CPS Summer 2023 Course Brochure

CONTINUING PROFESSIONAL STUDIES SUMMER 2023 COURSE GUIDE

EXPLORE OUR SUMMER

SHORT-FORMAT WORKSHOPS

Courses for Early Childhood, Childhood, and Early Adolescence

Career Development Workshops

Certification Support & State-Mandated Trainings

A MESSAGE FROM THE DIRECTOR

Dear Educators,

While the 2022-23 school year has brought a level of normalcy, it also brought to light how much has changed for ourselves and our students.

At Bank Street Continuing Professional Studies (CPS), we have maintained the tried and tested workshops like The Essential Orton-Gillingham (p. 8 and 11), Block Building and Dramatic Play (p. 4), The Spectrum of Play and Play on the Spectrum (p. 4), and Restorative Practices in the Early Grades (p. 7), so you continue to have the tools to support the children in your care.

In addition, we are developing new courses to meet your changing needs, such as MakeBelieve Gun Play in a World of Gun Violence (p. 3 and 9), Growing Your Capacity to Support Children’s Developing Racial Identity (p. 9), and Cultivating Connection and Joy at the Start of the School Year (p. 7).

CPS is also highlighting our faculty’s work around mathematics education in the following workshops: Developing Your Inner Mathematician (p. 13), Communicating with Families about Your Math Classroom (p. 7), Math Reasoning Routines (p. 9), and Equitable Access to Math: A Neurodevelopmental Approach to Differentiated Instruction (p. 9).

Finally, it’s important to take care of yourself. Connect with the lifelong learner in yourself in Art Studio: Discovering Self While Learning More about Drawing, Painting, and Collage (p. 12); Picture Book Workshop (p. 12); and American Sign Language (p. 12).

Take a break from your summer activities to refresh and find inspiration for the coming school year. We hope to see you soon—whether online or on campus!

Sincerely,

Joy Ellebbane Director, Continuing Professional Studies

ANNUAL CONFERENCE

EDUC612N

INFANCY INSTITUTE

Relationships that Heal: Choosing Connection over Control

June 20–22, 2023

Join us in June for our 36th annual Infancy Institute. Professionals who work with infants and toddlers will come together for presentations and virtual workshops focused on curriculum development, challenging behaviors, working with families, emotionally responsive practice, and more. This conference includes guest speakers and four workshops. All keynotes and workshops will be recorded and shared with everyone who is registered.

Early bird rate $275 valid until 5/31/23

Tuesday, June 20: 12:00 PM–4:00 PM ET

Wednesday, June 21: 12:00 PM–6:30 PM ET

Thursday, June 22: 12:00 PM–4:00 PM ET

Join us for a Post-Conference Session:

TEWS863N

The Bank Street Approach to Toddlers and Twos: Applying Theory to Practice

Friday, June 23: 9:00 AM –2:00 PM ET at Bank Street College

Institute Coordinators: Marjorie Brickley and Yasmin Dorrian

EARLY CHILDHOOD

TEWS858N

All About Me: Centering Racial Identity and Ethnicity in Your Curriculum (Grades Preschool–2)

If best practice suggests teaching to the whole child, how can we do this effectively without recognizing and affirming a child’s and family’s racial and ethnic identities? In this workshop, you will revisit your current All About Me unit and build on it (if applicable), or create a new unit centered around race and ethnicity. We will work from your existing lesson plans while designing new lessons that connect literacy, language, art, music, science, math, and home/ school connections to help children develop language around their racial identities and respect for other races and ethnicities. We will explore children’s books and other media that can provide entry points into lessons. We will also connect lessons to state standards and the social justice standards from Teaching Tolerance. This workshop is recommended for educators in the beginning stages of having conversations about race, racial identity, and ethnicity with young children and their families.

Instructor: Tara Kirton

SETE513N

Bibliotherapy in the Early Childhood Setting (Grades Preschool–3)

Bibliotherapy is the art of using children’s literature to help children understand difficult experiences and resolve developmental issues that interfere with their growth. You will learn how to choose books that address developmental and experiential difficulties. You will also explore how the use of story can help children better understand their own personal experiences, and you will learn how to make books that address children’s individual and group needs. Instructor: Margaret Blachly

July 11 and 13 | Online

Tuesday and Thursday, 10:00 AM–3:30 PM ET*

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 7/4

*2.5 hours of asynchronous work required

TEED656N

August 8 | Online

Tuesday, 10:00 AM–3:30 PM ET 5 CTLE or .5 CEU / $195

Registration Deadline: 8/1

TEWS869N

Make-Believe Gun Play in a World of Gun Violence

Gun violence is a uniquely American phenomenon—one that impacts children, families, teachers, and school communities throughout the nation. We will explore the context surrounding gun violence in the US, and examine the complex relationship between gun violence and children’s play. Participants will have time to explore their own experiences of children’s pretend play, as well as school and classroom policies that might impact their work in the classroom. The session will utilize whole group, pair-share, and individual reflection.

Instructor: Nicole Limperopulos

July 18 | Online

Tuesday, 11:00 AM–1:30 PM ET

3 CTLE or .3 CEU / $95

Registration Deadline: 7/11

Constructing a Democratic Classroom: Focus on Routines, Rules, and Transitions (Ages 3–9 Years)

Routines, rules, and transitions may be thought of as providing the framework for the daily life of the classroom. The way in which they are constructed and carried out strongly affects the social, moral, and academic atmosphere in the setting. What does democracy mean in relation to routines, rules, and transitions? How can children have a voice in determining them? The ultimate goal is not simply to create order, but also to encourage the development of both autonomy and a caring community. Topics to be considered are: views of the nature of the child, developmental appropriateness, flexibility, the needs of English language learners and children with developmental variations, issues around power and control, the meaning of resistance, and how routines and transitions relate to academic learning and the various curriculum areas, particularly social studies. You will examine and analyze the structures in your own and each others’ classrooms.

