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Kwame Alexander

Kwame Alexander Named Dorothy A. Carter Writer-in-Residence

Kwame Alexander, the 2015 Newbery Medalist, is serving as the inaugural Dorothy A. Carter Writer-in-Residence. He will work with Bank Street School for Children fourth grade (9/10s) students for six weeks, time for their spring curriculum on poetry (April to mid-May). Kwame Alexander has written poetry, picture books, and most recently his novel in verse, […]

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Comparative and International Society Annual Conference

Last week, for the first time ever, Bank Street was represented at the annual conference of the Comparative and International Education Society held in Washington, DC. The conference is a major gathering that brings together academics, policy makers, and practitioners in the field of global education. Bank Street alumni and faculty Judith Gold, Ali McKersie, and Beth Norford were joined […]

Chancellor Carmen Farina holds Dr. Seuss book

Chancellor Fariña Visits Bank Street Bookstore

On Thursday, February 26, Bank Street Bookstore hosted New York City Schools Chancellor Carmen Fariña for a book talk. She read from Dr. Seuss’ Hooray for Diffendoofer Day!, a celebration of great educators who go beyond rote memorization tactics in order to teach students “how to think.” The event, held at the Book Store’s new location at West 107th Street […]

Liora Mondlak

Back to the Blocks

Since its founding in 2000, The Laura Adasko Lenzner Fund in Celebration of Children and Art has sponsored annual outstanding artist residencies at Bank Street. Laura Adasko Lenzner was a passionate artist and a dedicated parent at the School for Children. Laura Adasko was born in Brooklyn and educated at the Art Students League in Manhattan […]

Masters Projects

Bank Street Students Share Their Integrative Master’s Projects

The Integrative Master’s Project (IMP) is the culminating component of a graduate student’s work at Bank Street College, integrating theoretical knowledge with experiences at Bank Street and in the field. Students have three options to choose from based on their learning style and preference—Independent Study, Portfolio, or Site-Based or Collaborative Student/Faculty Inquiry—and each year they are given […]