Academic Programs

Course Descriptions

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Educational Leadership (including MATH courses)

Courses are listed in the following format:

Course Title
Course number--# of credits (terms offered)
(Prerequisites or registration restrictions.)

Please use the following key to the codes used to indicate terms offered*:

(A) - All terms (Fall, Spring, Summer I, Summer II)
(F) - Fall term
(S) - Spring term
(Jan) - January term
(S1) - Summer I term
(S2) - Summer II term
(S1-S2) - Across Summer I and Summer II terms
(2/S) - Every other Spring term
(2/F) - Every other Fall term
(2/S2) - Every other Summer II term
(3/S2) - Every third Summer II term

*Every effort is made to offer courses as listed. Offerings are subject to change. When no term is noted, please see your advisor.

Adult Development and Organizational Foundations of Educational Administration
LEAD 500 -- 6 credits 
This course explores the nature of the adult as learner and theories and processes of administrative and organizational development. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.

Human Development I: Programming for Young Audiences
LEAD 501 -- 4 credits
In this course students will examine the interactions among the cognitive, social, emotional, linguistic and physical development of children with a particular focus on the elementary school years. They will explore core developmental theories and relate them to how young children function in museums and other out-of-school settings. Course work includes visits to museums and experiences with storytelling and other age-appropriate educational and programmatic strategies. For Museum Leadership students only.

Human Development II: Adolescents and Adults as Visitors and Volunteers
LEAD 502 -- 3 credits
This course assists museum educators in understanding adolescents and adults from two perspectives¢as core audiences for their institutions and also as volunteers and salaried staff. Readings in adolescent development are supplemented by work with organizations experienced in working effectively with young people. Course work on the characteristics of the adult learner includes strategies for creating a sustainable volunteer program. For Museum Leadership students only.

Adult Development: Implications for Educational Leadership
LEAD 503 -- 3 credits (F)
In this seminar, students examine the developmental periods of young, middle, and later years in the human life cycle, with a broad multicultural approach to learning and development. Studies and research are reviewed. Emphasis is given to developmental characteristics that have implications for professional growth and development.

Leadership in Curriculum and Instruction
LEAD 510 -- 3 credits (F, S2)
This course focuses on the roles and functions of the school leader in the spheres of curriculum and instruction. It covers the principles and processes that inform curriculum development. At the same time, in keeping with the realities faced by today's school building leaders, it focuses intensively on the knowledge and tools needed to be discerning consumers and negotiators of curriculum. Finally, the course explores leadership in curriculum and instruction as a means of inspiring, guiding and effecting school change.

Exhibition Development for Museum Leaders
LEAD 511 -- 2 credits
The course offers insight into exhibitions as learning environments, with an emphasis on how to create meaningful experiences for intergenerational audiences. Coursework includes readings in the growing field of museum learning and analysis of different models of development and design, including the team approach. For Museum Leadership students only.

School Collaborations for Museum Leaders
LEAD 512 -- 2 credits
Because schools continue to be core audiences for museums, it is critical for museum leaders to appreciate fully the differences between the two cultures. The course begins with the history of museum/school collaborations. It emphasizes how to create engaging school programming, including curriculum development and teacher workshops, in collaboration with school faculty and leaders. The course includes a visit to an area museum. For Museum Leadership students only.

Museum Programming for Diverse Audiences
LEAD 513 -- 1 credit
This course offers the contextual and developmental perspectives needed to engage diverse visitors and learners, including (but not limited to) those with special needs and those whose first language is not English. It explores strategies leaders can use to ensure that every aspect of the museum's environment and programming support the needs and learning styles and needs of each visitor. For Museum Leadership students only.

