When researching graduate schools, Bank Street always stood out for me as a place where the ...

162 Pages·2017·15.03 MB·English

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Bank Street College of Education,
established as the Bureau of Educational Experiments in 1916, began
preparing teachers in 1930. The credo below is a living statement
that continues to inspire the students, faculty, and staff at Bank
Street today.
Our Credo
What potentialities in human beings—children, teachers, and
ourselves—do we want to develop?
•
A zest for living that comes from taking in the world with all five
senses alert
•
Lively intellectual curiosities that turn the world into an exciting
laboratory and keep one ever a learner
•
Flexibility when confronted with change and ability to relinquish
patterns that no longer fit the present
2 •
The courage to work, unafraid and efficiently, in a world of new
needs, new problems, and new ideas
•
Gentleness combined with justice in passing judgments on other
human beings
•
Sensitivity, not only to the external formal rights of the “other
fellow,” but to him or her as another human being seeking a good
life through his or her own standards
•
A striving to live democratically, in and out of schools, as the best
way to advance our concept of democracy
Our credo demands ethical standards as well as scientific attitudes.
Our work is based on the faith that human beings can improve the
society they have created.
Lucy Sprague Mitchell Founder, Bank Street College of Education
Dear Current or Prospective Student:
I offer you a warm welcome to Bank Street College of Education.
This catalog will provide you with important information about our
many programs for those interested in pursuing a graduate degree
in education. Whether you are new to the field of education, an
established teacher, or considering a career change, Bank Street
Shael Polakow-Suransky, President
has much to offer. At Bank Street, you will not only develop the
skills necessary to create rich, challenging learning environments,
but you will learn to inspire children and guide them towards a
lifelong love of learning.
Since its inception a century ago, Bank Street College has focused
on understanding and expanding the conditions under which
children best learn and develop. By drawing upon the remarkable
resources available in our on-site School for Children and Family
Center (which serve children from infancy through adolescence),
our Head Start center, and our many partnerships with schools,
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museums, and hospitals, Bank Street faculty and students are
able to test and refine the Bank Street framework through deep
practice-based learning.
The cornerstone of a Bank Street graduate education is advisement,
a process unique to Bank Street in which students in small groups
are mentored in their field experiences. In advisement—and in our
courses—students connect theory with practice in ways that directly
support their development as thinkers and educators. As a graduate
of the Bank Street Graduate School, I can personally affirm that the
Bank Street experience is transformative, practical, and specifically
attuned to your learning needs.
In the words of Bank Street’s founder Lucy Sprague Mitchell, “we
see in education the opportunity to build a better society.” At Bank
Street, you have the opportunity to join a powerful educational
institution—one that supports experiential learning, engages
and supports your development, and offers you an opportunity to
shape the future through the creation of lifelong learners.
Shael Polakow-Suransky President, Bank Street College of Education
Table of Contents
Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Bank Street College Graduate School of Education Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Academic Programs
Coursework ........................................................................................................... 13
Supervised Fieldwork/Advisement ....................................................................................... 13
Integrative Master’s Project............................................................................................. 14
Credit Hour Assignment Policy .......................................................................................... 14
Teaching and Learning Department Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Curriculum and Instruction Program
Curriculum and Instruction: A Program for Students with Initial Certification ............................................... 17
Infancy Programs
Infant and Family Development and Early Intervention (Non-Certification) ................................................. 19
Infant and Family Development and Early Intervention/Early Childhood Special and General Education Dual Certification........20
Infant and Family Development and Early Intervention/Early Childhood Special Education ................................... 21
Infant and Family Development and Early Intervention/Dual Degree with Hunter College School of Social Work.................22
Early Childhood Programs
Early Childhood General Education ....................................................................................23
Early Childhood Special and General Education Dual Certification .........................................................24
Early Childhood Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Early Childhood Special Education Advanced Certificate (Non-Degree) .....................................................26
Early Childhood Special and General Education Dual Certification/Dual Degree with Columbia University School of Social Work...27
Early Childhood Special Education/Dual Degree with Columbia University School of Social Work ..............................28
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Cross-Age Program
Early Childhood and Childhood General Education Dual Certification.......................................................29
Childhood Programs
Childhood General Education ......................................................................................... 31
Childhood Special and General Education Dual Certification ..............................................................33
Childhood Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Childhood Special Education Advanced Certificate (Non-Degree) ..........................................................35
Childhood Special and General Education Dual Certification/Dual Degree with Columbia University School of Social Work........36
Childhood Special Education/Dual Degree with Columbia University School of Social Work ...................................37
Adolescent Programs
Adolescent Mathematics Education, Grades 7-12 ........................................................................38
Teaching Students with Disabilities 7-12 Generalist.......................................................................39
Dual Language/Bilingual Education Programs
Dual Language/Bilingual Early Childhood General Education..............................................................40
Dual Language/Bilingual Early Childhood Special and General Education Dual Certification................................... 41
Dual Language/Bilingual Early Childhood Special Education ..............................................................42
Dual Language/Bilingual Childhood General Education...................................................................43
Dual Language/Bilingual Childhood Special and General Education Dual Certification........................................44
Dual Language/Bilingual Childhood Special Education ...................................................................46
Bilingual Extension (Non-Degree)......................................................................................47
Teaching English to Speakers of Other Languages (TESOL) Program
Teaching English to Speakers of Other Languages (TESOL)................................................................48
Museum Education Programs
Museum Education (Non-Certification).................................................................................49
Museum Education: Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Reading and Literacy Programs
Teaching Literacy and Childhood General Education Dual Certification ..................................................... 51
Teaching Literacy (birth through grade 6): Focus on Classroom Teaching in Early Childhood or Childhood .......................53
Teaching Literacy (birth through grade 6): Focus on Clinical Teaching in Early Childhood or Childhood ..........................54
Advanced Literacy Specialization ......................................................................................55
Reading and Literacy: Clinical Practice (Non-Certification) ................................................................57
