CONTINUING PROFESSIONAL STUDIES SUMMER 2024 COURSE GUIDE
EXPLORE OUR SHORT-FORMAT WORKSHOPS
Courses for Early Childhood, Childhood, and Early Adolescence Career Development Workshops
Certification Support & State-Mandated Trainings
Dear Educators,
Summer is the perfect time to refresh and recharge. In this brochure, you’ll find many classes that can inspire you for the coming school year.
• Take care of yourself with classes like Art Studio: Discovering Self While Learning More About Drawing, Painting, and Collage (p. 14); Writing About Your Childhood Memories (p. 14); and American Sign Language (p. 14).
• Recharge your confidence and skills with classes like Developing Your Inner Mathematician (p. 15); Story Seeds: Building an Anti-Racist Library (p. 12); Communicating with Families About Your Math Classroom (p. 8); and Restorative Practices in the Early Grades (p. 10).
• Build your curriculum with topical classes, such as Sounds in Motion: The Development of Auditory Perception and Early Literacy (p. 6); All About Me: Centering Racial Identity and Ethnicity in Your Curriculum (p. 5); Culturally Responsive Practice to Foster Resilience (p. 5); Constructing a Democratic Classroom (p. 11); and Supporting English as a New Language Learners (p. 5).
• Add more play to your classroom with Designing Play-Based Activities for the Pre-K–First Grade Classroom (p. 4); Motor Play to Enhance Growth in the Classroom (p. 5); The Spectrum of Play and Play on the Spectrum: Through a DIR/Floortime© Lens (p. 6); and Drama Integration Strategies Across Curriculum (p. 9).
Additionally, Bank Street’s Emotionally Responsive Practice team is offering Introduction to Teddy Bears in Classroom Practice (p. 5) through CPS to support your curriculum. Also, our Math for All program, developed by Bank Street and Education Development Center (EDC), is offering on-site and online introductory workshops on Equitable Access to Math: A Neurodevelopmental Approach to Differentiated Instruction (p. 9).
While you relax this summer, we hope you’ll also find encouragement for next fall through our short-format classes. See you soon—online or on campus!
Sincerely,
Joy Ellebbane Director, Continuing Professional StudiesBoundless Beginnings: Liberation in Care for Infants and Toddlers
Join us in June for our 37th 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 early childhood development conference includes guest speakers and workshops. All keynotes and workshops will be recorded and shared with everyone who is registered.
This year, you can attend the Infancy Institute in person and/or online. Register for one or both— and you’ll receive a discount if you choose to attend all four days!
ON-SITE CONFERENCE: June 20, 21
Keynote Speaker: Dr. Denisha Jones Liberatory Pedagogy in the Early Years: Free to Develop, Free to Learn, Free to Teach
ONLINE CONFERENCE: June 26, 27
Keynote Speaker: Yasmin Dorrian Challenges as Catalysts: A Liberating Journey from Behavior Challenges to Profound Connection
bankstreet.edu/infancy-institute
Wednesday–Thursday, August 14–15, 9:00 AM–4:30 PM
The Interchurch Center | 61 Claremont Avenue | New York, NY
At this annual conference for K-8 educators, coaches, and school leaders, you’ll participate in hands-on workshops and reflective activities that will deepen your understanding of how to support all students in their math exploration, skill development, and comprehension. Together, we’ll explore what lifelong learning in math looks, sounds, and feels like and consider ways to cultivate authentic learner stances.
