School of Education

School of Education Administration

Dean: Diana Sukhram
Childhood Education and Literacy Department: Blidi Stemn, Chair
Exceptional Education and Learning Department: Julio Gonzalez Martinez, Chair
Adolescence Education Department: Xavier Marechaux, Chair
Assistant Dean for Data Management and Assessment: Joshua Fyman
Live Text Training Coordinator: Renee Markowicz
Director of Academic Services and Outreach: Rheba Jules
Director of Field Placement and Clinical Services: Vincent Juba

Mission Statement of the School of Education

To prepare teacher leaders with the pedagogical content knowledge and skills to educate learners in diverse and socially just classrooms. To implement its mission and ensure coherence across its curriculum, the SOE focuses on the three principles of professionalism, social justice, and interdisciplinary instruction, combined in its motto - “Leaders Creating a Just World through Interdisciplinary Teaching and Learning” - and visually represented in the unit’s logo.

The principles have developed over years of teaching and assessment, research, arguments and debates, and in response to the specific population served by the college. SOE’s approach is based on interdisciplinary, multicultural and constructivist learning theories. At the graduate level the School of Education’s philosophy is highlighted by the differentiation that we have created in our conceptual framework, as shown in the following table:

School of Education Conceptual Framework Principles and Goals For Initial (I) and Advanced (A) Levels of Preparation
Principle 1(P1): Teachers as Professionals	Principle 1, Goal 1 (P1G1): To equip candidates with core knowledge and skills to foster a productive learning environment, and the means to update such knowledge (I); To engage advanced candidates in practice and reflection of their capabilities to implement effective curricula, and to develop professionally as resourceful individuals (A). Principle 1, Goal 2(P1G2): To prepare candidates for success in their initial field studies (I); To provide opportunities for practitioners to remain actively involved in professional development (A). Principle 1, Goal 3(P1G3): To prepare candidates to conduct thoughtful and professional observation of students in order to develop targeted instructional plans (I); To engage practitioners in the reflection of their practice through action research (A).
Principle 2 (P2): Teachers as promoters of a just world through social justice	Principle 2, Goa1 l (P2G1): To create leaders who design and successfully implement curriculum in an inclusive and multi-cultural setting (I); To create opportunities for practitioners to investigate the political, social and cultural biases inherent in many educational reform attempts (A). Principle2, Goal 2 (P2G2): Goal 2: To create leaders who apply course content and skills as they engage in activities in response to the diverse needs of the community (I); To engage practitioners in the analysis of the contexts in which educational reforms take place (A). Principle 2, Goal 3 (P2G3): To prepare professionals who demonstrate a commitment to equity and justice through the use of culturally responsive strategies (I); To ensure that practitioners develop culturally sensitive curricular strategies (A). Principle 2, Goal 4 (P2G4): To prepare candidates who advocate on the part of children when child abuse, neglect or violence is suspected (I); To instill the need for leadership in contributing to the improvement of these issues required of practitioners (A). Principle 2, Goal 5 (P2G5): To promote social justice through active involvement in Service Learning experiences (I); To promote responsible practice of community-based relevant curricular innovations (A).
Principle 3 (P3): Teachers committed to interdisciplinary instruction	Principle 3, Goal 1(P3G1): To provide candidates with a broad interdisciplinary knowledge base (I); To ensure that action research products are inherently interdisciplinary and draw upon unifying themes (A). Principle 3, Goal 2 (P3G2): To provide candidates with the pedagogical skills to design interdisciplinary curricula (I); To encourage context-rich opportunities for professional development in theoretical and empirical contributions by candidates to their fields of concentration (A). Principle 3, Goal 3 (P3G3): To prepare candidates who are able to integrate technology into teaching and learning (I); To enable practitioners to incorporate technology- appropriate features into their educational research projects (A).

School of Education Graduate Programs

Master of Arts in Teaching (MAT) Degree Programs

The School of Education offers Master of Arts in Teaching (MAT) in Adolescence Education in six specialization areas: Biology, Chemistry, English Language Arts, Mathematics, Social Studies, and Spanish. Candidates for these programs are individuals who have bachelor’s degree and are seeking to become middle school or high school teachers. Pedagogical training and content specialization are emphasized in these degrees offered by the School of Education and the departments of Biological Sciences, Chemistry & Physics, English, Mathematics and Computer & Information Sciences, History and Philosophy, and Modern Languages.

