Bank Street Continuing Professional Studies Spring 2021

CONTINUING PROFESSIONAL STUDIES SPRING 2021 COURSE GUIDE

EXPLORE OUR ONLINE SHORT-FORMAT WORKSHOPS Courses for Early Childhood, Childhood, and Early Adolescence Courses for Educational Leadership Certification Support & State-Mandated Trainings

IN THIS ISSUE ONLINE SPRING COURSES 2 WORKSHOPS TO NOTE 3 TEACHING KINDERGARTEN CONFERENCE 4 EARLY CHILDHOOD 6 CHILDHOOD 8 EARLY ADOLESCENCE 9 LEADERSHIP 10 STATE-MANDATED TRAINING WORKSHOPS 12 CAREER DEVELOPMENT 13 VIRTUAL TRAVEL AND SELF-CARE 15 OUR FACULTY 17 POLICY AND PROCEDURES

A MESSAGE FROM THE DIRECTOR Dear Educators, This past year, our lives have been disrupted in unprecedented ways and for most of us, school has taken on new meaning. Step back and reflect on all that you did accomplish: How have the events of the past year changed the way you teach? What have you learned that will continue to inform your practice? What are your goals for the rest of this school year?

In support of your goals, we invite you to join a community of educators for online, synchronous workshops facilitated by experts.

This spring, the short-format workshops to support and inspire educators include student new offerings, such as Countering Bias in the Hiring Process (p. 9), introducing concepts of food justice through Plant-Based Learning Projects (p. 6), or incorporating Lessons From Literature in Daily Practice (p. 12).

CPS favorites like, Play as a Tool of Early Intervention (p. 4), The Essential OrtonGillingham (p. 8), The Reggio- Emilia Approach (p. 6) and Sounds in Motion (p. 4) will support your growth as an educator with new strategies and techniques to incorporate in your practice.

Support your own well-being through our Virtual Travel and Self-Care workshops (p. 13), where you can explore Cuba through literature or take a virtual walk in the Cloud Forest of Costa Rica until we can safely travel again or learn to knit while connecting with early childhood educators. Explore our Career Development section (p. 12) to learn to write or illustrate a children’s book or start your own tutoring practice.

We hope this spring brings you health, joy, and a renewed commitment to the essential work that you do every day—and we hope Bank Street’s online workshops will be part of your spring plans.

Sincerely,

Joy Ellebbane, Director

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WORKSHOPS TO NOTE NEW

TEWS838N

Incorporating Early Childhood Practices Into Online and Socially Distanced Classrooms (Preschool–Pre-K) March 8 and 15 | Online Tuesdays, 6:30 PM–8:30 PM ET See page 4 for registration deadline and course description.

TEWS712N

Mindful Awareness for Educators (Ages 4–11 Years)

April 27 and 29 | Online: Tuesday/Thursday 4:00 PM–6:00 PM ET See page 6 for registration deadline and course description.

NEW

TEWS839N

The Power of Student Agency: How Choice Boosts Student Investment in Learning (K–8) March 9 and 11 | Online Tuesday and Thursday, 7:00 PM–9:00 PM ET See page 6 for registration deadline and course description.

NEW

TEWS843N

Support Language and Writing Within Workshop Structures: Make Data Meaningful (Grades K–5) March 6 | Online Saturday, 11:00 AM–3:00 PM ET

See page 7 for registration deadline and course description.

NEW

LEWS576N

Countering Bias in the Hiring Process

March 10 | Online Wednesday, 7:00 PM–8:30 PM ET See page 9 for registration deadline and course description.

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TEACHING KINDERGARTEN CONFERENCE 2021 Where Did the Garden Go? Making Good Trouble Online April 20, Friday, 5:30 PM–8:30 PM ET April 21, Saturday, 10:30 AM–3:30 PM ET This online conference honors and celebrates the hard work of all kindergarten teachers during this extraordinary time. Join kindergarten teachers, administrators, social workers, paraprofessionals, higher education faculty and graduate students as we reconnect to the joy and strength of what it means to work with four- , five- and six-year olds at this time.

Conference presenters will inspire participants to re-imagine curriculum and incorporate the values of social justice, equity and fairness. To quote John Lewis: “You must be bold, brave, and courageous and find a way... to get in the way.”

• $ 175 Early Bird fee (through March 15, 2021; early registration is highly recommended as this conference reaches capacity) • Earn 7 CTLE hours or .7 CEU included with conference fees (Graduate credit option available) • All keynotes and workshops will be recorded and available to participants through June 1, 2021 Visit bankstreet.edu/kindergartenconference for details and registration. graduate.bankstreet.edu/cps I 3

EARLY CHILDHOOD All courses will meet online for synchronous sessions at the times listed. Courses offered for 6 or more CTLE will also include asynchronous activities, as noted. Directions for accessing the online courses will be emailed upon registration.