Early Bird Registration Fee (by June 30): $250
Registration Fee: $300
For more information and to register, please email educationcenter@bankstreet.edu
SETE513N
Bibliotherapy in the Early Childhood Setting (Preschool–Grade 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 30 and August 1* | Online
Tuesday and Thursday, 10:00 AM–4:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/23
*2.5 hours of asynchronous work required
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 29 and 30 | Online
Monday and Tuesday, 10:30 AM–3:30 PM ET
10 CTLE or 1.0 CEU $425
Materials Fee: $65
Registration Deadline: 7/22
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 15, 16, and 17 | On Site*
Monday through Wednesday, 10:00 AM–2:00 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/8
*Held at City and Country School, 146 West 13th St, New York, NY 10011
Section 2
July 30, 31, and August 1 | On Site*
Tuesday–Thursday, 10:00 AM–2:00 PM ET
12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/23
*Held at City and Country School, 146 West 13th St, New York, NY 10011
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: Patricia Watkins and Lily Fincher
July 8 and 9* | Online
Monday and Tuesday, 10:30 AM–4:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/1
*2.5 hours of asynchronous work required
TEWS715N
Motor Play to Enhance Growth in the Classroom (Ages 1–6 Years)
This class will demystify concepts, such as sensory processing, regulation, and sensory integration. You will learn how motor play can impact energy level, attention, and a child’s ability to improve organizational skills. You will complete the course with a toolbox of activities to enhance fine and gross motor development along with strategies to keep children alert, energized, and in control in the classroom setting. Discussion will include how to collaborate with families and caretakers in using motor play to extend skillbuilding to the home environment, along with new neuroscience research underscoring the importance of sensory motor play for brain organization and building the foundation for lifelong learning. Instructor: Jill Mays
July 15 and 17 | Online
Monday and Wednesday, 10:30 AM–2:30 PM ET 7 CTLE or .7 CEU / $295
Registration Deadline: 7/8
TEWS874N
Culturally Responsive Practice to Foster Resilience (Pre-K–Grade 5)
Resilience is often described as “bouncing back” from adverse experiences (Levine, 2003). What makes this bouncing back possible are relationships to self, family, and community. We will use developmental and ecological models for understanding children’s lived experiences as tools for identifying culturally sustaining practices that view children and families through a strengths-based lens. The goal is to identify community supports, including cultural and spiritual practices, that you can incorporate into your curriculum to foster connections to others, facilitate self regulation, promote a positive view of self, and increase inner strength. You will develop your capacity for observation and assessment to deepen your practice around environmental design, materials, and curriculum to foster resilience. Instructor: Genevieve Lowry
July 24 | Online
Wednesday, 2:00 PM–4:00 PM ET 2 CTLE or .2 CEU $35
Registration Deadline: 7/17
TEWS858N
All About Me: Centering Racial Identity and Ethnicity in Your Curriculum (Preschool–Grade 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
August 6 | Online
Tuesday, 10:00 AM–3:30 PM ET
5 CTLE or .5 CEU / $195
Registration Deadline: 7/30
TEWS879N
Supporting English as a New Language Learners (Ages 3–8 Years)
As elementary educators, we incorporate opportunities for language acquisition and learning into our classrooms every day. In our increasingly global world, our classrooms often include children whose home language is not English. In this class, we will explore strategies for supporting English as a New Language (ENL) students that benefit all children in a monolingual classroom. We will review different theories of language acquisition and learning, the benefits of multilingual classrooms, and how we can use this knowledge to support all of the children and families in our care. Participants will leave with a toolkit of ideas for classroom design and instruction to help support these students as well as their families. Instructor: Tali Berkovitch
August 1 | Online
Thursday, 6:00 PM–8:30 PM ET
2 CTLE or .2 CEU $95
Registration Deadline: 7/25
TEWS881N
Emotionally Responsive Practice: Introduction to Teddy Bears in Classroom Practice (Grades Pre-K–5)*
Emotionally Responsive Practice (ERP) is built on a deep understanding of child development and research on the effect of social and emotional experience on the developing brain. Based on Lesley Koplow’s work (Bears, Bear Everywhere: Supporting Children’s Emotional Health in the Classroom, Teachers College Press, 2008), participants in this workshop will learn how integrating transitional objects, like teddy bears, into classroom life can strengthen teacherchild relationships and promote empathy and prosocial behavior. Building a safe and sound school community is vital to children’s ability to socialize and learn the academic skills expected of them.
Instructor: Felice Wagman
*Bring a teddy bear or stuffed animal to the session and have some craft materials handy. We will send a short list prior to the class.
