January 2008 COURSES Registration open December 1, 2007

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Art with Young Children (Ages 3 - 8 Years) TEED501N
This course shows teachers how to provide rich art experiences for young children in a variety of settings. Participants work with art materials and consider the contribution of art to children's learning and development. Other topics to be discussed include: setting up art areas; selecting, presenting, and storing materials; planning a meaningful sequence of art experiences; how to make appropriate comments on children's work; and ways to make art an integral part of the curriculum.

Tim Lightman is a teacher at the Bank Street School for Children in an inclusive classroom of four- and five-year-olds, where art is a major part of the curriculum. He also teaches woodworking in Bank Street's after school program and in the Graduate School.

January 12 and 26
Saturdays, 9:30 am - 4:30 pm
No credit (1 CEU) $395 / 1 credit $1010
Materials fee $10
Registration Deadline 1/4

Behavior Management Strategies for the Classroom Teacher (Grades Pre-K - 8) SETE508N
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 experience, but even more experienced professionals will come away with new techniques to add to their repertoire.

Debbie Zlotowitz is the Head of the Mary McDowell Center for Learning, an elementary school for children with learning disabilities in Brooklyn, NY.

February 1 and 2
Friday, 5:15 - 9 pm
Saturday, 9:30 am - 5 pm
No credit (1 CEU) $395 / 1 credit $1010
Materials fee $10
Registration Deadline 1/25/08

Multicultural Education through the Arts (Grades K - 8)* TEED578N
In this course, we will examine a variety of models of multicultural education, which illustrate the importance of incorporating diversity into the classroom. Participants will learn how to assess the state of multicultural education in their school or center and how to set realistic goals for developing an inclusive curriculum. Using folk tales, art activities, music, and movement, participants will explore creative ways of integrating multicultural education into a variety of content areas in the K√8 curriculum. Printmaking, weaving, and clay modeling will be featured among the many hands-on activities.

*This course satisfies the NYC Board of Education requirement for Human Relations.

Kelvina Butcher is the Assistant Director for Curriculum Design and Faculty Development for the First Program (Grades K√3) at The Dalton School in NYC. She is affiliated with the National SEED (Seminars Seeking Educational Equity and Diversity) Project, which provides a forum for educators to discuss issues of gender equity and diversity.

Tom Lee is a first grade teacher at PS 321 in Brooklyn, where he teaches an after-school bookmaking class for children. During the summer, he teaches art and writing at an arts camp in Maine.

January 11, 12 and 25, 26
Fridays, 5:15 - 9 pm
Saturdays, 9:30 am - 4:30 pm
No credit (1 CEU) $790 / 2 credits $2020 / 3 credits $3030
Materials fee $20
Registration Deadline 1/4/08

Mentoring: A New and Promising Form of Professional Development (Grades Pre-k - 12) SAWS567N
New teachers need help to find their "voices" as they bridge the gap between pre-service training and the realities of the classroom. Most principals, directors, and education coordinators do not have sufficient time to provide the appropriate ongoing support needed by novices in the field. Veteran teachers can bridge this divide, but they need training to be effective mentors. In this course, teacher participants will acquire the knowledge and skills necessary to mentor colleagues new to the field. Administrators will learn how to train experienced teachers in their programs to be mentors. We will also explore a variety of mentoring models to discern what type of model works best for a particular setting, as well as how to implement that model.

Nancy Klinger has been in the field of early childhood education for over 25 years as a teacher, trainer, and adjunct professor at several metropolitan area colleges. Her particular passion is support for new teachers. To that end, she has developed and implemented a model, through Bank Street College, to train veteran teachers to mentor new teachers.

January 4 and 5
Friday, 5:15 - 9 pm
Saturday, 9:30 am - 5 pm
No credit (1 CEU) $395 (not offered for credit)
Materials fee $10
Registration Deadline 12/21

Overview of Remedial Programs for Teaching Reading and Writing (Grades K - 8 skill level) TEWS660N
This is an opportunity for educators to get a quick overview of different remedial programs many tutors have found helpful in supporting reading and writing skills. We will focus on some of the more successful approaches to supporting struggling readers and/or writers and learn which programs tend to work best with different needs. These programs are designed for (or easily modified for) use one-on-one and in small groups. Get acquainted with a variety of programs including: Visualizing and Verbalizing; Preventing Academic Failure; and Basic Writing Skills.
* This is a follow-up to the "Starting Your Own Tutoring Practice" listed below.

Ginny O'Hare is the Director of Outreach at the Mary McDowell Center for Learning in Brooklyn, NY, an elementary school for children with learning disabilities. In addition, she has an extensive private tutoring practice using multi-sensory methodologies.