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. This online course will support the integration of art activities in virtual and socially distanced classrooms. Instructor: Timothy Lightman February 23, 25 and March 2, 4* Online Tuesdays and Thursdays, 4:00 PM–6:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,660 Materials Fee: $80 (includes art materials and shipping) Registration Deadline: 2/16 *2 hours of asynchronous work required NEW TEWS838N Incorporating Early Childhood Practices Into Online and Socially Distanced Classrooms (Preschool–Pre-K) In this constantly evolving world, how does our teaching practice adjust while keeping the core pieces of an early childhood setting alive and well? How do we keep the feeling of community, connection, and joy present while remaining socially distanced or working together remotely? The strategies, lessons, and ideas introduced in this course can be adapted to meet the needs of a wide range of learners and across various learning environments. This course will incorporate a framework for play, ideas for play (including storytelling with puppets), and other shared experiences that allow children to process their feelings, connect with others, maintain relationships, and build resilience while also strengthening the home-school connection. Instructor: Laura Araman

March 8 and 15 Online Mondays, 6:30 PM–8:30 PM ET 4 CTLE or .4 CEU $195 (not offered for credit) Registration Deadline: 3/1 SPED550N Play as a Tool of Early Intervention (Ages Birth–8 Years) Young children play to express feelings, gain mastery over materials, and find meaning in complex experiences. When an emotional crisis interferes with a young child’s development, the disturbance manifests itself in the child’s play. If early intervention is required to promote healthy development, play becomes an essential therapeutic tool, as well as a diagnostic indicator. This course will utilize current theoretical perspectives to gain insight into children’s play. You will work with these theories to develop play techniques to use in early childhood classrooms and in individual therapy sessions.

A basic understanding of early childhood development is required.

Instructor: Lesley Koplow April 10 and 24* Online Saturdays, 10:00 AM–4:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,660 Registration Deadline: 4/3 *2 hours of asynchronous work required

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TEWS826N Play-Based Curriculum in the Early Childhood Classroom (Preschool–Grade 1) Participants will explore the role of play in a content-rich and developmentally appropriate classroom. We will discuss the theory and application of play as a medium for learning in young children; the assessment of behavior and content through play; and the creation of play/learning environments in a variety of educational settings. In addition, participants will learn how to communicate with families to calm their fears and clarify the educational value of play.

Participants will leave with strategies and techniques to expand their current play-based curriculum, in both virtual and socially distanced classrooms, or introduce play-based activities to their traditional setting. Instructor: Soyoung Park April 20 and 22* Online Tuesday and Thursday, 7:00 PM–9:30 PM ET 6 CTLE or .6 CEU $295 Registration Deadline: 4/13 *1 hour of asynchronous work required 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 pushdown curriculum, competition, product over process, and the jumping/ skipping of learning stages we are now experiencing in this country.

The course will also explore how the Reggio Emilia approach can be used to support virtual learning through parent/caregiver partnership and engagement. Instructors: Pat Watkins and Jennifer Khayat April 19, 21, 26, and 28 Online Mondays and Wednesdays, 7:00 PM–9:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,660 Registration Deadline: 4/12 *2 hours of asynchronous work required 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 to 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 in schools who qualify for Title 1. Attendees will learn body movements for 40 phonemes along with techniques for teaching developmental listening and language skills in both virtual and classroom settings.

Instructor: Holly Thomas February 27 and March 6 Online Saturdays, 10:00 AM–1:00 PM ET 6 CTLE or .6 CEU $195 (not offered for credit) Materials Fee: $80 Registration Deadline: 2/16

“ A lot of ideas and resources were provided regarding distance learning, which was very helpful!”

—Participant, Play-Based Curriculum in EC Classroom

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CHILDHOOD All courses will meet online for synchronous sessions at the times listed. Courses offered for 6 or more CTLE will also include asynchronous activities, as noted. Directions for accessing the online course will be emailed upon registration.

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. This online course will support the integration of art activities in virtual and socially distanced classrooms. Instructor: Timothy Lightman February 23, 25 and March 2, 4* Online Tuesdays and Thursdays, 4:00 PM–6:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,660 Materials Fee: $80 (includes required shipping) Registration Deadline: 2/16 *2 hours asynchronous work required TEWS842N Celebrating All Learners at Year’s End (Ages 4–17 Years) This workshop will support planning for socially distanced or virtual closing events and activities that create a true sense of belonging for all students. A brief exploration of personality diversity will focus on the ways that introverts and extroverts differ in terms of their sensitivity to stimulation and sensitivity to rewards. Research-based strategies are easily implemented to enhance student engagement prior to the end of the year; support for temperament-inclusive closing events and activities; and empower students to recharge over the summer in ways that suit their unique style. For teachers, administrators, parents, caregivers, and child life specialists.

Instructors: Heidi Kasevich and Charlotte L. Stiverson NEW

May 1 Online Saturday, 11:00 AM–1:00 PM ET 2 CTLE or .2 CEU $75 Registration Deadline: 4/23 SPED585N The Essential Orton-Gillingham (Grades 1–6) The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in the Orton-Gillingham techniques and translates high-interest comprehension activities into literacy programs. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers). Instructor: Ginny O’Hare Perrin April 11, 12 ,18 ,19 ,25, 26 and May 2, 3* Online: Sundays and Mondays, 6:30 PM–9:30 PM ET 24 CTLE or 2.4 CEU $830/2 credits $3,320 Materials Fee: $110 (includes required text and shipping) Registration Deadline: 4/2 *2 hours of asynchronous online work is also required

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TEWS712N Mindful Awareness for Educators (Ages 4–11 Years) Mindfulness is a particular way of paying attention to internal thoughts, sensations, emotions, and external stimuli with kindness.

