Advisor - Onground Supervised Fieldwork Advisor: Teaching Fellows Adolescent Special Education Programs

Position Title: Onground Supervised Fieldwork Advisor: Teaching Fellows Adolescent Special Education Programs

Division: Graduate School of Education

Course

• Supervised
• Fieldwork
• Advisor: Teaching Fellows Adolescent Special Education Programs (6 credits/3 credits per semester)

Term: Fall 2026 and Spring 2027, Onground

Dates

• September 1, 2026- June 30, 2027

Position Overview

The supervised fieldwork advisement process is central to all Bank Street College Graduate School programs. Advisors work closely with each graduate student, becoming familiar with the student’s work in the field through monthly observations and individual conferences. The advisor also meets in a bi-weekly 2-hour conference group with all 8-10 advisees throughout the fall and spring semesters.

Through the advisement process, the advisor supports students in integrating theory and practice, reflecting deeply on their own development, and creating a professional learning community with peers. The advisor supports the development of each graduate student’s proficiency as a teacher of adolescents with disabilities in a diverse range of settings and in collaboration with students, families and other professionals in the field. In addition, the advisor provides academic guidance and participates in the larger life of the graduate school through program, department, and advisor meetings.

This is a 1-year faculty position and is equivalent to 20% of a full-time position. As a part-time position, it does not qualify for benefits. This position requires in-person observations in the field throughout New York City. There is a possibility of being asked to return in the 2027-2028 academic year to continue advising the same cohort of students.

Responsibilities

• Observe each advisee monthly for approximately 2-3 hours in the field.
• On occasion, conduct 3-way meetings between the advisee and site supervisors and/or co-teachers.
• Complete observation notes for the NYC Teaching Fellows program.
• Support graduate students in completing professional development artifacts that will contribute to their thesis portfolio.
• Convene and facilitate one-on-one meetings with each advisee monthly.
• Facilitate bi-weekly conference group during fall and spring semesters on Wednesday afternoons.
• Provide academic guidance in accordance with degree requirements and college policy.
• Participate in monthly program meetings.
• Participate in monthly advisor meetings.

Qualifications

• Master’s degree in special education, or related field, required.
• 5 or more years of teaching adolescents with disabilities from a range of cultural and linguistic backgrounds.
• Experience in public schools required. Experience with the NYCPS preferred.
• Critical orientation to issues of access and equity for students with disabilities.
• Experience providing reflective supervision to pre-service or in-service teachers preferred.
• Strong skills in communication, collaboration, and organization.

Compensation

• $17,724

• Bank Street is a leader in education, a pioneer in improving the quality of classroom practice, and a national advocate for children and their families.
• Since its beginnings in 1916, Bank Street has been at the forefront of understanding how children learn and grow.
• From early childhood centers and schools to hospitals and museums, Bank Street has built a national reputation on the simple fact that our graduates know how to do the work that is right for children.
• At Bank Street’s Graduate School of Education, students are trained in a model that combines the study of human development, learning theory, and sustained clinical placement to promote significant development as a teacher prior to graduation.
• Our children’s programs—Bank Street School for Children, Family Center, Bank Street Head Start, and Liberty LEADS—foster children’s development in the broadest sense by providing diverse opportunities for social, emotional, cognitive, and physical growth.
• The Bank Street Education Center disrupts inequity through system-level change to help design better educational experiences for both children and adults.
• The College further supports and influences positive outcomes for children every day through professional development programs, research projects, and other key efforts engaging educators, intermediary organizations, and government officials at the district, state, and federal levels.