Curriculum Development for Mathematics Leaders
LEAD 514 -- 3 credits (2/S2)
This course focuses on curriculum design using students' research of both the current and historic work of others, and the student's class presentations and experience. Students choose modules of mathematics teaching that they wish to pursue; e.g., The Integration of Mathematics, Science, and Technology; Probability; Intuitive Geometry; Applications of Mathematics to the Arts. Aspects of the course include demonstration, discussion; and practice of teaching methods and materials; research of both current and historical practices; and designing, testing, and evaluating curriculum. An integral part of the course is the students' presentations of their research and curricula. For Mathematics Leadership students only.

Introduction to Computers and Other Technologies for Educators I
LEAD 525 -- 1 credit (F)
This first module will encompass the software tools and resources that support the work of the school leader. For Principals Institute/Teacher Leader/BETLA students only.

Introduction to Computers and Other Technologies for Educators II
LEAD 526 -- 1 credit (Jan)
This second module includes data analysis, online decision making and communication. For Principals Institute/Teacher Leader/BETLA students only.

Introduction to Computers and Other Technologies for Educators III
LEAD 527 -- 1 credit (S)
This module comprises those issues that are important to the uses of technology for instruction. These involve planning, the selection and use of software, and funding for technology. For Principals Institute/Teacher Leader/BETLA students only.

Education Policy, Advocacy, and Law
LEAD 530 -- 3 credits (S)
Current administrative thought is examined in the context of its historical, economic, philosophical, and sociocultural political bases. Selected theories of administration and recent administrative practices are analyzed with respect to creating learning environments that are responsive to the multicultural constituencies of schools.

Foundations of Educational Leadership: Ethics & Philosophy
LEAD 532 -- 1 credit (3/S2)
This course examines a range of educational philosophies as the foundation for understanding the attitudes, behaviors, and vision of leaders. The relationship between philosophical frameworks and effective leadership styles is analyzed for implications for schools as pluralistic, democratic environments. For Early Childhood Leadership and Leadership in the Arts students only.

Foundations of Educational Leadership: Law, History and Economics
LEAD 533 -- 1 credit (S2)
Current administrative thought and practice are examined in the context of their historical and economic roots. The trends, themes, assumptions, and prominent leaders of the various periods of United States educational history are discussed. The course also focuses on the various ways the economic themes of liberty, equality, and efficiency were treated in these historical periods. An understanding of these historical and economic roots supports the development of appropriate administrative strategies to make schools more responsive learning environments. For Early Childhood Leadership and Leadership in the Arts students only.

Foundations of Educational Leadership: Adult Development
LEAD 534 -- 1 credit (S2)
This course surveys the nature of the adult learner, examining patterns of development and the influences upon their development. As students study materials and share their experiences, they acquire theoretical tools that will aid in their organizational interactions with adults and increase their understanding of their own development. For Early Childhood Leadership and Leadership in the Arts students only.

Foundations of Educational Leadership: Organizational Development
LEAD 535 -- 1 credit (S2)
This course examines theory, research, and practice concerning organizational development. The course will provide opportunities for students to integrate theory and research with administrative practice through the use of such methods as simulation experiences, readings, observations, and interviews. For Early Childhood Leadership and Leadership in the Arts students only.

Foundations of Educational Leadership: Culture & Society
LEAD 536 -- 1 credit (3/S2)
This course explores the social norms, values, and practices that affect schooling in the United States today. Students will develop an expanded analytical perspective and be able to relate this perspective to contemporary issues in school reform and cultural analysis. For Early Childhood Leadership and Leadership in the Arts students only.

Literacy and Leadership
LEAD 560 -- 3 credits (S1)
This course is designed to support teachers' and administrators' understanding of literacy development as a holistic process. It explores the kinds of instructional strategies and policies that support this process with diverse and inclusive populations of students throughout the grades. A critical dimension of the course will be to identify ways in which teachers can play leadership roles in assessing, designing, implementing, and promoting effective literacy instruction throughout a school. The format of the course includes class and small-group discussions, short lectures, viewing of videotapes depicting "exemplary" literacy practices, and examination of curriculum and assessment materials. All participants will be expected to observe a series of lessons involving literacy instruction in their schools, conduct a series of interviews around the topic of literacy development, and develop a piece of literacy curriculum or a professional development project informed by information that emerges in these observations and interviews.