Instructor: Candace Barriteau Phaire

July 10 and 12 | Online

Monday and Wednesday, 10:30 AM–3:30 PM ET*

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 7/2

*2.5 hours of asynchronous work required

TEWS874N

Culturally Responsive Practice to Foster Resilience (Grades Pre-K–5)

Resilience is often described as bouncing back from adverse experiences (Levine, 2003). What makes this “bouncing back” possible are relationships to self, family and community. We will use developmental and ecological models for understanding children’s lived experiences as tools for identifying culturally sustaining practices that view children and families through a strengths-based lens. The goal is to identify community supports, including cultural and spiritual practices, that you can incorporate into your curriculum to foster connections to others, facilitate self regulation, promote a positive view of self, and increase inner strength. You will develop your capacity for observation and assessment to deepen your practice around environmental design, materials, and curriculum to foster resilience.. Instructor: Genevieve Lowry

July 27 | Online

Thursday, 2:00 PM–4:00 PM ET

2 CTLE or .2 CEU $35

Registration Deadline: 7/21

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. When 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

July 18 and 20 | On Campus*

Tuesday and Thursday, 9:30 AM - 4:30 PM ET

12 CTLE or 1.2 CEU $425/1 credit $1,761

Materials Fee: $35

Registration Deadline: 7/11

*This course meets at Bank Street College, 610 West 112th Street, NY, NY 10025. Proof of a COVID-19 booster is required. ** 1 hour of asynchronous work

TEWS666N

Designing Play-Based Activities for the Pre-K–First Grade Classroom

This workshop will focus broadly on how to design and implement curricula in pre-kindergarten, kindergarten, and first grade classrooms that are, or strive to be, interdisciplinary and play-based. We will explore ways to integrate social studies, language arts, math, science, and art activities. We will also explore ways to scaffold and differentiate these activities to make them more inclusive and to address a diverse range of student needs. The unique and specific contexts of your settings will be taken into account and discussed.

Instructor: Timothy Lightman

July 24 and 25 | Online

Monday and Tuesday, 10:30 AM–3:30 PM ET

*2.5 hours of asynchronous work required

12 CTLE or 1.2 CEU / $425

Registration Deadline: 7/17

EDUC606N

Block Building and Dramatic Play as an Integral Part of the Early Childhood Curriculum

Unit blocks and the dramatic play that accompanies block building offer children multiple and diverse opportunities to develop and express their understanding of the social and physical world in which they live. In this course, you will learn how to integrate blockbuilding experiences into the curriculum and organize block-building areas in the classroom. You will examine how block building supports the development of numeracy, literacy, problem-solving, and creative thinking skills, along with social and emotional growth. Field trips—and the opportunities for the first-hand research that they provide—are an essential component of a block program, and will also be included. This course will also support participants in settings with limited or no blocks in applying a broader understanding of the importance of play with open-ended materials and advocating for such experiences in their settings. Instructor: Elise Bauer

Section 1

July 10, 11, and 12 | On Site at City and Country School*

Monday–Wednesday, 10:00 AM–2:00 PM ET*

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 7/2

*Held at City and Country School, 146 W 13th St, New York, NY 10011. Proof of a COVID-19 booster is required.

Section 2

July 24, 25, and 26 | On Site at City and Country School*

Monday–Wednesday, 10:00 AM–2:00* PM ET

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 7/17

*Held at City and Country School, 146 W 13th St, New York, NY 10011. Proof of a COVID-19 booster is required.

SPED587N

The Spectrum of Play and Play on the Spectrum: Through a DIR/Floortime© Lens (Ages Birth–6)

The course examines the play of neurotypical and neurodiverse children and the impact of individual differences in sensory and motor processing on development and play. A core feature of the course is how to employ the Developmental-Individual DifferenceRelationship Model (DIR/Floortime) to progress play with children on the Autistic Spectrum. DIR expands and promotes symbolic play, the capacity to express the full range of emotions, and to regulate anxiety and behavior using a teacher-caretaker mediated approach. This course presents the developmental spectrum of play and the manner in which play supports the formation of self-regulation, is self-realizing, addresses all areas of development simultaneously and is spontaneous and intrinsically motivated without the need for teacher directed tasks. We will examine these themes as concept and practice. Throughout the course, you will have the opportunity to discuss challenges you may encounter related to children with whom you are working. The relationship between the material being presented and the use of play for both expressing and working through trauma, will be addressed.Instructors: Gilbert Foley and Serena Wieder

August 7 and 8 | Online*

Monday and Tuesday, 10:30 AM–4:30 PM ET

12 CTLE or 1.2 CEU $425 / 1 credit* $1,761

Registration Deadline: 7/31

TEWS715N

Motor Play to Enhance Growth in the Classroom (Ages 1–6 Years)

This course will demystify developmental concepts, such as sensory processing, regulation, and sensory integration. You will learn how motor play can impact energy level, attention, and a child’s ability to improve organizational skills. You will complete the course with a toolbox of activities to enhance fine and gross motor development, along with strategies to keep children alert, energized, and in control in the classroom setting. Discussions will include how to collaborate with families and caretakers in using motor play to extend skillbuilding to the home environment, along with neuroscience research underscoring the importance of sensory motor play for brain organization and building the foundation for lifelong learning.