July 8 | Online
Monday, 11:00 AM - 1:30 PM ET
2 CTLE or .2 CEU $95
Registration Deadline: 7/1
TEWS869N
Make-Believe Gun Play in a World of Gun Violence (Grades Pre-K–2)
Gun violence is a uniquely American phenomenon 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 17 | Online
Wednesday, 11:00 AM–1:30 PM ET 3 CTLE or .3 CEU / $120
Registration Deadline: 7/10
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 Difference-Relationship 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 the ability 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 selfrealizing, addresses all areas of development simultaneously, and is spontaneous and intrinsically motivated without the need for teacherdirected 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 4, 5 and 6 | Online
Sunday, 10:30 AM–5:00 PM ET
Monday and Tuesday, 6:30–9:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/29
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
July 30 | On Site*
Tuesday, 9:30 AM–4:30 PM ET 6 CTLE (4 CTLE in language acquisition) or .6 CEU $225
Materials Fee: $65
Last Day to Register: 7/17
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
SEWS554N
Supporting Language Development in the Preschool Classroom (Ages 2–5 Years)
This workshop is based on the premise that with increased opportunities to practice language in the classroom, young children will become more efficient communicators and will develop strong foundations on which to build future learning. Participants will be provided with strategies to support English Language Learners (ELLs) and children with a wide range of language abilities, to learn, listen, and communicate effectively. We will review the course of typical language acquisition and contrast it with language delay, differences, and disorders. You will learn to analyze teacher communication styles and how to best match them to the language learning styles of your students. We will practice how to incorporate language-stimulation techniques into daily lessons to seize all interactions as language-learning opportunities and to ensure that students of all language backgrounds and abilities are ready to learn and interact fully with others. Instructor: Suzanne Abrams
August 6 and 8 | Online
Tuesday and Thursday, 5:00 PM–8:00 PM ET
6 CTLE or .6 CEU $295
Registration Deadline: 7/30
“The class showed me what I need to do to really help the struggling readers I work with.”
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
July 11 and 12 | On Site*
Thursday and Friday, 9:30 AM–4:30 PM 12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/2
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
TEWS867N
Brain-Changing Words: Bite-Size Phrases that Transform How Kids Think, Feel, and Achieve at School (K–Grade 8)
Neuroscientific research suggests that language is not separate from thought, but a part of thought itself. What we say and what we hear creates neural pathways that trigger brand-new patterns of thinking, and until a learner is exposed to a word or a particular combination of words, epiphanies lie dormant. For instance, a teacher’s unusual pairing of the words “brilliant” and “mistake” in the phrase “what a brilliant mistake!” can rewire how a child responds to making mistakes, replacing feelings of shame with self-compassion and resilience. Teachers who share bite-sized, literally brain-altering language with students (who repeat this language to themselves as positive self-talk) can transform how students feel, and therefore do, in the classroom and beyond. In this course, I’ll introduce simple, affirming language suggestions and practical curricular extensions (such as morning meeting activities, visual art exercises, poetry invitations, and reading responses) that help students explore and internalize these transformative phrases. Practical resources will be shared with participants after each session. Instructor: Lily Howard Scott
July 15 and 17 | Online
Tuesday and Thursday, 11:00 AM–1:00 PM ET 4 CTLE or .4 CEU $195
Registration Deadline: 7/8
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 24 | Online
Wednesday, 10:30 AM–4:00 PM ET 5 CTLE or .5 CEU $265
Registration Deadline: 7/11
TEWS869N
Make-Believe Gun Play in a World of Gun Violence (Grades Pre-K–2)
Gun violence is a uniquely American phenomenon 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 17 | Online
Wednesday, 11:00 AM–1:30 PM ET
3 CTLE or .3 CEU / $120
Registration Deadline: 7/10
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 23 and 24 | On Site*
Tuesday and Wednesday, 9:30 AM–4:30 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Materials Fee: $35 (includes required text)
Registration Deadline: 7/16
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
TEWS866N
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 25 | On Site*
Thursday, 9:30 AM–3:00 PM ET 5 CTLE or .5 CEU $265
Registration Deadline: 7/18
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
TEWS873N
Drama Integration Strategies Across Curriculum (Grades K–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 30 and August 1 | Online
Tuesday and Thursday, 5:00 PM–7:30 PM ET
5 CTLE or .5 CEU $195
Registration Deadline: 7/23
Providing all students with high-quality mathematics instruction is a goal widely shared among educators. This course is geared towards instructional leaders and coaches as they support mathematics teachers to develop lessons that meet a wide range of learners. The research-based Math for All program developed by Bank Street and Education Development Center (EDC) provides participants with an approach to mathematics instruction using the neurodevelopmental framework (NDF), which explores constructs—such as memory, language, psychosocial functions, and higher order thinking—that impact student learning. The NDF can be used to unpack the demands that a mathematics task places on students as they are engaged in the work and identify students’ strengths and challenges in the constructs that may either enhance or interfere with their success with mathematics. Participants will learn how to use the NDF to adapt lessons to meet the needs of all students, including multilingual learners and students with disabilities. In this course, we will provide the tools for incorporating the Math for All approach into coaching, planning sessions at grade-level meetings, and facilitating professional learning workshops. This course includes a one-hour online meeting to be scheduled in early October.