Supervising and Supporting Literacy Instruction in Diverse Settings
LEAD 561 -- l credit (S)
This course is designed to prepare participants to work with student leaders, new teachers, and/or colleagues as they plan effective literacy practices. Using a peer coaching/mentor model, participants will work with a teacher who would like to learn or refine a literacy practice. Through observation, modeling, co-teaching, and preparatory and debriefing conversations, participants observe, record and analyze the content and processes involved in coaching interactions. These experiences will enable participants to work more effectively with colleagues through regular conversations, discussions, and consultations about learners, literacy theory and practice, assessment, and instruction.

Leadership Communications Seminar
LEAD 600 -- 1 credit
In this course, students explore and practice the writing and speaking skills that will enhance their effectiveness as leaders. Skills covered include communicating effectively with parents, staff, and community organizations; writing vision and mission statements; writing memos; and communicating with central and district administrations. For Principals Institute/Teacher Leader/BETLA students only.

Team Building and Collaborative Decision-Making: Practices of Democratic Schooling
LEAD 601 -- 3 credits
This course is designed for principals, teachers, parents, and other school leaders who are interested in practical hands-on experiences in team building, shared decision making, and other collaborative processes relating to effective schooling. This course also provides opportunities for examining the political and ethical underpinnings of democratic practices in schools. Particular emphasis is placed upon developing leaders for small schools and the relationship between leadership and school size, student and staff recruitment and selection, curriculum and budget.

School Change: The Transformational Leader
LEAD 603 -- 3 credits (2/S2)
Current school reform efforts emphasize vision, shared decision making, professional autonomy, positive school structure, and restructuring. How are these concepts being realized in current practice? What choices and constraints accompany the processes of change and staff empowerment? In this course, students examine the concepts which face principals in enhancing the effectiveness of schools, as well as the competencies of planning, joint decision making, problem solving, and negotiation. Course work complements and is tailored to the Principals Institute internship experience. For Principals Institute/Teacher Leader/BETLA students only.

Development of Educational Policy
LEAD 604 -- 1 credit
This course is designed to provide students with an understanding of policy making at the local, state, and federal levels. Current issues and trends in education as they pertain to policy making are addressed. Students examine the forces that influence policy formulation and implementation at these three levels.

Staff Development and the Consultation Process
LEAD 610 -- 3 credits
Participants study and practice the concepts of staff development, with initial focus on the processes of growth and change in the adult. The way of enabling individuals to gain professional competencies is seen as a counseling relationship in group and individual interaction situations. New approaches to and models of staff training development and group training are explored and used. For Museum Leadership students only.

Professional Development for Mathematics Leaders
LEAD 611 -- 3 credits (2/S2)
This course focuses on the methods of staff development and implications for teaching mathematics using concrete materials, calculators, and computers. Students design small curriculum packets and workshops to deliver mathematics methods and content to teachers. Topics for discussion, writing, critical analysis, and research include: children's and adults' learning of mathematics; mathematics curriculum standards; the changing emphasis on computation; the role of textbooks; the role of parents; reflections on course participants' own mathematical histories; and the meaning and nature of educational change. For Mathematics Leadership students only.

Processes of Supervision in Education
LEAD 615 -- 3 credits (S, S2)
Designed for students who are preparing for supervisory roles or who are actively engaged in such roles, this course focuses on the objectives, functions, and evaluation of the supervisory experience within multicultural educational institutions. Organizational, cultural, and human variables that may facilitate or impede effective supervision are identified, and strategies to maximize or minimize their impact are generated. Supervisory attitudes and skills aimed at increasing professional growth in individual and group supervision are synthesized from a variety of supervisory models with particular attention given to the clinical supervision model.