Practicing mindful awareness in educational settings supports self-regulation, self-knowing, and metacognition while enhancing attention and decreasing stress. In this experiential workshop, you will practice mindful awareness and will learn activities to use in your virtual and socially distanced classroom to support classroom instruction, community building, and social-emotional learning.

Practicing mindful awareness can support ourselves and the children we care for as we plan for the end of this unprecedented school year. For teachers, administrators, parents, caregivers, child life specialists and museum educators. Instructor: Bonnie Levine April 27 and 29 Online Tuesday and Thursday 4:00 PM–6:00 PM ETT 4 CTLE or .4 CEU $295 (not offered for credit) Registration Deadline: 4/20 TEED649N Plant-Based Learning: Gardening Projects in the Classroom (Grades Pre-K–4) A growing body of research indicates that plant-based learning projects, such as indoor gardening and school gardens, are powerful teaching tools inside and outside the classroom. These activities provide an atmosphere that incorporates hands-on learning and strengthens academic, personal, and social development while encouraging children to develop critical skills, such as healthful living, stewardship, decision-making, and self-sufficiency. This course provides participants with an introduction to botany and applications for plant-based learning inside and outside the classroom, even in limited space. We will move beyond bean investigations by exploring multiple methods for growing plants and learning through plantbased projects. Cross-curricular connections will be made through scientific inquiry and literacy as we explore how to use plants to understand phenomena and the world we inhabit. Participants will receive seeds, plants, and materials for continued exploration at their schools and in virtual spaces. Instructor: Jacqueline Pilati April 7, 9, 14, and 16* Online Wednesdays and Fridays, 7:00 PM–9:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,660 Materials Fee: $35 Registration Deadline: 3/31 *2 hours of asynchronous work required NEW TEWS839N The Power of Student Agency: How Choice Boosts Student Investment in Learning (K–8) Inspire a love of learning that transcends the classroom by weaving opportunities for student agency throughout all areas of curricula.

In the age of COVID-19—when children learning remotely have access to different learning materials and when children in physical classrooms may be itching for increased autonomy amid maskwearing and social distancing—academic choice can be a saving

grace for students and teachers alike. The ideas and techniques introduced in this course can be easily woven into existing curricula and adapted to meet the needs of a wide range of learners. Practical resources and templates will be shared with participants after each session. Instructor: Lily Howard Scott March 9 and 11 Online Tuesday and Thursday, 7:00 PM–9:00 PM ET 4 CTLE or .4 CEU $195 (not offered for credit) Registration Deadline: 3/2 NEW TEWS843N Support Language and Writing Within Workshop Structures: Make Data Meaningful (Grades K–5) Explore quick ways to use the observational anecdotals and formal data to support writers with both language acquisition and learning.

Often in schools, we collect piles of papers or files that easily sit for weeks before they are used (or tossed out). This course will guide the analyzing of student work with a focus on literacy and language, modifying curriculum based on needs and strengths, and implementing teaching methods to encourage independence.

You will carry away strategies and plans to try in your classroom as teachers or across your school community as coaches, administrators, or support staff. These strategies can be applied to virtual, blended, and traditional classroom settings. Instructor: Emily DeLiddo

March 6 Online Saturday, 11:00 AM–3:00 PM ET 4 CTLE or .4 CEU $195 Registration Deadline: 2/26 TEED565N Meeting the Diverse Needs of Beginning Readers (Grades K–3) In every classroom, some children take longer to master beginning reading skills. Teachers, therefore, need to develop a variety of materials and approaches to help all children and particularly those having difficulty learning to read. We will discuss and demonstrate strategies you can use to enhance children’s decoding and encoding skills. We will also review methods and engage in activities designed to improve reading comprehension skills. You will have the opportunity to explore how you can use these techniques in your individual school settings. Some teaching experience is required.

Instructor: Allison Arthur May March 1, 3, 8, and 10* Online Mondays and Wednesdays 4:00 PM–6:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,660 Registration Deadline: 2/25 *2 hours of asynchronous work required

“ I feel like I got so much about food justice from this class, in addition to information about plants and planting. I also got some terrific resources for working with kids and ideas for good activities.”

—Participant, Plant-Based Learning

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EARLY ADOLESCENCE All courses will meet online for synchronous sessions at the times listed. Courses offered for 6 or more CTLE will also include asynchronous activities, as noted. Directions for accessing the online course will be emailed upon registration.

NEW TEWS842N Celebrating All Learners at Year’s End (Ages 4–17 Years) This workshop will support planning for socially distanced or virtual closing events and activities that create a true sense of belonging for all students. A brief exploration of personality diversity will focus on the ways that introverts and extroverts differ in terms of their sensitivity to stimulation and sensitivity to rewards. Research-based strategies are easily implemented to enhance student engagement prior to the end of the year; support for temperament-inclusive closing events and activities; and empower students to recharge over the summer in ways that suit their unique style. For teachers, administrators, parents, caregivers, and child life specialists.

