Develop vision and skills to lead a collaborative, inclusive school
Study adult development, education policy, collaborative supervision and professional development, and learner-centered curriculum and instruction.
Learn to lead meaningful educational change
Action research geared to school improvement is an emphasis of the program. Students come to understand the complexities — and possibilities — of school change.
Leadership for Educational Change is a dynamic, flexible program of study, qualifying graduates for a wide variety of leadership roles in New York City and beyond (including international work). Students and alumni work in public, charter, and independent sectors. Students may use elective courses to focus on special education leadership or to qualify for district level certification. The program emphasizes meaningful change in creating collaborative, learner-centered, democratic communities.
Candidates in Leadership for Educational Change who want to focus on special education may use their elective credits to take a six-credit sequence (two courses) in Leadership in Special Education (see list of suggested electives). Candidates who pursue this option will integrate special education issues and experiences into their supervised fieldwork/advisement and Integrative Master’s Project.
Candidates in Leadership for Educational Change who want
to focus on the arts may use their elective credits to take
six credits in arts courses at our partner institution, Sarah
Lawrence College. Candidates who pursue this option will
integrate arts issues and experiences into their supervised
fieldwork/advisement and Integrative Master’s Project.
Specific courses are in the process of being selected. Please
check the website for updates. During supervised fieldwork/
advisement, there will be opportunities to visit cultural/arts
- Excellent academic record and references reflecting strong leadership potential
- To qualify for SBL certification, candidates must have successfully completed three years of teaching or pupil personnel service work in N-12 settings.
- See the Admissions Criteria.
- Supervisory roles in schools, e.g. principal, assistant principal, head of school, department chair, staff developer, coach.
- Teacher leader roles, e.g. teacher leader, teacher mentor, peer coach, curriculum developer, instructional specialist.
- Supervisory roles in districts (with additional certification option), e.g. superintendent, assistant superintendent, district curriculum coordinator, district staff development coordinator.
- Other educational leadership roles: educational administrator in a non-school setting.
- NYS School Building Leader (SBL) certification for those who complete the degree program and pass the state assessments.
- NYS School District Leader (SDL) certification for those who opt for this additional certification, meet the course and fieldwork requirements, and pass the state assessments.
The integration of coursework and field experiences during the year of supervised fieldwork/advisement is central to students in Leadership for Educational Change, as it is elsewhere in Bank Street. This experience is:
- Supervised by a Bank Street advisor who is an experienced school leader.
- Year-long, extending over two semesters, typically during the second year of the program.
- Generally located at the site where you currently work, with visits from your advisor and mentoring from your site supervisor.
- Inclusive of a weekly “conference group” with 5-7 peers and an advisor.