Museum Management I: Organizational Development
LEAD 616 -- 2 credits
Students look at the interrelationship of a museum's mission, strategic planning, and the responsibilities of the board of directors. They learn about the fundamentals of non-profit management and examine their own institutions in light of best practice. Readings include case studies in institutional change. For Museum Leadership students only.

Museum Management II: Marketing and Audience Development
LEAD 617 -- 1 credit
This course provides an overview of audience development through the lens of marketing. Students learn to recognize common misconceptions about marketing and to understand and apply strategic concepts in marketing for non-profits. They receive an overview of the marketing planning process and an introduction to the essentials of a marketing plan. These insights are then applied to their own institutions. For Museum Leadership students only.

Museum Management III: Professional Development
LEAD 618 -- 1 credit
This course covers many of the human resource challenges faced by museum leaders, such as recruitment and hiring, ongoing professional development, team building, conflict resolution, and internal communications. It will also address theories of leadership and approaches to developing a personal leadership style. For Museum Leadership students only.

Museum Management IV: Fundraising and Proposal Development
LEAD 619 -- 1 credit
Through readings, group discussion, case study analysis and topical presentations, students explore the theory and practical applications needed to develop a solid financial base for non-profit arts and cultural institutions. Coursework includes developing a realistic grant proposal (including budget) and research into funding possibilities and guidelines. For Museum Leadership students only.

Finance and Fundraising for Educational Leaders
LEAD 620 -- 1 credit (S2)
This course provides teachers and administrators with the basic information and techniques necessary for obtaining grants. Processes for conceptualization and development of programs, identification of funding sources and resources and the development of strong proposals related to the programmatic needs of the institution are examined and discussed. Students participate in actual proposal writing and review sessions.

Fiscal Management for Educational Leaders
LEAD 621 -- 1 credit (S2)
This introductory course in basic budgeting and expense management will focus on selected topics that help students better understand budget planning processes and preparation, the local impact of the federal education budget, and how budgets may be viewed as a statement of educational priorities. Course activities include practice in preparing operational budgets for a particular school and analyzing a system-wide budget for educational implications.

Museum Management V: Shaping a Vision
LEAD 622--2 credits
This course examines the challenges contemporary museums face in striving to grow and maintain attendance, meet the expectations of funders, and serve the pressing needs of diverse communities. Students will analyze where their own institutions are situated within the current cultural landscape and acquire some tools and concepts for taking them in new directions. For Museum Leadership students only.

Organizational Theory
LEAD 623 -- 2 credits
Today's organizations require more from their leaders and members than hard work and attention to the bottom line. A key challenge is to communicate well in the context of valued priorities, teams, culturally diverse settings, and multiple constituencies. The course helps students to see the "big picture" through readings in organizational theory and change. It also focuses on the skills needed to articulate, analyze, and work collaboratively to solve problems. For Museum Leadership students only.

Law for School Leaders
LEAD 630 -- 3 credits (2/S2)
The aim of this course is to familiarize both practicing and prospective administrators, supervisors, and school leadership personnel with the basic legal principles governing the structure and operation of school settings and the legal problems encountered in the day-to-day operation of schools. The broad general principles of school governance as determined by statute and case law are emphasized.

Leadership Individual Study
LEAD 650 -- 1/2/3 credits (A)
This course provides an opportunity to investigate a problem or area of interest related to leadership in mathematics education under the supervision of a faculty member. Permission of the student's advisor is required.

Leadership Special Study
LEAD 651 -- 1/2/3 credits (A)
A group of students is provided with an opportunity to study an area of interest related to educational leadership under the supervision of a faculty advisor. Offered by special arrangement.

Research for Educational Change
LEAD 660 -- 3 credits (F, S, S2)
This course is designed to enable leaders, teachers, special educators and others to be effective consumers of research, as well as to plan and carry out research in response to specific educational questions. Stages of the research process are discussed. Students analyze and evaluate research in the areas of leadership, school effectiveness, administration and supervision, teaching, and curriculum reform and apply the findings to their everyday roles as educational leaders. It is expected that this course will be valuable for those matriculated students who are initiating projects to satisfy the Independent Study requirement. The format consists of lectures and discussions of the stages of the research process. Class members participate in a project involving research design, data collection, and analysis.