Section 1
July 18 | On Site*
Thursday, 9:30 AM–12:30 PM ET
Instructors: Amy Withers and Charlene Marchese
3 CTLE or .3 CEU $95
Registration Deadline: 7/11
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
Section 2
July 31 | Online
Wednesday, 11:00 AM–2:00 PM ET
Instructors: Nesta Marshall and Peter Tierney-Fife
3 CTLE or .3 CEU $95
Registration Deadline: 7/24
SPED585N
The Essential Orton-Gillingham (Grades 1–6)
The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in Orton-Gillingham-based techniques using the PAF Reading Program (formerly known as Preventing Academic Failure Reading Program), which is research based and wellsuited for use in a variety of educational settings. You will leave with an in-depth understanding of the specifics of an Orton-Gillingham approach to teaching reading and you will learn how to incorporate this methodology into your practice. This is a fast-paced, intensive class intended for experienced educators who have familiarity with the different components of learning to read, including decoding, fluency, and comprehension. Your prior knowledge of these concepts will serve as the foundation to learn this multisensory approach to the teaching of reading. Direct all questions to cps@bankstreet.edu. Required text included: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers).
Section 1
July 22, 23, 24, and 25 | On Site*
Monday through Thursday, 9:30 AM–4:30 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,628
Materials Fee: $120 (includes required text)
Instructor: Debbie Zlotowitz
Registration Deadline: 7/15
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
Section 2
August 18, 19, 20, 21 and 22* | Online
Sunday, 9:00 AM–12:00 PM ET and 6:00 PM–9:00 PM ET
Monday, 6:00 PM–9:00 PM ET
Tuesday, 9:00 AM–12:00 PM ET and 6:00 PM–9:00 PM ET
Wednesday, 6:00 PM–9:00 PM ET
Thursday, 6:00 PM–9:00 PM ET
*3 hours of asynchronous work is due on 9/1 24 CTLE or 2.4 CEU $830 / 2 credits $3,628
Materials Fee: $145 (includes required text+ shipping)
Instructor: Ginny O’Hare Perrin
Registration Deadline: 8/5
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 Howard Scott
July 23 and 25 | Online
Tuesday and Thursday, 11:00 AM–1:00 PM ET 4 CTLE or .4 CEU $195
Registration Deadline: 7/16
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 16 and 18* | Online
Tuesday and Thursday, 10:30 AM–4:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814 Materials Fee: $50 (includes required text)
Registration Deadline: 7/9
*2.5 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
July 30 | On Site*
Tuesday, 9:30 AM–4:30 PM ET 6 CTLE (4 CTLE in language acquisition) or .6 CEU $225
Materials Fee: $65
Last Day to Register: 7/17
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
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 24 | Online
Wednesday, 2:00 PM–4:00 PM ET
2 CTLE or .2 CEU $35
Registration Deadline: 7/17
TEED658N
Restorative Practices in the Early Grades (Grades 1–3)
Restorative practices hold great promise for shifting the power balance, structures, and approach of traditional classroom and disciplinary practice. At their core, restorative practices are equitable and explicitly anti-racist. They incorporate themes of socialemotional learning, racial and cultural equity, and relationshipand trust-building to promote healthier classrooms and schools. Restorative practices encourage us to engage in self-reflection, to participate on the same level as our students, and to actively question some of the assumptions many of us may hold. In this course, we will explore the foundational philosophy and values of restorative practices, familiarizing ourselves with common themes and practices as we adopt a restorative and transformative lens. Together, we will engage with practical applications of restorative practices in the elementary classroom, trying them out together and reflecting on our experiences. Instructor: Ellen Ferrin
July 30, 31, August 1, 2 | Online*
Tuesday through Friday, 4:30 PM–8:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/23
TEED565N
Meeting the Diverse Needs of Beginning Readers (Grades K–3)
In every classroom, some children take longer to master beginning reading skills. Teachers, therefore, need to develop a variety of materials and approaches to help all children 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 5, 6, 7 and 8* | Online
Monday through Thursday, 4:30 PM–7:30 PM ET 12 CTLE or 1.2 CEU $425/1 credit $1,814
Registration Deadline: 7/29
*2.5 hours of asynchronous work 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.