Instructors: Heidi Kasevich and Charlotte L. Stiverson

May 1 Online Saturday, 11:00 AM–1:00 PM ET 2 CTLE or .2 CEU $75 Registration Deadline: 4/23 TEWS834N Discussing Race and Racial Justice With Tweens and Adolescents (Grades 5–12) Join us for a panel discussion and community conversation about engaging 11- to 17-year-old children in conversations about racial justice in the context of the current pandemic and the momentum of the Black Lives Matter protests and how to incorporate race and racial justice into curriculum. Moderator: Ana Tiburcio February 8 Online Monday, 6:00 - 8:00 PM ET $49 2 CTLE or .2 CEU Registration Deadline: 2/1 SPED585N The Essential Orton-Gillingham (Grades 1–6)* The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in the Orton-Gillingham techniques and translates high-interest comprehension activities into literacy programs. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers). Instructor: Ginny O’Hare Perrin April 11, 12 ,18 ,19 ,25, 26 and May 2, 3* Online: Sundays and Mondays, 6:30 PM–9:30 PM ET 24 CEU $830/2.4 credits $3,320 Materials Fee: $110 (includes required text and shipping) Registration Deadline: 4/2 *2 hours of asynchronous online work is also required

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TEWS712N Mindful Awareness for Educators (Ages 4–11 Years) Mindfulness is a particular way of paying attention to internal thoughts, sensations, emotions, and external stimuli with kindness.

Practicing mindful awareness in educational settings supports self-regulation, self-knowing, and metacognition while enhancing attention and decreasing stress. In this experiential workshop, you will practice mindful awareness and will learn activities to use in your virtual and socially distanced classroom to support classroom instruction, community building, and social-emotional learning.

Practicing mindful awareness can support ourselves and the children we care for as we plan for the end of this unprecedented school year.

For teachers, administrators, parents, caregivers, child life specialists, and museum educators. Instructor: Bonnie Levine April 27 and 29 Online Tuesday and Thursday, 4:00 PM–6:00 PM ET 4 CTLE or .4 CEU $295 (not offered for credit) Registration Deadline: 4/2 NEW

TEWS839N The Power of Student Agency: How Choice Boosts Student Investment in Learning (K–8) Inspire a love of learning that transcends the classroom by weaving opportunities for student agency throughout all areas of curricula.

In the age of COVID-19—when children learning remotely have access to different learning materials and when children in physical classrooms may be itching for increased autonomy amidst maskwearing and social distancing—academic choice can be a saving grace for students and teachers alike. The ideas and techniques introduced in this course can be easily woven into existing curricula and adapted to meet the needs of a wide range of learners. Practical resources and templates will be shared with participants after each session. Instructor: Lily Howard Scott March 9 and 11 Online Tuesday and Thursday, 7:00 PM–9:00 PM ET 4 CTLE or .4 CEU $195 (not offered for credit) Registration Deadline: 3/2

LEADERSHIP All courses will meet online for synchronous sessions at the times listed. Courses offered for 6 or more CTLE will also include asynchronous activities, as noted. Directions for accessing the online course will be emailed upon registration.

NEW LEWS576N Countering Bias in the Hiring Process Through exploring the hiring process, participants will learn to identify common ways that bias manifests during a hiring process, reflect upon coded language used in a hiring process, and learn best practices for a successful search. As a community, participants will develop accountability strategies for hiring committees to limit bias and emerge with resources to refine their hiring practices. This workshop is designed for principals, program directors, assistant directors, school leaders, and hiring managers of educational programs serving children of all ages. Instructor: Coy Dailey

March 10 Online Wednesday, 7:00 PM–8:30 PM ET 1.5 CTLE or .1 CEU $75 Registration Deadline: 3/3

LEWS571N Dynamic Leadership: Looking Back, Looking Forward As this challenging year comes to a close, how are you thinking and rethinking your next steps for the remaining months of this school year? How are you planning for the 2021-22 school year? In your role as a leader, it is critical to reflect on significant adjustments that were implemented due to COVID -19. Where are the opportunities?

Where are the challenges? Join other leaders in a robust learning exchange about how to close out this current year and plan for the future. Topics will include: decision-making, staffing, scheduling, meetings, professional growth and development, and space configuration. Instructor: Betsy McKenna April 15, 22 and 29 Online Thursdays, 7:00 PM–8:30 PM ET 5 CTLE or .5 CEU $295 (not offered for credit) Registration Deadline: 4/8

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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 February 22 Online Monday, 5:15 PM–7:15 PM ET Instructor: Deborah Vilas Registration Deadline: 2/15 Section 2 March 8 Online Monday, 5:15 PM–7:15 PM ET Instructor: Christine Low Registration Deadline: 3/1 Section 3 April 14 Online Wednesday, 5:15 PM–7:15 PM ET Instructor: Christine Low Registration Deadline: 4/17 Section 4 May 4 Online Tuesday, 5:15 PM–7:15 PM ET Instructor: Christine Low Registration Deadline: 4/27 Fee for any one section: $75 *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 highspeed internet connection is required. A microphone and video camera are recommended.