Research for Mathematics Leaders I
LEAD 661 -- 1 credit (S2)
This course is designed to increase students' understanding of qualitative research. The course helps students to develop and implement qualitative research projects. In addition, it will enable students to increase their understanding of the principles of qualitative research, and to read and understand articles reporting research studies. For Mathematics Leadership students only.

Research for Mathematics Leaders II
LEAD 662 -- 1 credit (S2)
This course builds upon LEAD 661, furthering students' understanding of qualitative research. For Mathematics Leadership students only.

Research in Museum Settings
LEAD 663 -- 2 credits
This course introduces students to the concepts and tools needed to articulate and measure visitor-centered program goals and objectives. They become acquainted with a variety of research methodologies that can be used for this purpose. Coursework includes experience conducting visitor research in the field. For Museum Leadership students only.

Leadership Professional Seminar
LEAD 770 -- 3 credits (S)
This seminar is designed to develop competencies in research and communication. Participants will be guided in the preparation of a major paper for class presentation and critique. The paper will focus on a policy issue in education and the role of the school or district administrator in relation to that issue. The seminar combines formal class sessions and individual conferences. For Leadership for Educational Change students only.

Leadership in the Arts Practicum in Clinical Supervision
LEAD 810 -- 3 credits
This practicum provides an opportunity to explore further the model of clinical supervision through careful evaluation of an ongoing supervisory relationship. Prerequisite: LEAD 615. For Early Childhood Leadership and Leadership in the Arts students only.

Child Life Program Development and Administration
LEAD 825 -- 3 credits (S2)
This course will introduce students to the skills needed to develop, direct, and manage child life programs in health care settings. Emphasis will be placed on developing a philosophy of leadership that fosters team collaboration and staff participation. Program planning will be addressed within the context of child development and child life principles. Topics covered will include staff development and supervision, continuous quality improvement, proposal writing, program development, and departmental management skills. Prerequisites: EDUC 822 and EDUC 950.

Early Childhood Leadership Practicum in Clinical Supervision
LEAD 830 -- 3 credits
This practicum provides an opportunity to explore further the model of clinical supervision through careful evaluation of an ongoing supervisory relationship. Prerequisite: LEAD 615. For Early Childhood Leadership students only.

Early Childhood Leadership Practicum in Organizational Development
LEAD 831 -- 3 credits
This practicum continues the work begun in LEAD 830. Each student implements his or her plan for change while continuing to document and evaluate the process of change. Prerequisite LEAD 535. For Early Childhood Leadership students only.

Policy Issues in the Design of Children's Services
LEAD 832 -- 1 credit (S2)
This seminar is designed for childcare advocates who wish to play a more effective role in the formation of policies regarding childcare services. Conceptions of social policy and the policy formation process are explored in order to provide a context for the consideration of specific policy issues. The current status of and projected changes in the American family structure are examined in relation to fundamental family needs for childcare. Students engage in the critical examination of current knowledge regarding American childcare. Corequisite: LEAD 833.

Early Childhood Leadership Policy Internship
LEAD 833 -- 3 credits (S2)
As a necessary companion experience to LEAD 832, students are placed in internships in institutions, agencies, and organizations which affect childcare policy on the state and federal levels, either indirectly through advocacy or directly through implementation. Corequisite: LEAD 832. For Early Childhood Leadership students only.

Practicum in Mathematics Leadership I
LEAD 840 -- 3 credits (S2)
This seminar consists of a small group of students who meet with a member of the faculty. The focus is on students' current fieldwork and the related leadership issues. Students are responsible for assigned readings, papers, and discussions dealing with staff development, adult development, the school change process, and the role of the leader in designing curriculum. For Mathematics Leadership students only.