Individualized Master’s Program
Studies in Education .................................................................................................58
Child Life Programs
Child Life Online.....................................................................................................59
Child Life Online - Advanced Standing.................................................................................. 61
Teacher Leadership Program
Teacher Leader in Mathematics: A Program for Students with Initial Certification............................................62
Programs in Partnership with Purchase College, The State University of New York
Early Childhood General Education with Purchase College, The State University of New York..................................64
Early Childhood Special and General Education Dual Certification with Purchase College, The State University of New York ......66
Early Childhood and Childhood General Education Dual Certification with Purchase College, The State University of New York ....68
Childhood General Education with Purchase College, The State University of New York.......................................70
Educational Leadership Department Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Leadership for Educational Change ......................................................................................74
Principals Institute.....................................................................................................76
Early Childhood Leadership Principals Institute............................................................................78
Future School Leaders Academy .........................................................................................79
Leadership in Mathematics Education.................................................................................... 81
Leadership in Museum Education........................................................................................83
School District Leadership (Non-Degree)..................................................................................84
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Course Descriptions
Education Courses .....................................................................................................87
Educational Leadership Courses .........................................................................................112
Continuing Professional Studies: Short-Format Graduate Courses ..........................................................120
Services and Policies
Admissions .......................................................................................................... 123
Financial Aid ......................................................................................................... 125
Registration.......................................................................................................... 132
Tuition and Fees .................................................................................................... 133
Refund Policy/Liability for Tuition and Fees ............................................................................ 133
Graduate School Policies............................................................................................... 135
Matriculated Enrollment ............................................................................................ 135
Status Changes for Matriculated Students............................................................................. 135
Enrollment for Non-Degree Graduate Study............................................................................ 135
Medical Requirement for Enrollment: Matriculated and Nonmatriculated Students ......................................... 136
Attendance ........................................................................................................ 136
Enrollment Status/Timetable for Completing Degree Requirements....................................................... 136
Interruptions in Study............................................................................................... 136
Transfer Credit from Other Graduate Study ............................................................................ 137
Waiving or Substituting a Course ..................................................................................... 137
Individualized Course ............................................................................................... 138
Graduation Policies and Practices..................................................................................... 138
Matriculation Maintenance........................................................................................ 138
Code of Conduct and Professional and Academic Standards ................................................................ 138
Extension of the Code to Online Learning Contexts ..................................................................... 139
Professional Standards.............................................................................................. 139
Consequences for Violation of Code of Conduct and Professional Standards................................................ 139
Due Process Procedure ..............................................................................................140
Academic Grievance Procedures ......................................................................................140
Academic Standards .................................................................................................141
Satisfactory Academic Achievement .................................................................................. 142
Grade Point Average and Academic Probations ......................................................................... 142
Satisfactory Academic Progress toward the Degree (SAP)................................................................ 143
Treatment of Nonstandard Situations ................................................................................. 143
Other Academic Policies .............................................................................................144
Grading Policy......................................................................................................144
Grade Reports/Transcripts...........................................................................................144
Release of Transcripts/Access to Students’ Records ..................................................................... 145
Institutional Test Score Annual Report for the Academic Year 2015–2016 ................................................... 145
Student Handbook.................................................................................................. 145
Campus Drug and Alcohol Policy...................................................................................... 145
Campus Security ................................................................................................... 145
New York State Certification ...........................................................................................146
Career Services ....................................................................................................... 147
College Services ...................................................................................................... 147
The Disability Services Office......................................................................................... 147
Library and Archives ................................................................................................ 147
Council of Students (COS) ...........................................................................................148
Bookstore .........................................................................................................148
Information Technology .............................................................................................148
Business Office Services .............................................................................................148
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Centers, Institutional Collaborations, and Special Initiatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Faculty, Staff, and Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .152
Appendix: Notification of Rights Under FERPA for Postsecondary Institutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Appendix: Non-Discrimination Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Appendix: Campus Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
“The bilingual/dual language program is like a family. The relationships
I developed with my professors and colleagues made the process less
arduous, more meaningful and enjoyable. I do not believe I would have

become the educator I am today anywhere else!”