Instructor: Jill Mays

July 17 and 19 | Online

Monday and Wednesday, 10:30 AM–2:30 PM ET

7 CTLE or .7 CEU / $295

Registration Deadline: 7/10

TEED654N

The Reggio-Emilia Approach: From Theory to Practice (Ages Infant–5 Years)

The early childhood program founded in Reggio-Emilia, Italy incorporates an emphasis on the learning environment, process vs. product, developmentally appropriate practice, and the importance of the community of learners. Much of this philosophy reflects the culture of the Italians and is difficult to recreate in the United States. This course is meant to provide an introduction to the approach and will attempt to bridge the Reggio-Emilia theory with American culture. We will view the Reggio-Emilia approach as a means to combat the push-down curriculum, competition, product over process, and the jumping/skipping of learning stages we are now experiencing in this country. Instructors: Pat Watkins and Rafa Pérez-Segura

July 13 and 14 | On Campus*

Thursday and Friday, 9:30 AM–4:30 PM ET

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 7/6

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is 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 acquire phonemic awareness, listening, early literacy, vocabulary, and articulation skills through the use of body movements. The program has been shown to be beneficial to children who are English Language Learners and students who qualify for Title 1 schools. You will learn body movements for 40 phonemes, along with techniques for teaching developmental listening and language skills. Instructor: Holly Thomas

July 17 | On Campus*

Monday, 9:30 AM–4:30 PM ET 6 CTLE (4 CTLE in language acquisition) or .6 CEU $225

Materials Fee: $65

Registration Deadline: 7/10

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

CHILDHOOD

SETE508N

Behavior Management Strategies for the Classroom Teacher (Grades Pre-K–8)

Good classroom management is at the heart of effective teaching. This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. It includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for educators with less than five years experience, but more experienced professionals will also come away with new techniques to add to their repertoire. Instructor: Debbie Zlotowitz

August 10 and 11 | On Campus*

Thursday and Friday, 9:30 AM–4:30 PM

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 8/3

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

TEWS873N

Drama Integration Strategies Across Curriculum (Grades 1–5)

Drama as a teaching strategy is an essential component in the curriculum. It is an effective method of differentiating lessons, developing students’ cognitive and behavioral skills and supporting social emotional learning (SEL). Together, we will discover a range of drama techniques based on the Applied Theatre approach that you can use as learning tools in a range of subject areas to expand your classroom practice and differentiation techniques. This approach is also a platform for social justice that can deepen students’ understanding of the social world by constructing meaning in a way that acknowledges context, culture, and values. Throughout the day, we will discuss ways to integrate this work into your curriculum so you are ready for the coming school year. Instructor: Marília Lauria

July 18 | On Campus*

Tuesday, 9:00 AM–3:30 PM ET

6 CTLE or .6 CEU $295

Registration Deadline: 7/11

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

TEED346N

Building Computational Fluency: Multiplication and Division (Grades 3–6)

When teachers understand how children make sense of multiplication and division, they are better able to create strategies that support students in developing computational fluency. Using student work samples and video clips, we’ll explore how children develop meaningful, efficient, and accurate computational strategies for multiplication and division. We’ll examine mathematical ideas central to multiplication and division, thereby deepening mathematical content knowledge. Additionally, we’ll analyze the role of the traditional algorithm in a standards-based elementary mathematics classroom. Instructor: Julie Broderick

July 25 and 26 | On Campus*

Tuesday and Wednesday, 9:30 AM–4:30 PM ET

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Materials Fee: $30 (includes required text)

Registration Deadline: 7/18

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

Communicating with Families About Your Math Classroom (Grades K–5)

A constructivist math classroom is often something quite new for families to experience since their own math education was likely much more traditional in nature. It is critical that progressive math teachers know how to communicate about their math work with families. Come learn how best to do this. Look at print and digital resources that are great math tools for families. Learn how to design digital portfolios that allow your students to communicate about their math work with those at home. Talk about how to discuss math learning in family conferences and in written narrative reports. This workshop will include examples from kindergarten to fifth grade. Classroom teachers, learning specialists, math coaches, and administrators are all encouraged to join us. Instructor: Julie Broderick July 27 | On Campus*

Thursday, 9:30 AM–3:00 PM ET

5 CTLE or .5 CEU $265

Registration Deadline: 7/20

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

TEED656N

Constructing a Democratic Classroom: Focus on Routines, Rules, and Transitions (Ages 3–9 Years)

Routines, rules, and transitions may be thought of as providing the framework for the daily life of the classroom. The way in which they are constructed and carried out strongly affects the social, moral, and academic atmosphere in the setting. What does democracy mean in relation to routines, rules, and transitions? How can children have a voice in determining them? The ultimate goal is not simply to create order, but also to encourage the development of both autonomy and a caring community. Topics to be considered are: views of the nature of the child, developmental appropriateness, flexibility, the needs of English language learners and children with developmental variations, issues around power and control, the meaning of resistance, and how routines and transitions relate to academic learning and the various curriculum areas, particularly social studies. You will examine and analyze the structures in your own and each others’ classrooms.

Instructor: Candace Barriteau Phaire

July 10 and 12 | Online

Monday and Wednesday, 10:30 AM–3:30 PM ET*

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 7/2

*2.5 hours of asynchronous work required

TEWS850N

Creating Classrooms That Embrace Difference (Grades Pre-K–2)

We will explore how power and knowledge can be shared with students by allowing them to weave their own stories into the curriculum. Starting from this place, we will be better positioned to understand how classrooms can become educational spaces where students’ identities, interests, skills, and expertise are honored. We will examine how storytelling, language, literature, and projectbased making can support multiple funds of knowledge and ways of knowing. Instructor: Kelly Bird

July 25 | Online

Tuesday, 10:30 AM–4:00 PM

5 CTLE or .5 CEU $265

Registration Deadline: 7/18

TEWS868N

Cultivating Connection and Joy at the Start of the School Year (Grades K–8)

A focus on fostering connection and joy is a prerequisite for meaningful learning. This course explores how simple creative writing and visual art exercises, games, and peer-to-peer feedback routines can inspire children to connect deeply with one another (and have a bit more fun at school, to boot). 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 will be shared with participants after each session. Instructor: Lily Scott

Howard

July 17 and 19 | Online

Monday and Wednesday, 11:00 AM – 1:00 PM ET

4 CTLE or .4 CEU $195

Registration Deadline: 7/10

TEED650N

Early Numbers, Addition, and Subtraction (Grades K–4)

How do children develop computational strategies to help them add and subtract? This course explores how children make sense of these operations. Through video clips and student work samples, we’ll examine effective, efficient, and accurate problem-solving strategies that children can use to master addition and subtraction. We’ll discuss the role of the standard algorithm in a standards-based mathematics classroom and consider the teacher’s role in helping children develop computational fluency. In addition, you’ll examine mathematical ideas central to addition and subtraction, thereby deepening your own mathematical content knowledge. Instructor: Eliza Chung