TEWS501N State-Mandated Training on School Violence Prevention Anyone applying for certification after February 2, 2001 must complete two hours of training on school violence prevention and intervention. This workshop includes training in effective classroom management techniques, identifying the warning signs of violent and other troubling behavior, and intervention techniques for resolving violent incidents in the school. The New York State Certificate of completion will be issued to all registrants who attend the full twohour session.

Section 1 Online Synchronous Session: February 24 Wednesday, 5:15 PM–7:15 PM ET Instructor: Ana Tiburcio Registration Deadline: 2/17 10 I graduate.bankstreet.edu/cps

Section 2 Online Synchronous Session: March 15 Monday, 5:15 PM–7:15 PM ET Instructor: Erin Baer Registration Deadline: 3/8 Section 3 Online Synchronous Session: April 20 Tuesday, 5:00 PM–7:00 PM ET Instructor: Lauren Hyman Kaplan Registration Deadline: 4/13 Section 4 Online Synchronous Session: May 12 Wednesday, 5:15 PM–7:15 PM ET Instructor: Ana Tiburcio Registration Deadline: 5/5 Fee for any one section: $75 *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 highspeed internet connection is required. A microphone and video camera are recommended.

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 ET on 2/22.)

Part II: Online Synchronous Session: February 25 Thursday, 5:00 PM–8:00 PM ET Instructor: Ron Woo Registration Deadline: 2/18 Section 2 Part I: Three-hour asynchronous session (Online component must be completed by 11:55 PM ET on 3/4) Part II: Online Synchronous Session: March 9 Tuesday, 5:00–8:00 PM ET Instructor: Lauren Kaplan Registration Deadline: 3/1 Section 3 Part I: Three-hour asynchronous session (Online component must be completed by 11:55 PM ET on 4/14.)

Part II: Online Synchronous Session: April 19 Monday, 5:00 PM–8:00 PM ET Instructor: Ana Tiburcio Registration Deadline: 4/11

Section 4 Part I: Three-hour asynchronous session (Online component must be completed by 11:55 PM ET on 5/9.)

Part II: Online Synchronous Session: May 12 Wednesday, 5:00 PM–8:00 PM ET Instructor: Bisola Neil Registration Deadline: 5/6 Fee for any one section: $140 NOTE: 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.

EDTPA501N edTPA Informational Workshops* This two-hour online workshop will outline the edTPA requirements.

You will leave with a clear understanding of the process and a suggested timeline of activities. Participation in one of these information sessions is required to participate in the edTPA Support Workshop below. Instructor: Tara Kirton Section 1 February 23 Online Synchronous Session*: Tuesday, 7:15 PM–9:00 PM ET Registration Deadline: 2/16 Section 2 March 6 Online Synchronous Session*: Saturday, 10:00 AM–11:30 AM ET Registration Deadline: 2/22

*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 highspeed internet connection is required. A microphone and video camera are recommended.

MATH500N Mathematics Support: Operations and Algebraic Thinking This online workshop will explore the mathematics that is part of the operations and algebraic thinking section of the birth-grade-2 math test (NYSTCE). The goal of the synchronous sessions is to provide instruction on content in a supportive online environment.

Topics will include modeling and problem solving with algebraic expressions and equations, functions, ratios, rates, and proportional reasoning. This workshop consists of five synchronous sessions and four weeks of asynchronous tasks and videos that are designed to provide additional instruction and support so you can choose topics based on your comfort level. View the list of 16 performance indicators for this section of the test at www.nystce.nesinc.com to better determine if this class will be beneficial to you. Topics are also relevant to the Grades 1-6 NYSTCE, although they were designed for the birth-grade 2 test. Instructor: Charlene Marchese February 22, 24 and March 1, 3, and 8 Online Synchronous Sessions*: Mondays and Wednesdays, 7:00 PM–8:30 PM Fee: $425 (not offered for CTLE or graduate credit; fee is waived for matriculated students at Bank Street College) Registration Deadline: 2/15 *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 highspeed internet connection is required. A microphone and video camera are recommended.

Fee for any one section: $35 (not offered for CTLE hours; fee waived for matriculated students) *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 highspeed internet connection is required. A microphone and video camera are recommended. edTPA500N edTPA Support Workshop* This workshop will help students understand and use the edTPA handbook and other support materials toward preparing their eportfolio. These workshops are not individualized tutoring; rather, they are an opportunity for students to work with a facilitator and peers for support in preparing the eportfolio. When possible, students will be grouped according to content area in order to differentiate learning and provide peer consultation around the specifics of their edTPA area. The edTPA workshop takes place completely online with live, synchronous sessions and additional asynchronous sessions to provide students an opportunity to work with others to get support and to provide and receive peer feedback.

This four-part edTPA workshop is open to anyone who attended one of the previous informational sessions. Instructor: Tara Kirton

“ The workshop was excellent, despite the COVID pandemic in which we all face at the moment. The instructor was extremely attentive, understanding, welcoming, fruitful, passionate, and she spoke with such grace.”