Ivy, Dual Language/Bilingual Childhood Special and General Education
Academic Calendar 2017 – 2018
Please note: The College respects individuals’ religious observances. If you are unable to make any class session, including a Friday ses-
sion, because of religious observance, please notify the course instructor by the first class session so that an alternative means can be
identified for fulfilling missed class material and course assignments.
Fall 2017
Thursday, August 31 In-Person Registration for Fall term
Monday, September 4 LABOR DAY—COLLEGE CLOSED
Tuesday, September 5 / 3:30–7:30 pm All Student Welcome/Orientation—The Barbara Biber Convocation
Wednesday, September 6 Faculty/Student Meetings and Orientations
Wednesday, September 6 FALL TERM CLASSES BEGIN
September 6-19 Period of Late Registration and Add/Drop for Fall term*
Wednesday, September 20 ROSH HASHANAH BEGINS AT SUNDOWN—NO CLASSES
Thursday, September 21 ROSH HASHANAH—NO CLASSES
Friday, September 22 ROSH HASHANAH ENDS AT SUNDOWN—NO CLASSES
Friday, September 22 First financial aid distribution date for Fall term
Thursday, September 28 / 5:15–7:00 pm Open House for prospective graduate students
Friday, September 29 YOM KIPPUR BEGINS AT SUNDOWN
Monday, October 9 COLUMBUS DAY—COLLEGE CLOSED
Wednesday, October 25 Last day for students to file for a grade of withdrawal (WD) for the Fall term
Thursday, October 26 Second financial aid distribution date for Fall term
Monday, October 30 / 5:15–7:00 pm Open House for prospective graduate students
Wednesday, November 1 Priority deadline for Admissions
November 22–24 THANKSGIVING RECESS—NO CLASSES 7
November 27–December 12 WEB REGISTRATION PERIOD for Spring 2018 courses
Thursday, November 30, 5:15–7:00 pm Open House for prospective graduate students
Tuesday, December 12 Last day of Tuesday classes
Monday, December 18 Last day of Monday classes
Wednesday, December 20 Last day of Wednesday classes
Thursday, December 21 Last day of Thursday classes; FALL TERM CLASSES END

Spring 2018
Wednesday, January 3, 5:15–7:00 pm Open House for prospective graduate students
Monday, January 15 MARTIN LUTHER KING, JR. DAY—COLLEGE CLOSED
Tuesday, January 16 SPRING TERM CLASSES BEGIN
January 16–January 29 Period of Late Registration and Add/Drop for Spring term*
Friday, January 19, 2:00–7:00 pm Job Search Support Day
Tuesday, January 23 / 5:15–7:00 pm Open House for prospective graduate students
Monday, January 29 Last day to register for an Integrative Master’s Project for Spring 2018; Last day to
submit Graduation Application to graduate in May, June, July, or August 2018
Thursday, February 1 First financial aid distribution date for Spring term
Thursday, February 1 Priority deadline for Admissions and priority deadline for FAFSA and scholarship
opportunities
Monday, February 19 PRESIDENTS’ DAY—COLLEGE CLOSED
Thursday, March 1 / 2:00–8:00 pm Independent Schools Job Fair
Friday, March 2 Follow Monday class schedule
Wednesday, March 7 Last day for students to file for a grade of withdrawal (WD) for the Spring term
Wednesday, March 7 / 2:00–8:00 pm Public and Charter Schools Job Fair
Thursday, March 8 Second financial aid distribution date for Spring term
Saturday, March 10 / 9:00 am–12:00 pm Career Services Saturday Workshop
Monday, March 12 / 5:15–7:00 pm Open House for prospective graduate students
Wednesday, March 28 / 5:30–7:00 pm Career Changer Forum
Monday, April 2–Friday, April 6 SPRING BREAK—NO CLASSES
April 18–May 1 WEB REGISTRATION PERIOD for Summer 1 and Summer 2 2018 courses
Tuesday, April 24 Last day of Tuesday classes
Tuesday, April 24 / 5:15–7:00 pm Open House for prospective graduate students
Wednesday, April 25 Last day of Wednesday classes
Thursday, April 26 Last day of Thursday classes
Monday, April 30 Last day of Monday classes; SPRING TERM CLASSES END
Summer 2018
Thursday, May 10 Graduation
Monday, May 21 SUMMER 1 TERM CLASSES BEGIN
May 21–25 Period of Late Registration and Add/Drop for Summer 1 and Summer 2 terms*
Monday, May 28 MEMORIAL DAY—COLLEGE CLOSED
Thursday, May 31 First financial aid distribution date for Summer 1 term
June 1–18 WEB REGISTRATION PERIOD for Fall 2018 courses
Wednesday, June 6 Last day for students to file for a grade of withdrawal (WD) for the Summer 1 term
Tuesday, June 12 Second financial aid distribution date for Summer 1 term