July 18 and 20 | Online

Tuesday and Thursday, 10:30 AM–4:00 PM ET*

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Materials Fee: $45 (includes required text)

Registration Deadline: 7/11

*2.5 hours of asynchronous work required

TEED658N

Restorative Practices in the Early Grades (Grades 1–3)

Restorative practices hold great promise for shifting the power balance, structures, and approach of traditional classroom and disciplinary practice. At their core, restorative practices are equitable and explicitly anti-racist. They incorporate themes of social-emotional learning, racial and cultural equity, and relationship- and trustbuilding to promote healthier classrooms and schools. Restorative practices encourage us to engage in self-reflection, to participate on the same level as our students, and to actively question some of the assumptions many of us may hold. In this course, we will explore the foundational philosophy and values of restorative practices, familiarizing ourselves with common themes and practices as we adopt a restorative and transformative lens. Together, we will engage with practical applications of restorative practices in the elementary classroom, trying them out together and reflecting on our experiences. Instructor: Ellen Ferrin

August 1, 2, 3 and 4 | Online

Tuesday–Friday, 4:30 PM–7:30 PM ET

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 7/25

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. This is a fast-paced, highly structured class intended for experienced educators. Direct all questions to cps@bankstreet. edu. Required text: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers).

Section 1

July 10, 11, 12, 13 | On Campus at MMFS*

Monday July 10, 9:00 AM–5:00 PM ET

Tuesday July 11, 9:00 AM–5:00 PM ET

Wednesday July 12, 9:00 AM–5:00 PM ET

Thursday July 13, 9:00 AM–12:00 PM ET

24 CTLE or 2.4 CEU $830 / 2 credits $3,420

Materials Fee: $110 (includes required texts)

Instructor: Debbie Zlotowitz

Registration Deadline: 7/2

*This course will meet at Mary McDowell Friends School, 23 Sidney Place, Brooklyn, NY 11201. Proof of a COVID-19 booster is required.

Section 2

August 20, 21, 22, 23 | Online*

Sunday, 9:00 AM–12:00 PM ET

Monday, 6:00 PM–9:00 PM ET

Tuesday, 9:00 AM–12:00 PM ET

Wednesday, 9:00 AM–12:00 PM ET and 6:00 PM-9:00 PM ET

24 CTLE or 2.4 CEU $830 / 2 credits $3,420

Materials Fee: $125 (includes required texts + shipping)

Instructor: Ginny O’Hare Perrin

Registration Deadline: 8/9

*Class includes asynchronous work

TEWS867N

Everyday Language to Transform How Kids Think, Feel, and Achieve at School (Grades K–8)

Brain research suggests that language is not separate from thought, but a part of thought itself. What we say and what we hear creates neural pathways that trigger brand-new patterns of thinking. Until a learner is exposed to a word or a particular combination of words, epiphanies lie dormant. For instance, a teacher’s unusual pairing of the words “brilliant” and “mistake” in the phrase “what a brilliant mistake!” can rewire how a child responds to making mistakes, replacing feelings of shame with self-compassion and resilience. Teachers who share bite-sized, literally brain-altering language with students (who repeat this language to themselves as positive self-talk) can transform how students feel, and therefore do, in the classroom and beyond. In this class, I’ll introduce simple, affirming language suggestions and practical curricular extensions (such as morning meeting activities, visual art exercises, poetry invitations, and reading responses) that help students explore and internalize these transformative phrases. Practical resources will be shared with participants after each session. Instructor: Lily Scott Howard

July 11 and 13 | Online

Tuesday and Thursday, 11:00 AM–1:00 PM ET 4 CTLE or .4 CEU $195

Registration Deadline: 7/2

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. You will learn body movements for 40 phonemes, along with techniques for teaching developmental listening and language skills. Instructor: Holly Thomas

July 17 | On Campus*

Monday, 9:30 AM–4:30 PM ET

6 CTLE (4 CTLE in language acquisition) or .6 CEU $225

Materials Fee: $65

Registration Deadline: 7/10

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

TEWS874N

Culturally Responsive Practice to Foster Resilience (Grades Pre-K–5)

Resilience is often described as bouncing back from adverse experiences (Levine, 2003). What makes this “bouncing back” possible are relationships to self, family and community. We will use developmental and ecological models for understanding children’s lived experiences as tools for identifying culturally sustaining practices that view children and families through a strengths-based lens. The goal is to identify community supports, including cultural and spiritual practices, that you can incorporate into your curriculum to foster connections to others, facilitate self regulation, promote a positive view of self, and increase inner strength. You will develop your capacity for observation and assessment to deepen your practice around environmental design, materials, and curriculum to foster resilience. Instructor: Genevieve Lowry

July 27 | Online

Thursday, 2:00 PM–4:00 PM ET

2 CTLE or .2 CEU $35

Registration Deadline: 7/21

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. When 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

July 18 and 20 | On Campus*

Tuesday and Thursday, 9:30 AM - 4:30 PM ET

12 CTLE or 1.2 CEU $425/1 credit $1,761

Materials Fee: $35

Registration Deadline: 7/11

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

** 1 hour of asynchronous work

TEWS870N Equitable Access to Math: A Neurodevelopmental Approach to Differentiated Instruction (Grades K–5)

The neurodevelopmental framework (NDF) is a key element of the research-based Math for All program developed by Bank Street and the Education Development Center (EDC). Teachers, curriculum coordinators, and coaches can use the NDF to 1) unpack the demands placed on students doing math lessons and 2) identify students’ strengths and challenges in areas of language, memory and attention that may interfere with students’ access to mathematics. Using this NDF analysis, you will learn how to adapt lessons to meet the needs of all students, including multilingual and diverse learners. Reflecting on your own experiences as a learner in this course will set the stage for you to incorporate the Math for All approach in your coaching work with individual teachers, in planning sessions at grade-level meetings, and for professional learning workshops to create schoolwide access to mathematics learning. This workshop is geared towards instructional leaders and coaches. Both sessions include a one hour online meeting to be scheduled in early October.