—Participant, Dignity for All Students

March 13, April 10, May 8, and June 5 Online Synchronous Sessions*: Saturdays 10:00 AM–11:30 AM ET Fee: $200 (not offered for CTLE hours; fee waived for matriculated students) Registration Deadline: 3/6

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CAREER DEVELOPMENT All courses will meet online for synchronous sessions at the times listed. Courses offered for 6 or more CTLE will also include asynchronous activities, as noted. Directions for accessing the online course will be emailed upon registration.

NEW TEWS841N Lessons From Literature in Daily Practice: A Discussion Recent uprisings for racial justice have highlighted the need to reorganize our educational spaces, but too many of us lack spaces for reflecting and incorporating this work into our teaching. This “pop up community of practice” will be a co-learning space for us to use James Baldwin’s thought-provoking essay, A Talk to Teachers, to explore issues in our classrooms, schools, and educational programs.

The goal is to walk away having learned something from each other about how to implement racial justice practices in our educational setting. Participation is limited to 15. Facilitator: Mark Nagasawa

April 12 Online Monday, 6:00 PM–8:00 PM ET 2 CTLE or .2 CEU $75 (not offered for credit) Registration Deadline: 4/5 TEWS652N 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 topics, such as what to charge, tutoring at your home vs. student home vs. school, cancellation practices, becoming a DOE provider, and where to get materials, policies, and professional practices. Instructor: Ginny O’Hare Perrin

TEWS808N Writing for Children III: Publishing 101 So you’ve got a manuscript you’re happy with—now what? This online class will take you through the whole process from creation to post-publication. You’ll learn the basics about queries, agents, and the editorial process, as well as how to find like-minded writers and promote yourself and your work. Most important: You’ll learn tips of the trade from an experienced editor. Instructor: Sharyn November April 7 Online Synchronous Session: Wednesday, 5:00 PM–7:00 PM ET 2 CTLE or .2 CEU $75 Registration Deadline: 3/31 TEWS809N Writing for Children 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 workshop, we will meet online for synchronous sessions to introduce and explore the process and key concepts around illustration for children’s literature. 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

May 11 and 13 Online Tuesday and Thursday, 8:00 PM–10:00 PM ET 4 CTLE or .4 CEU $195 (not offered for credit) Registration Deadline: 5/4

May 11 and 13 Online Tuesday and Thursday, 7:00 PM–8:30 PM ET 3 CTLE or .3 CEU $75 Registration Deadline: 5/4

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 piece once and for all. In this friendly, supportive environment, class discussions will focus on all aspects of good storytelling and good writing, including tone of voice, clear dialogue, characters who feel real, and beautiful language. The focus is on the exciting process of finding your voice and writing not just a story, but one that really means something to you. Teachers will gain a better understanding of the writing process so that they, in turn, can help their students find pleasure in crafting their stories.

Everyone who takes this course will come away with new insights about the beautiful power of storytelling and why children’s books will always count. Instructor: Amy Hest

TEWS810N The Writer’s Lab for Unpublished Authors We are offering this lab for a small group of committed writers who enjoy the writing process and want to come together each month to share their works-in-progress and receive feedback from other committed writers. This is a safe, supportive place to try out what you’ve been working on independently in a facilitated workshop.

Occasional guest speakers from the publishing world will join the group to discuss different aspects of writing, such as writing from an illustrator’s perspective or to provide personal viewpoints on the writer’s experience. Instructor: Amy Hest

April 6, 13, 20, 27 and May 4, 11, 18 Online Tuesdays, 5:00 PM–7:00 PM ET 14 CTLE or 1.4 CEU $460 Registration Deadline: 3/30 (Registration is limited. Early registration is suggested.)

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Prerequisite: WFC I or II or submit a manuscript in progress. Inquiries and manuscripts should be emailed to cps@bankstreet.edu by February 11, 2020. 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 25, March 18, April 8 and 22, and May 13 Online Thursdays, 5:00 PM–7:00 PM ET 10 CTLE or .10 CEU $460 Registration Deadline: 2/11 (Registration is limited. Early registration is suggested.)

VIRTUAL TRAVEL AND SELF-CARE Travel is something that so many of us are missing during this time of COVID-19. International destinations await us in the coming years. For now, escape with us into Cuban literature, a virtual tour of the cloud forest of Costa Rica, and Ramandan traditions in Morocco. For those interested in staying closer to home, even when virtual, join us for a discussion of early childhood education and knitting with Wendy or grow your own herbs with Jacqueline.