Practicum in Mathematics Leadership II
LEAD 841 -- 3 credits (S2)
This seminar consists of a small group of students who meet with a member of the faculty. The focus is on students' current fieldwork and the related leadership issues. Students are responsible for assigned readings, papers, and discussions dealing with staff development, adult development, the school change process, and the role of the leader in designing curriculum. For Mathematics Leadership students only.

Practicum in Mathematics Leadership III
LEAD 842 -- 0 credits (S2)
This seminar consists of a small group of students who meet with a member of the faculty. The focus is on students' current fieldwork and the related leadership issues. Students are responsible for assigned readings, papers, and discussions dealing with staff development, adult development, the school change process, and the role of the leader in designing curriculum. For Mathematics Leadership students only.

Museum Leadership Institute I
LEAD 850 -- 1 credit
Museum Leadership Institute II
LEAD 851 -- 1 credit
These intensive one-week institutes during each academic year of the program include class sessions on conceptions of leadership and analysis of contemporary issues in museum education through site visits to the participants' institutions. For Museum Leadership students only.

Leading a School District I
LEAD 861 -- 1 credit (2/F)
This course focuses on the key constituencies in a district and the different relationships that exist among them. It includes understanding the district's vision, how it was developed, and how it is sustained. The course also examines a district's demographic and achievement data.

Leading a School District II
LEAD 862 -- 1 credit (2/S)
This course looks at the varied roles and responsibilities of the superintendent/district leader and ties them to the challenges of creating and sustaining dynamic, humane, effective learning communities. It emphasizes the ways that district leaders' decisions - in such spheres as instructional policy, planning, fiscal and human resources, facilities, legal and equity issues, accountability, and external relationships - affect schools' capacity to engage students and strengthen achievement..

Leading a School District III
LEAD 863 -- 1 credit (2/F)
This course focuses on how human and financial resources are allocated in a district to support the instructional program and the goals of the superintendent and school board.

Leading a School District IV
LEAD 864 -- 1 credit (2/S)
This course focuses on examining a district's budget from multiple points of view: theoretical, conceptual, and practical. Participants will become familiar with all phases of the budget process, from its inception to its implementation throughout a district. Content will be closely aligned, whenever possible, with the "real world" budgets currently in place in districts.

Special Education Leadership: The District Perspective
LEAD 870 -- 1 credit
Strong leadership at the district level is essential if schools are to become positive and successful learning environments for diverse learners, including children with disabilities and those at risk of failure. This course covers issues that enhance or create obstacles for inclusive schools and communities. Issues of equity are evident in most school districts and challenge educators to transform educational environments and processes to meet diverse needs. The course will address the issue of "achievement gaps" as well as links between social class and achievement in schools.

Special Education Leadership I: Implementation of IDEA
LEAD 871 -- 3 credits (S)
This course provides an overview of IDEA and its implications for leading teaching and learning in schools and districts. Students will explore leadership challenges in creating and sustaining learning environments that support progress toward less restrictive educational alternatives and access to the general education curriculum for linguistically and culturally diverse students with disabilities. Topics include special education law and advocacy, study of the continuum of services and models of inclusion, accountability, databased decision-making and implications for curricular design, and adapatation and professional development.

Special Education Leadership II: Leading Inclusive Communities of Learners
LEAD 872 -- 3 credits
This course focuses on systemic issues of special education leadership. Students will explore program management and service delivery with a view toward creating inclusive learning communities. Topics include curriculum planning and instruction; literacy and numeracy skills development; policies and procedures related to behavioral issues; management of resources and facilities; and professional development.