January 5
Saturday, 9:30 am - 4 pm
.6 CEU $265 only
Materials fee $5
Registration Deadline 12/21

Peace Education within a Prescribed Curriculum (Grades 1 - 6) TEED562N
This course presents a model of peace education and prescribed curriculum integration. Participants will examine the theory and practice of peace education, and then explore methods for developing programs which promote cooperation, respect for self and others, and appreciation of cultural diversity. Students also will develop specific methods (lessons, units, and projects) that support peace education while being accountable to state standards. This class will focus on deliberately creating a community of learners in both classroom and in museum settings.

Heidi Steinberger currently teaches fourth grade at The Emily Dickenson School: PS 75, in NYC. Previously, she worked at Pacific Oaks College and Children's School in California as Human Development Adjunct Faculty and Master Lead Teacher/Peace Education Coordinator, Multi-Subject.

January 11, 12
Friday, 5:15 - 9 pm
Saturday, 9:30 am - 5 pm
No credit (1 CEU) $395 / 1 credit $1010
Materials fee $10
Registration Deadline: 7/6

Starting Your Own Tutoring Practice: the Nuts and Bolts of it All TEWS652N
Want to start a tutoring practice, but don't know where to begin? This workshop will address how to determine what kind of tutoring makes the most sense for you and how to market yourself and your skills. Discussions will include such topics as: what to charge, tutoring at your home vs. student home vs. school, cancellation practices, becoming a DOE provider, where to get materials, policies, and professional practices.

Section1
January 4
Friday, 5 - 8:30 pm
.3 CEU only $160
Materials fee $5
Registration Deadline: 12/21

Using Blocks to Build Creative, Inclusive Early Childhood Environments (Grades Pre-K - 1) TEWS509N
Block building is important to children's cognitive, physical, and social development. Playing with blocks gives them an opportunity to concretely recreate the world as they experience it. Their ability to create representations of their personal experiences is a necessary skill for abstract thinking. As they put blocks together to form a design or an object, they refine the small muscle coordination in their hands, which is important for later writing tasks. When children build together, they meet and solve problems. This workshop will introduce setting up and using a block-building area in the classroom.

Our approach shows participants how to organize block-building areas and how to draw reluctant children into playing with blocks. We will examine how to use classroom literature and visual arts activities to create innovative, full-class building projects. Students will examine various dimensions of block building as used in the early childhood curriculum.

Karen Prager Balliett is a first grade teacher at the Brearley School in NYC. She was a founding faculty member at The School at Columbia University where she taught Kindergarten. She has been a head teacher for lower and middle school students and a drama/storytelling specialist for lower and middle school students at a variety of schools in NYC. For many years, while working with kindergarten children, she used story theater as a vehicle to address issues of bias.

January 12
Saturday, 9:30 am - 4:30 pm
No credit (1 CEU) $265 (not offered for credit)
Materials fee $10
Registration Deadline 1/5

Using the Supportive Play Model: Individual Intervention in Early Childhood Practice (Ages Birth - 6) SETE511N
The Supportive Play Model (SPM) is an approach to early intervention that emphasizes the child's emotional and self-development within the family. Using the SPM helps link disciplines used in working with young children with developmental delays. The underlying principles include a belief in the centrality of play in a child's development and a conviction that children can weave some understanding of their unique development into their inner world. This model offers a systematic process for observing children with special needs, analyzing their play, and preparing developmentally appropriate play and learning environments√ which draw from practices in early intervention, the nursery school, and mental health. Some experience working with young children is required. Recommended text: Using the Supportive Play Model, Teachers College Press, 1995.

Gil Foley is associate professor of School/Child Clinical Psychology at Ferkauf Graduate School of Psychology, Yeshiva University, NYC. He is co-author of The Cognitive Observation Guide and The Attachment-Separation-Individual Scale. He is co-author with Margaret Sheridan and Sara Radlinski of Using the Supportive Play Model (Teacher's College Press).

Margaret (Peggy) Sheridan is the Martha Bennett '73 Professor of Child Development and Chair of the Human Development Department at Connecticut College in New London, CT, where her work includes being Faculty Liaison to the Children's Program, the College's fully inclusive preschool. She is co-author with Gilbert Foley and Sara Radlinski of Using the Supportive Play Model (Teacher's College Press).

January 4, 5
Friday, 5:15 - 9 pm
Saturday, 9:30 am - 5 pm
No credit (1 CEU) $395 / 1 credit $1010
Materials fee $15
Registration Deadline 12/21

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