Section 1

July 13 | On Campus*

Thursday, 9:30 AM–12:30 PM ET

Instructors: Amy Withers and Charlene Marchese

3 CTLE or .3 CEU $95

Registration Deadline: 7/6

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

Section 2

August 9 | Online

Wednesday, 11:00–2:00 PM ET

Instructors: Karen Rothschild and Nesta Marshall

3 CTLE or .3 CEU $95

Registration Deadline: 8/1

TEWS871N

Math Reasoning Routines: Supporting ALL Students in the Math Classroom (Grades 3–8)

How do students develop mathematical reasoning? How do we support the development of ideas and language in mathematics? All students, including multilingual students and those with disabilities, need supported opportunities to reason with mathematics, communicate their mathematical thinking and develop mathematical language. During this workshop, participants will engage in various reasoning routines as learners, and also examine them as facilitators. The workshop will focus on the “why” of mathematics while exploring strategies to support and develop reasoning and productive discourse for all learners in a classroom. We look at specific routines that support the development of big ideas in mathematics and use of precise language. Instructor: Amy Withers

July 19 | Online

Wednesday, 10:30 AM–4:00 PM ET

5 CTLE or .5 CEU $265

Registration Deadline: 7/12

TEWS869N

Make-Believe Gun Play in a World of Gun Violence

Gun violence is a uniquely American phenomenon—one that impacts children, families, teachers, and school communities throughout the nation. We will explore the context surrounding gun violence in the US, and examine the complex relationship between gun violence and children’s play. Participants will have time to explore their own experiences of children’s pretend play, as well as school and classroom policies that might impact their work in the classroom. The session will utilize whole group, pair-share, and individual reflection.

Instructor: Nicole Limperopulos

July 18 | Online

Tuesday, 11:00 AM–1:30 PM ET

3 CTLE or .3 CEU / $95

Registration Deadline: 7/11

TEWS864N

Story Seeds: Building an Anti-Racist Library (Grades K–8)

In this workshop, you will learn how to differentiate diverse, affirming, and anti-racist books with the support of a school librarian and a classroom teacher. This workshop will deepen your awareness of the types of books you choose and provide resources to assist you as you curate your library over the coming year. Anti-racist books are a unique and important addition to the literature of any classroom library. Instructors: Kharissa Kenner and Susie Rios

July 31 | On Campus*

Monday, 9:30 AM–3:30 PM ET

5 CTLE or .5 CEU $265

Registration Deadline: 7/24

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

TEWS865N

Growing Your Capacity to Support Children’s Developing Racial Identity (Ages 5–11 Years)

From the perspective of a classroom teacher, we will think about the racial development of children and how to open the classroom to include discussions about race. We will think about supporting differing perspectives and how to engage in conversations in ways that we can show (and grow) empathy, share perspectives and have respect for one another. The topic of race in the classroom brings many feelings for adults, so we will also explore how to respond to children’s questions and share helpful strategies and activities. This workshop is geared toward classroom teachers who have begun to incorporate race/racial justice into their classroom and want to deepen their practice. Instructor: Susie Rios

July 27 | On Campus*

Thursday, 9:30 AM–3:30 PM ET

5 CTLE or .5 CEU $265

Registration Deadline: 7/20

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

TEWS833N

Talking About Race with Children (Ages 5–10)

This workshop explores how to talk about race and anti-racism with children in a classroom setting. The Bank Street community affirms that teaching and learning are expressions of justice. You will be introduced to concrete examples from an existing social justice curriculum utilized in the Bank Street School for Children. The curriculum is based on Bank Street College’s guiding belief that human beings learn best in the context of meaningful relationships and through doing, making, and changing the world around us. Participants will leave with tools and ideas that they can try out in their own classrooms in the fall. Instructors: Chaylor Clark

August 10 | Online

Thursday, 1:00 PM–3:00 PM ET

.2 CTLE or 2 CEU $75

Registration Deadline: 8/3

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

August 9, 10, and 11 | Online*

Wednesday through Friday, 10:00 AM–2:00 PM ET

12 CTLE or 1.2 CEU $425/1 credit $1761

Registration Deadline: 8/2

*1 hour of asynchronous work required

EARLY ADOLESCENCE

SETE508N

Behavior Management Strategies for the Classroom Teacher (Grades Pre-K–8)

Good classroom management is at the heart of effective teaching. This course is aimed at teachers in regular and special education settings who want to learn how to organize their classrooms to help students realize their maximum potential while also keeping their classes on track. It includes a step-by-step approach for setting up and carrying out a behavior modification strategy. This course is intended for instructors with less than five years of experience, but more experienced professionals will also come away with new techniques to add to their repertoire. Instructor: Debbie Zlotowitz

August 10 and 11 | On Campus*

Thursday and Friday, 9:30 AM–4:30 PM

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 8/3

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

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).

Section 1

July 10, 11, 12, 13 | On Campus at MMFS*

Monday July 10, 9:00 AM–5:00 PM ET

Tuesday July 11, 9:00 AM–5:00 PM ET

Wednesday July 12, 9:00 AM–5:00 PM ET

Thursday July 13, 9:00 AM–12:00 PM ET

24 CTLE or 2.4 CEU $830 / 2 credits $3,420

Materials Fee: $110 (includes required text)

Instructor: Debbie Zlotowitz

Registration Deadline: 7/2

*This course will meet at Mary McDowell Friends School, 23 Sidney Place, Brooklyn, NY 11201. Proof of a COVID-19 booster is required.