Effective Management in an Educational Context
LEAD 875 -- 3 credits
This course, designed for students in educational leadership programs, examines various management topics applicable to school and district leadership. Some of the topics discussed are globalization, marketing, labor relations, coaching, power, influence, communication, and other practical skills. It aims to give students an understanding of these topics, provide opportunities to practice relevant skills, and develop habits of good leadership and management. Students will be exposed to the theories and practices proposed by well-known authors in the field of leadership and management. Students will have opportunities to practice what they learn in class through realistic assignments and classroom activities. These will include the use of various protocols including case studies.

Leadership for Educational Change Supervised Fieldwork/Advisement
LEAD 900 -- 6 credits per semester (F, S)
Students exercise and/or practice leadership in their own school settings or in supervised placements with expert leaders, with considerable onsite support from both their Bank Street advisor and their site supervisor. Promoting collaboration among colleagues, supporting effective curriculum and instructional practice, and fostering constructive school change are emphasized in the internship. Students work closely with their advisor and conference group peers in integrating theory and practice.

Seminar in School Leadership
LEAD 901 -- 3 credits
Students in advisement participate in weekly small-group conferences with their advisor. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. Co-requisite: LEAD 900. For Principals Institute/Teacher Leader/BETLA students only.

Leadership Supervised Fieldwork/Advisement
LEAD 902 -- 1 credit
Students in the first semester of the Principals Institute will engage in preliminary leadership experiences in their own schools and/or offsite. These activities are predominantly observational and intended to shed light on core concepts from texts and discussions, and provide initial exposure to the Big Picture and understanding of the school as a vital organization. The key areas are vision and mission, culture and climate, leadership, diversity, data and planning, curriculum and instruction, and collaborations. Students develop wide lenses for observation during this period, become cognizant of personal bias filters, and begin to think as responsible leaders. It is expected that they will develop further questions for investigation and action through reflection and discussion.

Leadership Supervised Fieldwork/Advisement
LEAD 903 -- 4 credits
The supervised internship takes place during the second semester of the Principals Institute program and is designed to integrate theory with practice. This course combines field placement and continued advisement. The overall aim is the intern≠s personal transformation from teacher to leader. Students are given substantial schoolbased responsibilities that increase over time in amount and complexity and involve direct interaction and involvement with staff, students, parents, and community leaders. At the forefront are transformative skills such as how to sustain change, develop positive school culture, and enlist collaboration. The supervised internship presents opportunities to observe and practice communication and group decision-making, proactive approaches, data analysis, action research, and other competencies. The internship requires resilience and self-reflection. At the end of the internship, the student presents a comprehensive portfolio of the work experiences.

Leadership Supervised Fieldwork/Advisement (Summer Internship)
LEAD 904 -- 1 credit
This course, for Principals Institute students, is designed to meet New York State certification requirements that students serve in a different educational level or in a site with varied student demographics from the normal work site. Students, with the support of the advisors, will select appropriate sites to meet this requirement. In this course, the student will submit a précis for the anticipated summer internship. Students will concentrate on unexplored areas from their spring internship and participate in this summer experience as an apprentice to the summer school building leader. Students will document the competencies for independent leadership facilitated by the work completed.

Leadership Supervised Fieldwork/Advisement
LEAD 905 -- 0 credits
Students in advisement participate in small-group conferences with their advisors twice a month. These seminars include the exchange and analysis of ongoing professional experiences and provide a forum for integrating theory and practice. For BETLA students only.

Future School Leaders Academy Supervised Fieldwork/Advisement
LEAD 906 -- 6 credits/1.5 credits per semester (F, S)
This course, for Future School Leaders Academy students, is designed to meet New York State certification requirements for building and district leadership internship experiences. Students develop Internship Program Plans each semester, linked to each semester's theme and national leadership preparation standards. Students are supervised on-site by their internship supervisor/mentor and advisor; they also participate in learning walks to other schools each semester. Three times a semester, students meet with their advisors in conference groups. Students document and reflect on their leadership development experiences by preparing a comprehensive portfolio, presented at the end of the two-year program.