Tuesday, June 19 Last day of Tuesday classes
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Wednesday, June 20 Last day of Wednesday classes
Thursday, June 21 Last day of Thursday classes
Monday, June 25 Last day of Monday classes; SUMMER 1 TERM CLASSES END
Friday, June 29 Follow Wednesday class schedule; SUMMER 2 TERM CLASSES BEGIN
June 29 –July 5 Period of Late Registration and Add/Drop for Summer 2 term only*
Wednesday, July 4 INDEPENDENCE DAY—COLLEGE CLOSED
Monday, July 9 First financial aid distribution date for Summer 2 term
Wednesday, July 18 Last day for students to file for a grade of withdrawal (WD) for the Summer 2 term
Monday, July 23 Second financial aid distribution date for Summer 2 term
Monday, July 30 Last day of classes that meet Monday
Tuesday, July 31 Last day of classes that meet Tuesday and Monday/Tuesday
Wednesday, August 1 Last day of classes that meet Wednesday and Monday/Wednesday
Thursday, August 2 Last day of classes that meet Thursday, Tuesday/Thursday and Monday–Thursday;
SUMMER 2 TERM CLASSES END
August 21–22 Second WEB REGISTRATION PERIOD for Fall 2018 courses
*During this period, except for the first day of each term, the $25 Late Registration fee or a $15 Add/Drop fee will be charged. In order to receive a 100%
tuition refund, students must drop a class by the last day of the Add/Drop period. See page 133 for full refund policy and late registration procedures.
Students may register for classes up until but not after the second class session.
Bank Street College Graduate School of Education
Bank Street College is a small, vibrant institution organized understand that children do not all learn at the same rate or
into two main programmatic divisions: the Graduate School in the same way. We also understand that learning is social,
of Education and Children’s Programs. Both divisions share and that children learn in interaction with others in their en-
a common sense of purpose. vironment. Finally, we believe that the Bank Street approach
leads to a lifetime of learning.
Mission Statement
The mission of Bank Street College is to improve the education Through its innovative programs, unique philosophy, and
of children and their teachers by applying to the educational commitment to quality education for all, Bank Street influ-
process all available knowledge about learning and growth and ences thousands of children, youth, parents, and educators
by connecting teaching and learning meaningfully to the outside throughout the United States and abroad.
world. In so doing, we seek to strengthen not only individuals, but
the community as well, including family, school, and the larger Bank Street Connections
society in which adults and children, in all their diversity, interact Children’s Programs includes the School for Children—a
and learn. We see in education the opportunity to build a better highly respected, innovative independent school for children
society. aged three to fourteen—and the Family Center for infants
and toddlers. Many graduate students work alongside
The Bank Street Approach the School’s and the Center’s excellent faculty as student
Bank Street’s creative approach to teaching and learning teachers and assistant teachers. Several of the School for
recognizes that children learn best when they are actively Children faculty teach courses in the Graduate School. This
engaged with materials, ideas, and people. Using this interaction between divisions allows students to participate
approach, Bank Street teachers in the educational process that they learn about in their
encourage children to be curious, courses.
love learning, be respectful and
tolerant of human differences, The Division of Innovation, Policy and Research (IPR) is
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engage with the world around focused on exploring new directions and possibilities for
them, and prepare to lead lives of Bank Street and supporting teams across the College in the
consequence. development and launch of new programs. A critical part of
this work is the innovative direct service programs to chil-
Referred to as either the “Bank dren and young families at its Head Start Center in the East
Street approach” or the “devel- Village and Liberty LEADs Program at West 112th Street.