Instructor: Chaylor Clark
August 8 | Online
Thursday, 1:00 PM–3:00 PM ET 2 CTLE or .2 CEU $95
Registration Deadline: 8/1
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
August 7 and 8* | Online
Monday and Wednesday, 10:00 AM–5:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/31
*2.5 hours of asynchronous work required
NEW
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 11 | Online
Thursday, 10:30 AM–3:30 PM ET 5 CTLE or .5 CEU $195
Registration Deadline: 7/2
“This class helped me look at my approach to teaching.”
The Essential Orton-Gillingham (Grades 1–6)
The Orton-Gillingham method of teaching decoding, spelling, and handwriting is a multisensory approach that has been used successfully with children who experience difficulty learning these skills. This course trains you in Orton-Gillingham-based techniques using the PAF Reading Program (formerly known as Preventing Academic Failure Reading Program), which is research based and wellsuited for use in a variety of educational settings. You will leave with an in-depth understanding of the specifics of an Orton-Gillingham approach to teaching reading and you will learn how to incorporate this methodology into your practice. This is a fast-paced, intensive class intended for experienced educators who have familiarity with the different components of learning to read, including decoding, fluency, and comprehension. Your prior knowledge of these concepts will serve as the foundation to learn this multisensory approach to the teaching of reading. Direct all questions to cps@bankstreet.edu. Required text included: Preventing Academic Failure, by Phyllis Bertin and Eileen Perlman (Monroe Associates Publishers).
Section 1
July 22, 23, 24, and 25 | On Site*
Monday through Thursday, 9:30 AM–4:30 PM ET 24 CTLE or 2.4 CEU $830 / 2 credits $3,628 Materials Fee: $120 (includes required text)
Instructor: Debbie Zlotowitz
Registration Deadline: 7/15
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
Section 2
August 18, 19, 20, 21 and 22* | Online
Sunday, 9:00 AM–12:00 PM ET and 6:00 PM–9:00 PM ET
Monday, 6:00 PM–9:00 PM ET
Tuesday, 9:00 AM–12:00 PM ET and 6:00 PM–9:00 PM ET
Wednesday, 6:00 PM–9:00 PM ET
Thursday, 6:00 PM–9:00 PM ET
*3 hours of asynchronous work is due on 9/1 24 CTLE or 2.4 CEU $830 / 2 credits $3,628
Materials Fee: $145 (includes required text+ shipping)
Instructor: Ginny O’Hare Perrin
Registration Deadline: 8/5
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
July 11 and 12 | On Site*
Thursday and Friday, 9:30 AM–4:30 PM 12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/2
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
NEW
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 11 | Online
Thursday, 10:30 AM–3:30 PM ET 5 CTLE or .5 CEU $195
Registration Deadline: 7/2
“The best part of this class was that everything was so applicable and tangible.”
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
July 30 and 31| On Site*
Tuesday and Wednesday, 10:00 AM–4:30 PM ET 10 CTLE or 1 CEU $425
Registration Deadline: 7/23
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
Bank Street is accepting applications to the National Science Foundation Fellowship for Teacher Leaders in Math Education, which offers experienced New York City public school math teachers the opportunity to earn a master’s degree from Bank Street’s specialized Leadership in Math Education program and participate in a four-year fellowship in collaboration with the New York Hall of Science—all while continuing their full-time work as a classroom teacher. Accepted students will receive a scholarship reducing graduate school tuition by 70% and a $10,000 per-year stipend during the fellowship.