The MAT programs require 42 credits of coursework which can be completed in as few as four semesters. Upon successful program completion, candidates will be recommended to the New York State Department of Education (NYSED) for initial and professional certification for grades 7-12. After successful completion of NYSED licensure requirements for initial certification (e.g licensure exams) candidates may apply to NYSED for their initial certificate in Adolescence Education. After successful completion of NYSED licensure requirements (e.g DASA training) for professional certification, candidates may apply to NYSED for their professional certificate in Adolescence Education.

The Combined Bachelor’s-Master of Arts in Teaching (BA/BS-MAT) Programs

The School of Education offers accelerated programs for individuals seeking a Bachelor’s degree, and teacher certification in Adolescence Education. For convenience, these programs also known as “5-Year Programs,” are offered in Chemistry (BS-MAT), English Language Arts (BA- MAT), Mathematics (BS-MAT), Social Studies (BA-MAT), and Spanish (BA-MAT). Some programs may take longer than five years to complete.

Pedagogical training and content specialization are equally emphasized in these degrees offered jointly by the School of Education and the departments of Biological Sciences, Chemistry & Physics, Mathematics and Computer & Information Sciences, History and Philosophy, and Modern Languages.

Upon successful completion of the program, candidates will be recommended to the New York State Department of Education (NYSED) for initial and professional certification for grades 7- 12. After successful completion of NYSED licensure requirements for initial certification, candidates may apply to NYSED for their initial certificate in Adolescence Education. After successful completion of NYSED licensure requirements for professional certification, candidates may apply to NYSED for their professional certificate in Adolescence Education.

Applications to the 5-Year Program are submitted in Year 3.

Students’ Learning Outcomes for the Adolescence Education Programs include:

Candidates will demonstrate proficiency in implementation of content area, related professional standards, and discipline-specific pedagogy.
Candidates will demonstrate the ability to use varied instructional practices, methods and curricula materials which rely on inquiry to assess and analyze adolescent student learning, make appropriate adjustments to instruction, monitor student learning, and have a positive effect on learning for all students.
Candidates will demonstrate a knowledge of current research and established theories of working with adolescents.

Master of Science (MS) Degree Programs

The School of Education offers Master of Science degrees in Childhood Special Education, Literacy Education, Adolescence Education in six specialization areas: Biology, Chemistry, English Language Arts, Students with Disabilities, Social Studies, and Spanish. Candidates for the Adolescence Education programs are certified secondary school teachers seeking professional certification. Pedagogical training and content specialization are emphasized in these degrees offered jointly by the School of Education and the departments of Biological Sciences, Chemistry & Physics, English, History and Philosophy, and Modern Languages.

The MS Childhood Special Education is a 36-credit degree program for teachers seeking a graduate degree and initial certification in special education in New York State. Having completed the program, graduates will be positioned to advocate as teachers in schools and other forums for learners with special needs while also engaging in research-based instruction. After satisfying the State’s requirements for paid, full time classroom experience, graduates of this program will be qualified to apply for professional certification.

The MS in Students with Disabilities is designed as a path to professional teacher certification. This 30-credit degree program is designed for both recent graduates who have completed the requirements for initial teacher certification at the undergraduate level, as well as experienced teachers who seek professional certification in Special Education or an advanced degree.

The MS in Literacy Education is designed as a pathway to initial (including initial/professional) certification in Literacy at either the childhood (B-6) or adolescence (5-12) levels, or both. These degrees, each with a 30-credit track (39 credits for the combined Childhood and Adolescence track) are designed for educators who already possess initial, professional, or permanent certification in Education and who are seeking professional certification and/or an advanced degree in Literacy Education.

The MS Adolescence programs require 36-credits of coursework which can be completed in as few as four semesters. Upon successful program completion, candidates will be recommended to the New York Department of Education (NYSED) for grades 7-12 for professional certification. After successful completion of NYSED licensure requirements for the professional certification (e.g. DASA training), candidates may apply to NYSED for their professional certificate in Adolescence Education. Currently, the MS Adolescence programs are not accepting new applicants.

Advanced Certificates

The School of Education offers certification programs for individuals who possess both a Bachelor’s degree and a Master’s degree, and who seek New York State Certification in Adolescence Education (grades 7-12) one of six specialization areas: Biology, Chemistry, English, Mathematics, Social Studies, and Spanish.

The Advanced Certificate programs require 19-27 credits (depending upon the program) of coursework. Upon successful program completion, candidates will be recommended to the New York State Department of Education (NYSED) for initial and professional certification. After successful completion of NYSED licensure requirements for initial certification (e.g. licensure exams), candidates may apply to NYSED for their initial certificate in Adolescence Education. After successful completion of NYSED licensure requirements (e.g. DASA training) for professional certification, candidates may apply to NYSED for their professional certificate in Adolescence Education.