Section 2

August 20, 21, 22, 23 | Online*

Sunday, 9:00 AM–12:00 PM ET

Monday, 6:00 PM–9:00 PM ET

Tuesday, 9:00 AM–12:00 PM ET

Wednesday, 9:00 AM–12:00 PM ET and 6:00 PM–9:00 PM ET

24 CTLE or 2.4 CEU $830 / 2 credits $3,420

Materials Fee: $125 (includes required text+ shipping)

Instructor: Ginny O’Hare Perrin

Registration Deadline: 8/9

*Class includes asynchronous work

TEWS871N

Math Reasoning Routines: Supporting ALL Students in the Math Classroom (Grades 3–8)

How do students develop mathematical reasoning? How do we support the development of ideas and language in mathematics? All students, including multilingual students and those with disabilities, need supported opportunities to reason with mathematics, communicate their mathematical thinking and develop mathematical language. During this workshop, participants will engage in various reasoning routines as learners, and also examine them as facilitators. The workshop will focus on the “why” of mathematics while exploring strategies to support and develop reasoning and productive discourse for all learners in a classroom. We will look at specific routines that support the development of big ideas in mathematics and use of precise language. Instructor: Amy Withers

July 19 | Online

Wednesday, 10:30 AM–4:30 PM ET

5 CTLE or .5 CEU $265

Registration Deadline: 7/12

TEWS864N

Story Seeds: Building an Anti-Racist Library (Grades K–8)

In this workshop, you will learn how to differentiate diverse, affirming, and anti-racist books with the support of a school librarian and a classroom teacher. This workshop will deepen your awareness of the types of books you choose and provide resources to assist you as you curate your library over the coming year. Anti-racist books are a unique and important addition to the literature of any classroom library. Instructors: Kharissa Kenner and Susie Rios

July 31 | On Campus*

Monday, 9:30 AM – 3:30 PM ET

5 CTLE or .5 CEU $265

Registration Deadline: 7/24

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a Covid-19 booster is required.

CAREER DEVELOPMENT

LANG 760N

American Sign Language: Module One

This course offers an introductory immersion approach to American Sign Language (ASL) in communication with deaf persons. ASL may also be explored as an alternate means of communication with hearing children with language disorders who may be delayed in acquiring spoken English. Sessions will focus on aspects of deaf culture and the vitality and rich potential of American Sign Language communication. ASL lab practice opportunities will be built into the schedule. The benefits of learning ASL include the following:

• Enhances cognition, creativity, and abstract thinking

• Enhances your communication skills through the use of gesture and signs for working with language barriers

• Improves your ability to communicate with the approximately 36 million, or 1 out of 10 people with hearing loss in the United States

• Increases awareness of hand and eye coordination and the use of spatial relations

• Opens your eyes to become more aware of your peripheral vision and surroundings

• Provides a new skill in communicating visually with diverse populations in different situations

Instructor: Carole Lazorisak

July 17, 18, 19 and 20 | Online*

Monday–Thursday, 11:00 AM–2:00 PM

12 CTLE or 1.2 CEU $425 / 1 credit $1,761

Registration Deadline: 7/10

*This course include asynchronous work

ARTS500N

Art Studio: Discovering Self While Learning More about Drawing, Painting, and Collage

Join us this summer for virtual studio art time with Maria Elena Richa. This course will provide you with an opportunity to explore and discover properties of two-dimensional and three-dimensional materials, such as paint, cardboard, and textiles. During our time together, you will develop and have exposure to: language of art along with concepts of art, such as composition, line, color, and form. Scaffolded lessons will build confidence and skills each day along with a strong foundation for future art endeavors Instructor: Maria Richa

August 1, 2, 3, and 4 | Online*

Tuesday–Friday, 8:30 AM–1:30 PM ET

24 CTLE or 2.4 CEU $830 / 2 credits $3,522

Materials Fee: $55

Registration Deadline: 7/25

*4 hours of asynchronous work required

TEWS830N

Picture Book Workshop

If you ever thought: I have always wanted to write (or finish!) that picture book, here is a chance to get going. This is a nuts-and-bolts workshop that focuses on making your story better. Rhythm. Pacing. Voice. Dialogue. Universal themes. Choosing just the right words. These are just some of the things we will look at with a view to giving a uniquely picture book shape as well as your own very personal touch to that story. You should come to class with at least the beginnings of a story. Instructor: Amy Hest

August 2 and 3 | Online

Wednesday and Thursday, 5:00 PM–6:30 PM ET 3 CTLE or .3 CEU $150

Registration Deadline: 7/26

TEWS872N

Developing Your Inner Mathematician (Grades Pre-K–5)

Have you ever said, “I’m not much of a math person”? Does even thinking about math make you anxious? Do you wish you had a better relationship with math? If so, this is the workshop for you. In this workshop, we are going to build a positive math community to unpack our past math experiences and engage with math tasks as a community to create a positive math experience. This is the beginning of the work to change your relationship with math and to start to develop your personal math identity. Classroom teachers will come away with a new relationship to math that will translate to increased confidence in the classroom which will translate to students feeling more confident in math, as well. This workshop is geared toward elementary school teachers, although teachers of older children who want to strengthen their relationship with math will also benefit. Instructor: Nancy Buck

August 1 | On Campus*

Tuesday, 9:00 AM–3:30 PM ET

5 CTLE or .5 CEU $265

Registration Deadline: 7/25

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

TEWS598N

Writing for Children: Finding Your Voice

So you want to write a children’s book! This workshop will give you the boost you’ve been waiting for and get you started on that picture book, novel, or young reader, once and for all. In this friendly, supportive environment, class discussions will focus on all aspects of good storytelling and good writing, including tone of voice, clear dialogue, characters who feel real, and beautiful language. The focus is on the exciting process of finding your voice and writing not just a story, but one that really means something to you. Teachers will gain a better understanding of the writing process so that they, in turn, can help their students find pleasure in crafting their stories. Everyone who takes this course will come away with new insights about the beautiful power of storytelling, and why children’s books will always count. Instructor: Amy Hest

July 10, 12, 17, 19, 24, 26 and 31 | Online

Mondays and Wednesdays, 5:00 PM–7:00 PM ET

14 CTLE or 1.4 CEU $460

Registration Deadline: 7/3

TEWS810N

The Writer’s Room: Fine-tuning Your Story in a Supportive Community

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.