In collaboration with New York City Public Schools, Bank Street is accepting applications for two teacher residency programs:
• Childhood Special and General Education Dual Certification Residency
• Teaching English to Speakers of Other Languages Residency
“I will prioritize meeting and discussion time between teachers within the same classroom in a different way than I’ve done so far.”
In both teacher residency programs, participants receive a stipend of up to $30,000 in the program’s first year and have the opportunity to become a fulltime paid teacher during their second year. Accepted students also receive a scholarship reducing tuition by approximately 50%.
For more info, please contact our Admissions team at gradadmissions@bankstreet.edu or 212-875-4404
LANG 760N
American Sign Language: Module One
This course offers an introductory immersion approach to American Sign Language 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. Instructor: Carole Lazorisak
July 15, 16, 17, and 18 | Online*
Monday through Thursday, 11:00 AM–2:00 PM ET 12 CTLE or 1.2 CEU $425 / 1 credit $1,814
Registration Deadline: 7/8
*2.5 hours of asynchronous work is required
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 the 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 6, 7, 8, and 9* | Online
Tuesday through Friday, 8:30 AM–1:30 PM ET 24 CTLE or 2.4 CEU $830 / 1 credit $1814 / 2 credits $3,628
Materials Fee: $55
Registration Deadline: 7/30
*4 hours of asynchronous work required for those taking the course for 2 credits
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 Site*
Thursday, 9:00 AM–3:30 PM ET
5 CTLE or .5 CEU $265
Registration Deadline: 7/25
*Held at Bank Street College, 610 West 112th Street, New York, NY 10025
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-andbolts 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
July 31 and August 1 | Online
Wednesday and Thursday, 5:00 PM–6:30 PM ET 3 CTLE or .3 CEU $150
Registration Deadline: 7/24
TEWS810N
The Writer’s Room: Fine-tuning Your Story in a Supportive Community
We are offering this workshop for committed writers who enjoy the writing process and want to come together each month to share their works-in-progress and receive feedback from other committed writers. This is a safe, supportive place to try out what you’ve been working on independently in a facilitated workshop. Occasional guest speakers from the publishing world will join the group to discuss different aspects of writing, such as writing from an illustrator’s perspective, or to provide personal viewpoints on the writer’s experience. Prerequisite: Writing for Children: Finding Your Voice. Instructor: Amy Hest
June 25, July 9 and 23, August 6 | Online Thursdays, 5:00 PM–7:00 PM ET 12 CTLE or 1.2 CEU $390
Registration Deadline: 6/18
TEWS880N
Writing About Your Childhood Memories
Childhood memories can be delightful. Painful. Or both. They can be amusing. Serious. Or both. Childhood memories get you thinking. This unique class, offered for the first time by award-winning children’s book author, Amy Hest, is a great opportunity to write about and share some of your childhood memories in a warm and supportive environment. No rules, no structure, just a chance to revisit a place, a time, the child that was you. Instructor: Amy Hest
July 1, 8, 15, 22, and 29 | Online Mondays, 5:00 PM–7:00 PM ET 10 CTLE or 1 CEU $395
Registration Deadline: 6/24
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. Instructor: Deborah Vilas
Section 1
July 9 | Online
Tuesday, 5:45 PM–7:45 PM ET Fee: $75
Registration Deadline:7/4
Section 2
August 5 | Online
Tuesday, 6:00 PM–8:00 PM ET Fee: $75
Registration Deadline: 7/29
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
July 1 | Online
Monday, 6:00 PM–8:00 PM ET Instructor: Lauren Hyman Kaplan Fee: $75
Registration Deadline: 6/24
Section 2
July 31 | Online
Wednesday, 6:30 PM – 8:30 PM ET
Instructor: Ana Tuburcio Fee: $75
Registration Deadline: 7/24
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 to be completed by 11:55 PM ET on 7/7
Part II: July 10 | Online Synchronous Session
Wednesday, 12:00 PM–3:00 PM ET
Instructor: Lauren Hyman Kaplan Fee: $140
Registration Deadline: 7/1
Section 2
Part I*: Three-hour asynchronous session to be completed by 11:55 PM ET on 8/4
Part II: August 7 | Online Synchronous Session
Wednesday, 5:45 PM–8:45 PM ET
Instructor: Ana Tiburcio Fee: $140
Registration Deadline: 7/30
*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.