Teacher Leader Supervised Fieldwork/Advisement
LEAD 907 -- 3 credits
Fieldwork in an appropriate setting with supervision and advisement.

Leadership in the Arts Supervised Fieldwork/Advisement (3 semesters)
LEAD 910 -- 9 credits/3 credits per term (F, S)Fieldwork in an appropriate setting with supervision and advisement. For Leadership in the Arts students only.

Early Childhood Leadership Supervised Fieldwork/Advisement
LEAD 930 -- 8 credits/4 credits per term (F, S)
Students explore a variety of theories and methods of analysis as applied to organizations and their members. Each student prepares an in-depth analysis of his or her work setting focusing on organizational structure and behavior. For Early Childhood Leadership students only.

Mathematics Supervised Fieldwork/Advisement
LEAD 940 -- 6 credits/3 credits per term (S)
Fieldwork in an appropriate setting with supervision and advisement. For Mathematics Leadership students only.

Museum Leadership Supervised Fieldwork/Advisement
LEAD 950 -- 8 credits/ 2 credits per semester (F, S)
Fieldwork in an appropriate setting with supervision and advisement. For Museum Leadership students only.

Museum Leadership Seminar I: Theories and Issues in Museum Learning
LEAD 951 -- 1 credit
This initial leadership seminar provides an overview of the key themes of the program's first year. It asks students to draw upon both current research in the field and their own experiences as museum visitors in order to construct and articulate their own philosophies of museum learning. In the process, students examine their own assumptions about learning and teaching. The insights offered in this course are intended provide a conceptual framework for students' program participation and ongoing professional growth. For Museum Leadership students only.

Museum Leadership Seminar II: Current Ideas in Interpretation and Education
LEAD 952 -- 1 credit
This seminar is usually taken in the second semester of the first year of study. This is an experiential course that typically takes place outside of the classroom, in NYC cultural institutions. The particular experiences reflect the most innovative offerings and approaches, as well as students' interests and preferences. Most recently, the course has incorporated workshops and performances at the Lincoln Center Institute for the Arts in Education and the Metropolitan Museum of Art. For Museum Leadership students only.

Museum Leadership Seminar III: History and Philosophy of American Museums
LEAD 953 -- 1 credit
This seminar looks at the history of museums and other cultural organizations, including the ideas of early innovators such as John Cotton Dana, and contemporary commentators such as Stephen Weil and many others. For Museum Leadership students only.

Museum Leadership Seminar IV: Selected Topics in Community, Culture, and Policy
LEAD 954 -- 1 credit
This seminar uses case studies and other materials to analyze current trends in the field, in particular issues related to community, civic engagement, and diversity. It looks at the national and local policy contexts in which these trends emerge. For Museum Leadership students only.

Educational Technologies for Mathematics Leaders
MATH 540 -- 3 credits
This course introduces tool software such as spreadsheets, graphing programs, and geometric and algebraic manipulators, which have multiple uses in teaching and learning mathematics. It also examines uses of emerging technologies that impact mathematics education, such as the interface of video and computers.

Integrated Mathematics I
MATH 541 -- 4 credits (S2) 
This course (along with MATH 542 and MATH 543) involves students in the process of integrating mathematics. This process enables teachers to deepen their understanding of the relationship among the various mathematical disciplines, thereby making this insight available for children and other teachers. Using concrete materials and examples, the following basic topics are dealt with: elementary number theory, algebra, groups, and transformational geometry.

Integrated Mathematics II
MATH 542 -- 4 credits (S2) 
This course deals with a variety of functions and their graphs, including the use of graphs in discrete mathematics, and examines the concepts of continuity and limits. The course includes combinatorics, probability, statistics, and non-Euclidean geometry.

Integrated Mathematics III
MATH 543 -- 4 credits (S2) 
This course continues the work with graphing begun in MATH 542. It uses the material in MATH 541 and MATH 542 to consider topics in analysis and discrete mathematics, and contrasts these ways of approaching mathematics and the applications of each.