Exploring Cuba Through Literature

Come together with others interested in rich conversation about Cuban culture. Together we will explore recent fiction or non-fiction work related to Cuba with the goal of learning more about Cuban culture. In the process, meet others who have traveled to Cuba with Bank Street and those who might be interested in traveling with us in the summer of 2022. Facilitator: Julie Broderick May 15 Wednesday, 7:00 PM–8:30 PM ET 1 CTLE or .1 CEU $49 Registration Deadline: 5/5

Costa Rican Cloud Forest Virtual Tour

Naturalist guide Alexa Stickel will take the group on an exploration of the cloud forest in the Children’s Eternal Rainforest in Monteverde, Costa Rica. Using pre-recorded video footage, soundscape recordings, and photographs, participants will learn about the plants and animals that live in the cloud forest, how they interact, and how they are being protected. Join a community of educators who have experienced the cloud forest with Bank Street and those who are interested in joining us when our travel program to Costa Rica resumes in August 2022. Instructor: Alexa Stickel March 11 Thursday, 7:00–8:30 PM ET 1 CTLE or .1 CEU $49 Registration Deadline: 3/4

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VIRTUAL TRAVEL AND SELF-CARE Ramadan Traditions in Morocco

Join others interested in exploring Ramadan traditions as you learn to make Harira soup and make connections with Moroccan culture. Participants are welcome to cook along, or enjoy the conversation and follow the recipe later. This hearty soup is enjoyed each night as families break the fast and can be easily adjusted for vegetarians.

Facilitators: Samira Idoue Laouina, Aziz Berdahem and Susannah Bien-Gund April 10 Saturday, 11:00 AM–1:00 PM ET 2 CTLE or .2 CEU $49 Registration Deadline: 4/1 NEW

TEWS840N

Knitting and Community Hangout

Join early childhood educators to discuss current events in the field and share your latest knitting or handcraft project. Wendy Pollock, long-time advisor and faculty member in the Graduate School is hosting this hangout where participants can come together online to build a community to discuss current issues facing early childhood leaders. Don’t know how to knit? No problem, bring needles and yarn for a quick lesson or sit back and enjoy others’ projects. Facilitator: Wendy Pollock March 15 Monday, 7:00 PM–8:00 PM ET Fee: 1 CTLE or .1 CEU $25 Registration Deadline: 3/8 NEW

TEWS836N

Sowing Seeds of Self-Care

The climate of uncertainty surrounding us today has inspired many people in urban and suburban communities across the country to seek respite outdoors and in gardens in the company of plants and the natural world. The pandemic has sparked many people to remember the gardens of their childhood, reviving an interest in growing their own food and medicinal plants. Our ability to self-determine how we respond to everyday stress builds our toolbox of resiliency. In this workshop, participants will be guided through the why and how of growing herbs and medicinal plants in containers at home or in small garden spaces or in small garden spaces. Instructor: Jacqueline Pilati March 13 Saturday, 11:00 AM–12:30 PM ET Fee: 1 CTLE or .1 CEU $49 Materials Fee: $30 (includes seeds) Registration Deadline: 3/5

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OUR FACULTY For more details, visit graduate.bankstreet.edu/cps.

Laura Araman is a licensed clinical social worker with an MS in Social Work from Columbia University and a MS in Early Childhood General and Special Education from Bank Street College. Her BA is from the University of North Carolina at Chapel Hill in Psychology and Elementary Education.

Erin Baer earned her Masters of Social Work from Fordham University in Clinical Practice and Human Services Management.

She holds a BA in Journalism and Mass Communication from NYU. Susannah Bien-Gund received her MSEd in Elementary Education from the University of Pennsylvania, an MA in Teaching of English to Speakers of Other Languages from Hunter College, and a BA from Swarthmore College, where she majored in Linguistics and Languages with Arabic and French.

Julie Broderick has an MS in Applied Linguistics from Georgetown University and an MSEd in Math Leadership from Bank Street College. She earned her a BA from The College of William and Mary in Williamsburg, VA. Coy Dailey earned a BS in Mathematical Sciences from Colby College, where he is a trustee, and a MSEd in School Leadership from the University of Pennsylvania.

Emily DeLiddo earned a master’s degree from Teachers College, Columbia University.

Amy Hest has an MA in Library Science from C.W. Post College and a BA from Hunter College.

Lauren Hyman Kaplan holds an MA in Counseling from NYU and a BA in Psychology from Emory University.

Christine Low has an MSW in Social Work from 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.

Charlene Marchese earned an EdD from Rutgers University in Early Childhood Elementary Education, specializing in Mathematics Education, and a MEd in Leadership in Mathematics Education from Bank Street College. Her BA is in Elementary Education from Rutgers University.

Allison Arthur May holds an MEd 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 in Supervision and Administration from Bank Street College and has a BS in Elementary Education from the University of Vermont-Burlington.

Mark Nagasawa holds a PhD in Early Childhood Education and a Master of Social Work, both from Arizona State University, and a BA in Political Dcience from the University of Arizona.

Bisola Neil earned her PhD in Urban Education with an emphasis on Mathematics Education from The Graduate Center, City University of New York. Her MS from Bank Street College is in Educational Leadership in Mathematics and her MA in Mathematics Education in Middle School Settings is from The City College of New York (CUNY).

Her BS in Public Affairs Management is from Baruch College, CUNY.

Dr. Heidi Kasevich received her BA from Haverford and her PhD from New York University.

Sharyn November is a writer and editor of books for children and young adults. She earned a degree in poetry from Sarah Lawrence College and founded Firebird Books in 2002. She lives in New York.