Mathematics Support: Operations and Algebraic Thinking
In this course, students will engage in the learning of content, that is on the Multi-Subject: Teachers of Early Childhood (Birth–Grade 2) and Childhood Ed (Grades 1–6) New York State Teacher Certification Exam, in a supportive online environment through direct instruction and small group problem solving. We will be working on understanding and applying properties of operations and proportions to solve problems involving algebraic equations, ratios, percents, slope and measurement. We will embed geometric concepts, such as surface area, volume, and Pythagorean Theorem in problem-solving. Instructor: Charlene Marchese
August 5, 7, 8, 12, and 15 | Online
Mondays, Wednesday, and Thursdays, 7:15 PM–8:45 PM ET Fee: $200 (Fee is waived for matriculated students at Bank Street College)
Registration Deadline: 7/29
CSTWS500N
Preparing for the New York State Teacher Certification Exam— Content Specialty Test
This hybrid format workshop is designed to support teachers of Early Childhood (Birth–Grade 2) and Childhood Ed (Grades 1–6) preparing for the English Language Arts portion of the Content Specialty Test. During the one-and-a-half-hour synchronous workshop participants will get a brief overview of the test and work independently on practice questions. The workshop will also include a review of the answers for the practice questions. Mandatory asynchronous work is required for all participants who plan to register for this workshop. The asynchronous portion includes a video that explains how to register for the exam and offers suggestions for pacing yourself on test day. Instructor: Tara Kirton
August 1 | Online*
Thursday, 6:30 PM–8:00 PM ET Fee: $75 (Fee is waived for matriculated students at Bank Street College)
Registration Deadline: 7/29
*2 hours of asynchronous work is required
“I received valuable resources for my practice.”
For more details, visit graduate.bankstreet.edu/cps.
Suzanne L. Abrams has a Master of Science in Speech Pathology from Teachers College, Columbia University. She also has a certification in Speech/Language Pathology from ASHA (American Speech and Hearing Association).
Elise Bauer has an MSEd from Bank Street College of Education and a BA in American Civilization from George Washington University.
Tali Berkovitz holds a PhD, where the focus of her studies was on the successful integration of dual language instruction and an MA in Early Childhood Education from New York University. She holds a BS in Psychology from Brooklyn College, City University of New York.
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, She holds a Master’s degree from Bank Street’s Early Childhood Bilingual General and Special Education Program.
Julie Broderick has an MS in Applied Linguistics from Georgetown University and an MSEd in Math Leadership from Bank Street College. She has a BA in Government and Linguistics from The College of William and Mary in Williamsburg, VA.
Eliza Chung MA, is a Math Tutor at West Creek Elementary school with 20 years of experience teaching young children.
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.
Ellen Ferrin earned an MSEd in Childhood general and Special Education from Bank Street College. She also holds an MSEd in Social Work from Columbia University School of Social Work. Her BA in Sociology and Black Studies is from Amherst College.
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. Her BS from Northwestern University is in Theater and History.
Lauren Hyman Kaplan holds an MA in Counseling from New York University and a BA in Psychology from Emory University.
Kharissa Kenner has a Master’s in Library Science from Queens College (MLS) and a Bachelor’s in Early Childhood Education from Brooklyn College.
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.
Marília Lauria holds an MSEd in Studies in Education from Bank Street College and a MA in Applied Theatre: Theatre in Educational, Community & Social Contexts from the University of London, England. Her BA, also from the University of London, is in Drama & Theatre Arts.
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 EdD from Teachers College, Columbia University.
Genevieve Lowry holds an MSEd from Fordham University.
Allison Arthur May earned 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.