Instructor: Amy Hest

Prerequisite: Finding Your Voice (listed above) or submit a manuscript in progress. Inquiries and manuscripts should be emailed to cps@bankstreet.edu by July 6, 2022. Space will be limited to 15 people. Individuals who submit a manuscript (or who took a prerequisite class) will be notified of acceptance on a rolling basis.

July 11, 25, 1 and 15 | Online Tuesdays, 5:00 PM–7:00 PM ET 6 CTLE or .6 CEU $390

Registration Deadline: 7/5 (Registration is limited and manuscripts must be submitted by 7/6)

LEADERSHIP

TEWS672N

Working Effectively with Your Teaching Team (Grades Pre-K–3)

This workshop will explore the complex dynamics of working as a team in an early childhood environment or classroom. We will discuss techniques to create a successful school environment that leads to more competent and confident children, healthier partnerships with parents, and a more fulfilling workplace for teachers and administrators. Directors and head teachers will learn techniques for building a strong, dynamic teaching team, how to be an effective mentor, how to work collaboratively, and how to delegate responsibilities. Instructor: Jean Schreiber

August 1 and 2 | On Campus*

Tuesday and Wednesday, 10:00 AM–4:30 PM ET

12 CTLE or 1 CEU $425

Registration Deadline: 7/25

*This course meets at Bank Street College, 610 West 112th Street, New York, NY 10025. Proof of a COVID-19 booster is required.

CERTIFICATION SUPPORT AND STATE-MANDATED TRAININGS

PLEASE NOTE: Registrants should make sure to log into or arrive at these courses at or before the specified start time. No one will be allowed to participate in any of the State-Mandated Workshops after the posted start time. Those who log in or arrive late are not eligible for a transfer or refund.

TEWS500N

State-Mandated Training in Child Abuse Identification and Reporting

All licensed professionals working with children under 18 years of age are required by New York State law to report suspected child abuse and neglect. This course will help you learn to identify symptoms of child abuse and neglect and will provide you with information about the required procedures for reporting abuse. The New York State Certificate of Completion will be issued to all registrants who attend the full two-hour session.

Section 1

June 26 | Online

Monday, 6:15 PM–8:15 PM ET

Instructor: Christine Low

Fee: $75

Registration Deadline: 6/19

Section 2

July 11 | Online

Tuesday, 5:30 PM–7:30 PM ET

Instructor: Deborah Vilas

Fee: $75

Registration Deadline: 7/5

Section 3

August 2 | Online

Wednesday, 5:45 PM–7:45 PM ET

Instructor: Christine Low

Fee: $75

Registration Deadline: 7/26

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

June 14 | Online

Wednesday, 5:15 PM–7:15 PM ET

Instructor: Ana Tiburcio

Fee: $75

Registration Deadline: 6/7

Section 2

July 6 | Online

Thursday, 12:00 PM–2:00 PM ET

Instructor: Lauren Hyman Kaplan

Fee: $75

Registration Deadline: 6/29

Section 3

August 1 | Online

Tuesday, 5:45 PM–7:45 PM ET

Instructor: Erin Baer

Fee: $75

Registration Deadline: 7/25

TEWS708N

State-Mandated Training: Dignity for All Students

Anyone applying for certification during or after the Fall 2013 semester must complete six hours of training on the social patterns of harassment, bullying, and discrimination. This workshop includes training in identifying indicators, early warning signs, prevention and intervention techniques, and how to interact with families of victims and aggressors. Due to the COVID-19 pandemic, New York State has approved Part II to be held in a live, synchronous session online. Sessions will be held on Zoom until New York State requires workshops to be held on campus.

Section 1

Part I*: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 6/14

Part II: June 21 | Online Synchronous Session

Wednesday, 5:45 PM–8:45 PM

Instructor: Ana Tiburcio

Fee: $140

Registration Deadline: 6/8

Section 2

Part I*: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 7/13

Part II: July 18 | Online Synchronous Session

Tuesday, 5:00 PM–8:00 PM

Instructor: Lauren Hyman Kaplan

Fee: $140

Registration Deadline: 7/9

Section 3

Part I*: Three-hour asynchronous online component—must be completed by 11:55 PM ET on 7/30

Part II: August 3 | Online Synchronous Session

Wednesday, 12:00 PM–3:00 PM

Instructor: Lauren Hyman Kaplan

Fee: $140

Registration Deadline: 7/25

*You must complete the online session (Part I) by the date and time listed for each section and attend online (Part II). Workshops start promptly. You must be on time for the second session in order to receive a completion certificate. Students who are late will NOT be permitted entrance to the workshop and are not eligible for a transfer or refund. Students who do not complete both Part I and Part II are not eligible for a transfer or refund. Withdrawals or transfer requests made in writing are subject to a $15 change fee and will be accepted up to the registration deadline.

OUR FACULTY

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

Allison Arthur May is currently working towards an EdD in Adult Learning & Leadership at Teachers College, Columbia University. She 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.

Erin Baer holds a Master of Social Work in Clinical Practice and Human Services Management from Fordham University and a BA in Journalism and Mass Communication, English, and Creative Writing from New York University.

Elise Bauer has an MSEd from Bank Street College of Education and a BA in American Civilization from George Washington University.

Kelly Bird is currently working toward her PhD in Educational Leadership at the University of Pennsylvania. Bird earned a MSEd from Bank Street College of Education in Elementary Education and a BA in Psychology/Sociology from Wesleyan University.

Margaret Blachly, MSEd, holds a master’s degree from Bank Street College of Education’s Early Childhood Bilingual General and Special Education Program.

Marjorie Brickley, MSEd, IMHE® IV, earned her MSEd in Infant and Family Development and Early Intervention from Bank Street College of Education.

Julie Broderick has an MS in Applied Linguistics from Georgetown University and an MSEd in Math Leadership from Bank Street College of Education. She has a BA in Government and Linguistics from The College of William and Mary in Williamsburg, VA.