Certification Requirements

The College’s Education programs are approved by New York State; thus the SOE has the authority to recommend candidates to New York State for certification once all the degree requirements are complete.

New York State Teacher Certification Examinations

Graduates requesting initial teacher certifications must pass the New York State Teacher Certification Examinations( NYSTCE).

Educating All Students Test (EAS), a test of the professional and pedagogical knowledge and skills necessary to teach all students effectively in New York State public schools, required for all majors.
Content Specialty Test (CST), a test of the content knowledge and skills necessary to teach effectively in New York State public schools, required of all majors.
- Special Education Graduates: Multi-Subject CST (1-6) & Students with Disabilities CST
- Adolescence Education Graduates: Subject (specific) CST
- Literacy Graduates: Literacy CST

Required Workshops, Training and Fingerprint Clearance Workshops:

All applicants for certification must complete the following workshops:

Child Abuse Prevention Workshop
SAVE - School Violence Prevention Workshop
Fire & Arson
Substance Abuse
Highway and School Safety
Prevention of Child Abduction
Training in the Needs of Children with Autism (SWD Certification Only)
DASA - Dignity for All Students Workshop

Fingerprinting:

Please note: The program you enrolled in may require an internship, field experience, study abroad component, or clinical experience requirement. Students who have previously been convicted of a felony are advised that their prior criminal history may impede their ability to complete the requirements of certain academic programs and/or to meet licensure for certain professions. If you have concerns about this matter please contact the Dean. New York State Department of Education fingerprint clearance is required for completing any observation or student teaching course and New York State Teacher certification. A social security number is required. Instructions for fingerprinting can be found on Blackboard in the SOE-DIR-FE: School of Education - Field Experience course shell in the certification handbook.

Upon passing the NYSTCE exams (EAS; CST’s; edTPA), you can expect your certification to be posted shortly on the TEACH website (http://www.highered.nysed.gov/tcert/teach/). We encourage you to complete this process as soon as possible after completing requirements - if New York State changes requirements for teachers before you are certified, you may be held to new requirements even though you have already graduated. Please contact the Director of Field Experience and Certification with any questions related to the information provided above.

Student Teaching

A formal application for student teaching must be completed in the semester before the course is taken. During this culminating experience, candidates spend full days as student teachers under the supervision of a University instructor and a cooperating teacher. We expect the candidate to spend 15 weeks in the classroom working with students in various grade levels. There is a mandatory orientation session prior to student teaching, at which additional information and a Student Teaching Handbook are provided.

Note: A grade of B or better is required for recommendation for state certification and completion of the Master’s Program. No repetition of this course is permitted except in extreme circumstances as determined by the Dean of the School of Education, Academic Department, and/or Partnering School District.

Literacy Practicum (ED 7323, ED 7333, ED 7360)

ED 7323 ED 7333 ED 7360

The culminating experience for the Literacy Education Program is a semester-long supervised practicum that provides the opportunity to work with an individual or small group of students at the appropriate grade levels associated with the certification area. An application of diagnostic and interventional pre-assessment in a clinical situation will be required. Formal and informal assessments will be used and interpreted in order to individualize instruction for struggling readers and writers. Upon completion of the individualized instructional plan, the candidates will be expected to assess the students’ progress and compose a summative evaluation. All other coursework must be completed before this course is taken and a 3.0 GPA is required along with the permission of the Coordinator of the Literacy Education Graduate Program.

Counseling Out of the School of Education

Old Westbury has the responsibility of recommending our candidates for certification as teachers in New York State. There are academic requirements for remaining in the program. A candidate will be placed on probation if his or her Overall GPA, Education courses GPA, or Concentration GPA drops below 3.0. The candidate will then be given one semester to raise that GPA above 3.0. Inability to do so may result in dismissal from the School of Education.

In addition to completing course requirements, candidates in the School of Education are held to a high standard of integrity and professional behavior. Occasionally a candidate’s behavior signals a serious concern about his or her disposition to be a teacher. When such a concern - originating with teaching faculty, an advisor, field supervisor or school personnel - occurs, we will schedule a meeting with the candidate, and maintain a record of the issue. If a candidate has a record of two disposition concerns, or the problem cannot be resolved, the candidate will not be recommended for the next transition point, and will be counseled out of the SOE. If a candidate is removed from the student teaching or practicum site by Old Westbury or by the school because of a disposition issue, he or she receives a grade of Incomplete, and will be placed elsewhere during the current or following semester. However, if there is a second removal from the field site, the candidate will be counseled out of the SOE. When candidates are counseled out of the SOE, the Dean will notify the registrar.