Jennifer Khayat completed certificates in Supervision and Administration of Early Childhood Centers at the UCLA Extension and was selected as a California Mentor Teacher in the Early Childhood Mentoring/Adult Supervision at Los Angeles Valley College. Her BA in Child Development is from California State University at Northridge.

Soyoung Park holds a PhD in Curriculum Studies and Teacher Education from Stanford Graduate School of Education, Stanford, CA. Her MPS is in Early Childhood and Special Education from Manhattanville College, Purchase, NY. She earned her BA in Sociology from Brown University.

Tara Kirton holds an MSEd in Early Childhood Special and General Education from Bank Street College and an MA in Public Communications from Fordham University. Her BA is from the State University of New York at Albany in English.

Lesley Koplow has a Master of Science Education in Educational Leadership from Bank Street College and a LCSW from Hunter School of Social Work. She also holds a BA in Child Development from New College.

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.

Bonnie Levine earned her MSEd in Early Childhood and Childhood General Education from Bank Street College of Education. Her BA is in Women’s Studies/Liberal Arts from SUNY Purchase.

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.

Jacqueline Pilati-Rodriguez earned her MA in Environmental Education from NYU and her BS in Childhood Education and Students with Disabilities from St. John’s University, Jamaica, NY. Wendy Pollock earned an EdD in Curriculum and Teaching and an MA in Psychology of Education both from Teachers College, Columbia University. She also holds an MEd in Educational Leadership from Bank Street College. Her BA from Sarah Lawrence College in Early Childhood Education/Child Development.

Stephen Savage earned a MFA in Illustration from the School of Visual Arts in New York City. His BA is in Art History from the University of Wisconsin-Madison.

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Alexa Stickel serves on the board of the Monteverde Institute. She holds a BS in Psychology/Zoology from the University of Florida.

Charlotte L. Stiverson has an MS in Museum Education from Bank Street College and a BA in Elementary Education/Art from Centre College of KY. Holly Thomas, MS, CCC-SLP, holds a BS degree 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’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.

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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 Patricia Watkins has a dual master’s degree in Early Childhood Education and Special Education from Fordham University.

Ronald Woo has an MA in Applied Linguistics/TESOL from New York University and a JD from Brooklyn Law School.

POLICY AND PROCEDURES Registration Fees Registrations are accepted on a space-available, first-come, first-served basis. All online registration will be acknowledged by email. All faxed, mailed, or in-person registration will be acknowledged by return mail.

• Tuition & fees are subject to approval by the Bank Street College Board of Trustees.

• Registration received after the posted registration deadline is subject to a $25 late registration fee.

• Courses taken for credit include a nonrefundable registration fee. The registration fee in any one semester is $50 for 1 to 3 credits, and $100 for 4 or more credits.

• Students taking courses in both the Graduate School and Continuing Professional Studes (CPS) should combine credits taken with each in calculating the applicable registration fee.

• There is no registration fee for courses taken for CEU. Changes of Registration Changes must be submitted in writing to the Continuing Professional Studies office no later than one week preceding the first class meeting date and are subject to a $15 fee. No withdrawals/refund/transfer request will be accepted after that time.

• Change from credit to CEU/Audit will be accepted up until (but no later than) the beginning of the second class session.

• Change from CEU/Audit to credit will be accepted up until (but no later than) 5 business days after the last class session. Changes require approval of the instructor and CPS office.

• Only the student named on the registration form may attend a course. Should a school wish to send another staff member in place of a registered student, there will be a late registration fee ($25) as well as a processing fee of $25.

• Should an emergency prevent a student from attending a workshop, a full refund will be processed upon receipt of a written request and documentation of the emergency. (Emergencies are defined as unforeseeable situations that require the registered student’s immediate attention.)

Attendance at all class sessions is required. A student who misses the first class session, may not attend future class sessions. Refunds or transfers are only processed in case of emergencies. (See emergency policy above, under Changes of Registration.) For exceptions, both the instructor and the Continuing Professional Studies office must grant permission.

• Children are not permitted in class and may not be left unattended on Bank Street College property.

• No one will be admitted to any State Mandated Training workshop after the posted start time and there are no refunds/transfer for late arrivals.

Assignments for courses taken for one credit must be postmarked two weeks after the final class meeting. Courses taken for two or three credits must be postmarked four weeks after the final class meeting.

bankstreet.edu/cps/policies

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Continuing Professional Studies Bank Street College of Education 610 West 112th Street New York, NY 10025-1898 Phone: 212-875-4649 Fax: 212-875-4777

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

REGISTER FOR SPRING 2021 ONLINE PROGRAMS TESTIMONIALS “ I couldn’t say more nice things about all the staff I have come across...

This is a game changer for me if it continues; I will be taking continuing education classes in this way [online] for sure.”

—Marina F, Summer 2020 participant in Reggio-Emilia Approach (p. 4)

“ The idea of taking mindful moments when doing routine tasks seems very manageable and applicable, even when teaching remotely.” —Alicia F, Mindful Awareness for Educators (p. 8) “ This workshop helped me learn about writing for children and the different elements and composition that go together to create a piece of writing. Got me encouraged and excited to find that VOICE.” —Moyjae A. 33 years in education, Finding Your Voice (p. 12)

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