Nancy Buck earned her MA in Math from University of North Carolina Greensboro and her MAT in Math Education from Bard College. She completed the Math Leadership program at Bank Street College, and she earned her EdD in Organizational Leadership from University of Dayton, OH.

Eliza Chung MA, received an MA in Cognitive Studies of Educational Practice at Teachers College, Columbia University, NY, NY; and a BS in Psychology and Education at Barnard College, Columbia University, NY, NY.

Chaylor Clark has an MSEd in Childhood General and Special Education from Bank Street College of Education and a BS in Sociology from Southern Connecticut State University.

Yasmin Dorrian obtained an MSEd in Infant and Family Development from Bank Street College of Education. Her undergraduate degree is from Sarah Lawrence College in Bronxville, NY, where she focused on child development.

Ellen Ferrin earned an MSEd in Childhood General and Special Education from Bank Street College of Education. She also holds an MSEd in Social Work from Columbia University School of Social Work. Her BA in Sociology and Black Studies is from Amherst College.

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.

Amy Hest is the author of more than 35 books for children of all ages. She has an MA in Library Science from C.W. Post College and a BA from Hunter College.

Lily Howard Scott holds a MS in Elementary Education and Literacy from Bank Street College of Education. Her BS in Theater and History is from Northwestern University.

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

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

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

Marília Lauria holds an MSEd in Studies in Education from Bank Street College of Education and a MA in Applied Theatre: Theatre in Educational, Community & Social Contexts from the University of London, England. Her BA in Drama & Theatre Arts is also from the University of London

Carol Lazorisak earned an MA with a double major in Deafness and Vocational Rehabilitation and Counselor Education from New York University. She also holds an Interpreter Master Mentor Certificate from University of Colorado at Boulder and Northeastern University. Her BA in Psychology and Sociology is from Gallaudet University in Washington, DC.

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.

Nicole Limperopulos holds an MA in History from CUNY; an EdM in Education Leadership from Columbia University, and an EdD in Sociology and Urban Education from Columbia University.

Christine Low has an MS in Social Work from Columbia University. She has been a licensed social worker since graduation. Between 1991 and 2004, she was licensed as a CSW and she received her LCSW in 2004 when that licensing option was initiated.

Jill Mays earned an MS in Counseling and Human Relations from Villanova University and a BA in Occupational Therapy from University of Pennsylvania.

Charlene Marchese earned an EdD in Drama & Theatre Arts from Rutgers University, specializing in Mathematics Education, and a MEd in Leadership in Mathematics Education from Bank Street College of Education. Her BA is in Elementary Education from Rutgers University.

Nesta Marshall earned her MSEd from Bank Street College of Education.

Ginny O’Hare Perrin earned an MSEd in Special Education from Bank Street College of Education, an MA in Educational Leadership from Montclair State University, and a BA in Child Psychology and Education from Swarthmore College. She also holds certificates as a Supervisor, Principal, and School Administrator from the New Jersey Department of Education.

Candace Phaire received her PhD from New York University in the Department of Teaching and Learning and her MSEd in Elementary Education from Brooklyn College. She earned her BA in Political Science from Spelman College in Atlanta, GA.

Rafa Perez-Segura received his master’s degree in Elementary Education with a Spanish/Bilingual authorization from Stanford University’s Graduate School of Education.

Maria Richa has been teaching at the Bank Street School for Children since 1998. She holds a BFA from Columbus College of Art and Design and an MA from Columbia University, Teachers College.

Susie Rios has an MA in Curriculum Development from SUNY Empire State. Dr. Rios also has an MA in Educational Psychology and a PhD in Education with a focus on the Neuroscience of Learning, both from CUNY Graduate Center.

Karen Rothschild earned her PhD from the University of Pennsylvania.

Jean Schreiber earned her MS in Early Childhood Education from Bank Street College of Education, where she is an instructor in the Continuing Professional Studies Program.

Ana Lisa Tiburcio earned a Masters in Social Work from the City University of New York’s Hunter College School of Social Work. She also holds a BA in Psychology with a minor in Children’s Studies from City University of New York’s Brooklyn College.

Holly Thomas holds a MS in Speech-Language Pathology from Teachers College, Columbia University. She also holds a BS from Northwestern University’s School of Communication

Deborah Vilas, MS, CCLS, LMSW, is an educator, child life specialist, social worker, writer, public speaker, and consultant whose passion is anything that supports children’s development and healing in the face of everyday life or trauma. She earned an MSW from New York University and MSEd from Bank Street College of Education.

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

Amy Withers holds a Master of Science in Education from Bank Street College of Education, a Master of Science in Teaching from Fordham University, and a Master of Public Administration from NYU’s Wagner School of Public Service.

Dr. Serena Wieder is a clinical psychologist who has pioneered important approaches to diagnosing and treating infants and toddlers with infant mental health and developmental disorders. She co-developed the DIR Model with Stanley Greenspan, edited two diagnostic manuals for infants and young children, and created models for post-graduate case-based training and work with parents.

Debbie Zlotowitz has an SAS from Bank Street College of Education, an MS in Exceptional Education with additional certification in Reading from SUNY Buffalo State, and a BA in Speech Pathology and Audiology from the University of Buffalo.

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

REGISTER FOR SUMMER 2023 PROGRAMS

REGISTER NOW FOR ONLINE AND ON-CAMPUS COURSES THIS SUMMER

• Block Building and Dramatic Play On Campus—p. 4

• Story Seeds: Building an Anti-Racist Library On Campus—p. 9

• The Essential Orton-Gillingham On Campus and Online sections available—p. 8 and 11

• Equitable Access to Math On Campus and Online sections available—p. 9

• Designing Play-Based Activities Online—p. 4

• Make-Believe Gun Play in a World of Gun Violence Online—p. 3 and 9

• Restorative Practices in the Early Grades Online—p. 7

• The Spectrum of Play and Play on the Spectrum: Through a DIR/Floortime© Lens Online—p. 4

SEE OUR COURSES ONLINE AND REGISTER graduate.bankstreet.edu/cps