Education Degree Programs
MASTERS IN SPECIAL EDUCATION
ALTERNATIVE CERTIFICATION PROGRAMS IN SPECIAL EDUCATION – BROOKLYN, NY
APPLIED BEHAVIOR ANALYSIS M.S., CERTIFICATE, AND NON-DEGREE PROGRAMS (SEE ABA GRADUATE PROGRAMS SECTION OF CATALOG)
INITIAL/PROFESSIONAL GRADUATE PROGRAMS
These programs are for individuals seeking certification from the State of New York who do not possess a teaching credential. The student must possess a bachelor’s degree, from an accredited college or university, in an acceptable liberal arts concentration and demonstrate a major area of study. Once the master’s program is completed, the student will apply to New York State for initial certification and complete all necessary New York State Education Department requirements for initial certification. For information about certification requirements, please visit: http://www.highered.nysed.gov/tcert/certificate/certprocess.html
Professional Graduate Programs
These programs are for individuals seeking Professional Certification from the State of New York. The individual must already possess a teaching certificate in a content or specialization area in order to obtain Professional Certification. The candidate must provide the College with a copy of his/her teaching certificate along with the other required documentation as part of the admission application. Candidates for certification must also complete the appropriate CST.
Admission
In addition to satisfying the general criteria for graduate admission to Daemen College, applicants must:
- Upon acceptance, possess a cumulative undergraduate grade point average of 3.00 or above (on a 4.00 scale)*.
- Submit scores from taking the Graduate Record Exam (GRE) by the end of the first enrolled semester (Amherst campus only) or prior to entering the clinical phase of the program (Alternative Certification only).**
School code for GRE scores: 2762
Submit two letters of recommendation, preferably including one professional reference and one character reference.
- Applicants to professional programs (Amherst campus only) should also provide proof of graduation from an initial certification program in Education, and provide proof of initial certificate or certificate of qualification licensure from the New York State Education Department or similar documentation from other states awarding the license.
- Participate in a personal interview.
- Include a copy of a current resume.
* In the event the applicant does not possess a cumulative undergraduate grade point average of 3.00 or above (on a 4.00 scale), s/he may be admitted on a conditional basis, in accordance with New York State regulations. Candidates who do not earn a 3.0 in their first nine credits of study will be academically dismissed from the program.
** Teacher Candidate scores on the GRE must be at a level that meets Departmental standards. GRE scores will be considered in the context of each applicant’s total application and will not have more significance than other admissions criteria.
Philosophy
The philosophy of the Education Department at Daemen College is to promote faculty and teacher candidate commitment to an established paradigm for life-long learning. The Education Department’s learning community is committed to the mastery of all appropriate standards.[1]
We believe that an active discourse regarding the general education core in the liberal arts and sciences, the content core and the pedagogical core can be utilized to instill knowledge and professionally prepare teacher candidates. This discourse also fosters community understanding regarding equity and the needs of diverse and exceptional students. We further believe that practical opportunities to apply the learning community’s knowledge and understanding must be provided to all community members. Reflection within the learning community upon the results of assessment, in turn, inspires personal and collective growth. Our learning community exists within the Daemen College learning community and its wider constituencies, where resources, technology, support services, information, and due process rights empower both faculty and candidate.[2]
1 The faculty has adopted the Standards for Teacher Educators and has committed to an adapted version of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, the National Board for Professional Teaching Standards, and the National Education Technology Standards, the National Association for the Education of Young Children (NAEYC) Standards, the standards for the division for Early Childhood of the Council for Exceptional Children, and the USNY Early Elementary Resource Guide to Integrated Learning Standards as guiding standards for the Education Department of Daemen College in an effort to prepare teacher candidates to teach to the NYS learning standards.
2 The above philosophy is derived in part from Section 4-2.5 Standards for Regents Accreditation of Teacher Education programs/Standards of quality.
Mission
The mission of the Education department at Daemen College is to develop community-focused, life-long learners who are prepared for life and leadership in an increasingly complex and interdependent world.
Our students engage in active discourse and field experience, thereby enhancing personal and professional growth. Graduates demonstrate knowledge, understanding and skills in the liberal arts and sciences; content and pedagogical knowledge; proactive and equitable response to diversity and exceptionality; and professional skills necessary for reflective practice.
The education department is focused on developing innovative programs that address the changing needs of society through interdisciplinary partnerships.
- The Teacher Preparation Programs support the recruitment and retention of diverse teacher candidates at both the undergraduate and graduate level(s). This support is demonstrated through a sincere commitment to recognize and address local and regional needs in the field of education.
- The Applied Behavior Analysis [ABA] Program advances the field of behavior analysis to improve lives through education, research, and promotion of ethical, evidence-based practice.
Daemen College is currently pursuing accreditation of its educator preparation programs by the Association for Advancing Quality in Educator Preparation (AAQEP). Pursuant to §52.21 of the Regulations of the Commissioner of Education, the educator preparation programs offered by Daemen College are considered to be continuously accredited for purposes of meeting the New York State requirement that all such programs maintain continuous accreditation.
Department Learning Goals
The Learner and Learning
Goal #1: Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Goal #2: Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Goal #3: Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Content
Goal #4: Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
Goal #5: Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional Practice
Goal #6: Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Goal #7: Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Goal #8: Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Professional Responsibility
Goal #9: Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Goal #10: Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Capstone Experiences
Candidates admitted to all graduate programs are required to complete a capstone experience at the end of their program of study. They may complete the edTPA (mandatory for first-time takers only), or complete a program-wide capstone project that involves completion and revision of lesson planning materials, implementation of lessons, analysis of assessment data, plans for re-engagement of content, and reflection. Candidates also have the option of completing graduate research through an elective course, SED 699, Research Project.