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 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.
Nesta Marshall earned her MSEd from Bank Street College of Education.
Ginny O’Hare Perrin has an MSEd in Special Education from Bank Street College.
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.
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.
Dr. Susie Rios holds 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.
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 B.S. degree from Northwestern University’s School of Communication.
Peter Tierney-Fife earned and MSEd in teaching and learning from the University of Southern Maine.
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.
Felice Wagman is a graduate of Rutgers University with a BA in Psychology and certification in Early Childhood and Elementary 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.
Registrations are accepted on a space-available, first-come, first-served basis. All registration will be acknowledged by email.
• Tuition & fees are subject to approval by the Bank Street College Board of Trustees.
• Registration received after the posted registration deadline is subject to a $25 late registration fee.
• Courses taken for credit include a nonrefundable registration fee. The registration fee in any one semester is $200 for courses in both the Graduate School and Continuing Professional Studies (CPS).
• There is no registration fee for courses taken for CTLE/CEU.
Changes must be submitted in writing to the Continuing Professional Studies office at cps@bankstreet.edu no later than one week preceding the first class meeting date and are subject to a $15 fee. No withdrawals/refund/transfer requests will be accepted after that time.
• Change from credit to CTLE/CEU will be accepted up until (but no later than) the beginning of the second class session.
• Change from CLTE/CEU to credit will be accepted up until (but no later than) 5 business days after the last class session. Changes require the approval of the instructor and CPS office.
• Only the student named on the registration form may attend a course. Should a school wish to send another staff member in place of a registered student, there will be a late registration fee ($25) as well as a processing fee of $25.
• Should an emergency prevent a student from attending a workshop, a full refund will be processed upon receipt of a written request and documentation of the emergency. (Emergencies are defined as unforeseeable situations that require the registered student’s immediate attention.)
Attendance at all class sessions is required. A student who misses the first class session may not attend future class sessions. Refunds or transfers are only processed in case of emergencies. (See emergency policy above, under Changes of Registration.) For exceptions, both the instructor and the Continuing Professional Studies office must grant permission.
• Online classes are live and interactive. Your full participation in activities and discussions (to the best of your abilities) creates a rich and stimulating learning environment. The expectation is that you are actively engaged in class. For online classes, this means your video is on.
• For credit-bearing courses that meet less than 12.5 hours, asynchronous work is required.
• Students, with permission from the respective faculty member, may record a class session for their own personal use in support of their learning. The faculty member should alert the students in the class to the recording. No recording or materials of a Bank Street course may be shared beyond the student or for any public use. Recording a course or portion of a course without the permission from the respective faculty member and all students, or sharing externally, is a violation of Bank Street’s Code of Conduct.
• Children are not permitted in class and may not be left unattended on Bank Street College property.
• No one will be admitted to any State Mandated Training workshop after the posted start time and there are no refunds/transfers for late arrivals.
Courses taken for graduate credit require completion of an assignment and may require additional meeting times or asynchronous work. Final assignments must be submitted to your instructor within two weeks (for one credit courses) or four weeks (for two and three credit courses) after the completion of the class in order to receive course credit. For more information see the incomplete policy and grading policies.
bankstreet.edu/cps/policies
“The instructor was excellent–knowledgeable, engaging, and very good at facilitating a great discussion.”
THE 37TH ANNUAL INFANCY INSTITUTE
Boundless Beginnings: Liberation in Care for Infants and Toddlers
On Site: June 20 and 21 | Online: June 26 and 27 bankstreet.edu/infancy-institute
REGISTER NOW FOR ONLINE AND ON-CAMPUS COURSES THIS SUMMER
• Art Studio: Discovering Self While Learning More about Drawing, Painting, and Collage—p. 14
• Block Building and Dramatic Play On Campus—p. 4
• Designing Play-Based Activities Online—p. 4
• Restorative Practices in the Early Grades Online—p. 10
• Supporting English as a New Language Learners Online—p. 5
• The Spectrum of Play and Play on the Spectrum: Through a DIR/Floortime© Lens Online—p. 6
SEE OUR COURSES ONLINE AND REGISTER graduate.bankstreet.edu/cps