Cecelia Traugh, Dean of the Graduate School opmental-interaction approach,” Other key programs and initiatives include: a Center for
our educational philosophy begins with sound develop- Cultural Responsiveness, the Sustainable Funding Project,
mental principles and learning through experience. It sees the Learning Agenda and the Centennial Innovation Fund.
the teacher as one who facilitates learning, develops clear The Division of IPR also oversees the Oc casional Papers - a
educational objectives, and encourages learning through series that produces research, practice and policy-based
discovery and thoughtful engagement. papers on critical themes in education, and the Library,
including the Center for Children’s Literature.
We strive to foster children’s development in the broadest
sense by providing diverse opportunities for physical, social, The Graduate School, through the office of Continuing
emotional, and cognitive growth. We respect children as ac- Professional Studies, provides continuing education course-
tive learners, experimenters, explorers, and artists. We work, outreach and professional development to schools,
“
When researching graduate schools, Bank Street always stood out for
me as a place where the purpose was to understand better how to educate
”
children, not just get a degree and get out.
Tova, Teaching Literacy and Childhood General Education
districts, and other agencies. The professional development Graduate students enroll each term at Bank Street either as
efforts link the College to communities on both local and matriculated students, which means that they have applied
national levels through direct service programs, staff devel- to and been accepted into a degree-granting program, or as
opment, courses for professionals, research, advocacy, and nonmatriculated students, taking courses in the Graduate
technical assistance to other agencies and national groups School of Education but not enrolled in a degree program.
launching pilot projects. The graduate-level short-format Individuals with bachelor’s degrees are welcome to come
courses offered through Continuing Professional Studies are and take courses as nonmatriculated students.
available either with or without credit for teachers, adminis-
trators, and others who work with children and youth. Degree programs lead to the Master of Science (M.S.),
Master of Science in Education (M.S.Ed.), or the advanced
Bank Street College has a historical and philosophical Master of Education (Ed.M.).
commitment to encourage diversity in our student body,
staff, and programs. As a matter of policy and as required All programs are registered with the New York State De-
by law, we do not discriminate in admissions decisions or in partment of Education, and most lead to New York State
any educational program or activities on the basis of color, certification. Please refer to the section on New York State
creed, ethnicity, disability, gender, age, marital status, or certification (page 146) and to the detailed program descrip-
sexual preference. tions for additional certification information and prerequi-
sites. At times minor revisions in programs may be pending
For a century, Bank Street College of Education has been a New York State Department of Education approval. These
leader in learner-centered education, as exemplified in our are denoted in the program descriptions.
Graduate School and in our Children’s Programs. The Gradu-
ate School provides outstanding master’s degree programs
that blend theory with practice through close integration Accreditations and Affiliations
of academic study and field-based experiences. These The Graduate School of Education is accredited by the
programs prepare adults for professional work in schools, National Council for Accreditation of Teacher Education
museums, hospitals, community organizations, and/or (NCATE) for meeting or exceeding national standards of
public service. quality for teacher and leadership preparation. As part
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of NCATE accreditation, individual programs leading to
Our master’s degree programs closely coordinate academic certification are accredited by the respective national
work with field-based practice, preparing students for vari- specialized professional accreditation agencies (SPAs):
ous roles as educators and leaders in schools. In addition, Association for Childhood Education International
Bank Street prepares educators for centers of learning that (ACEI), Council for Exceptional Children (CEC),
include museums, child life centers in hospitals, and other Educational Leadership Constituent Council (ELCC),
community organizations. We offer many special opportu- International Literacy Association (ILA), and
nities for our graduate students, including teach abroad/ National Association for the Education of Young
study abroad options, transformative progressive pedagogy Children (NAEYC).
in online learning, and a range of experiential workshops
that provide students with settings to engage with experts, The Graduate School is also accredited by the Middle
practitioners, and other educators (page 149). States Commission of Higher Education and holds
memberships in the Commission of Independent
Some graduate students come to Bank Street having Colleges and Universities of the State of New York, the
just finished undergraduate study, some have worked as Council of Higher Educational Institutions in New York
teachers for several years, some are moving from teaching City, the American Association of Colleges for Teacher
to leadership, and some are making a career change into Education, and the American Council on Education.
the teaching profession. In 2016–2017, over 600 graduate The College is chartered by the Board of Regents of the
students were enrolled; 34% of the students were African State of New York.
American, Hispanic, Asian, or Native American. The faculty
of the Graduate School are scholars and practitioners,
researchers, and teachers. Their work with Bank Street
graduate students is their first concern.