Fordham University, NY in Clinical Practice and Human Services Management. She holds a BA in Journalism and Mass Communication from NYU. Rebecca Baye received her MEd in Literacy Education and completed other post-graduate work at Hunter College. She is certified in Literacy, Special Education, Early Childhood Education, and Childhood Education. She also earned her BS in Elementary Education from Indiana University at Bloomington.

OUR FACULTY

Rick Ellis has an MEd from the College of New Jersey, a BA from Rider University, and has continued completing post-graduate work. Steven Goss received his EdD from Teachers College, Columbia University in Instructional Technology and Design and his MA in Art Education from New York University. He earned his BS in Art Education from Pennsylvania State University. Gilbert Foley earned his EdD in School and Counseling Psychology from Lehigh University in Bethlehem, PA. He graduated magna cum laude with a BA in psychology from Albright College in Reading, PA. Susan Griss has an MA in dance and choreography from New York University and a BA from Smith College. Amy Hest has an MA of Library Science from C.W. Post College and a BA from Hunter College. Lauren Kaplan holds an MA in counseling from NYU and a BA in Psychology from Emory University. Leslie Laud, EdD, holds an EdD in Curriculum and Teaching and an MA in Special Education, both from Teachers College, Columbia. 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 at Columbia. 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. 11

Allison 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 received her MSEd from Bank Street College in Supervision and Administration and has a BS in Elementary Education from the University of Vermont, Burlington. Ginny O’Hare Perrin has an MSEd in Special Education from Bank Street College and a BA in Child Psychology and Education from Swarthmore College. Lance W. Ozier holds a doctorate in English Education from Teachers College, Columbia University. He holds an MEd in English Education with a focus on Comparative and International Education Development and an MA in Sociology and Education with an Education Policy focus, both from Teachers College, Columbia University. His BA is in Elementary Education with an Urban Leadership Minor from Oglethorpe University, Atlanta, GA. Jacqueline Pilati-Rodriguez earned her MA in Environmental Conservation Education from NYU and her BS in Childhood Education and Students with Disabilities from St. John’s University, Jamaica, NY. Holly Thomas, MS, CCC-SLP, holds a BS degree from Northwestern University’s School of Speech and an MS degree in Speech-Language Pathology from Teachers College, Columbia University. Ana Lisa Tiburcio earned a Masters 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 City University of New York’s Brooklyn College. Emily White has an EdD in Educational and Organizational Development. She also holds an MA in the Teaching of English from Harvard University. Ronald Woo has an MA in applied linguistic/ TESOL from New York University and a JD from Brooklyn Law School. Debbie Zlotowitz has an SAS from Bank Street College. She also holds an MS in Exceptional Education with additional certification in Reading and a BA in Speech Pathology and Audiology both from State University College of Buffalo.

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.

bankstreet.edu/cps/policies

POLICIES AND PROCEDURES

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/register

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

WHY PROFESSIONAL DEVELOPMENT AT BANK STREET? In our classes, you will gain methods for turning theory into practical applications you can immediately bring into your own classroom. • • • •

Our faculty are experts in their field. Earn New York State CTLE hours. Network and share your ideas with other educators. Advance your practice and career.

WANT MORE THAN A WEEKEND? • The Long Trip 2018: Selma and Montgomery, Alabama April 2 - 8, 2018. • Summer Travel programs to Costa Rica, Morocco and Cuba Details on p.2. • Teaching Kindergarten Conference: Where Did the Garden Go? April 20 and 21, 2018.

See our courses online

bankstreet.edu/cps