Education Degree Programs

Contact Information

phone: (716) 839-8217
daemen.edu/education

Department Chair, Executive Director of Education Programs

Tara Kaczorowski, Ph.D.

tkaczoro@daemen.edu
(716) 839-8217

MASTERS IN INCLUSIVE EDUCATION

We have three tracks for this program, which are explained below.

• • MS, Inclusive Childhood Education – Professional
  • MS, Inclusive Childhood Education – Additional Certification
  • MS, Inclusive Childhood Education – Initial/Professional

ALTERNATIVE CERTIFICATION PROGRAMS IN SPECIAL EDUCATION – BROOKLYN, NY

• MS, Childhood (1-6) or Early Childhood (Birth-2) Special Education

This program is for individuals seeking certification from the State of New York who do not possess any teacher certification. The student must possess a bachelor’s degree, from an accredited college or university, in an acceptable liberal arts concentration. An undergraduate transcript audit will be completed prior to entering the program to determine whether any additional liberal arts coursework is needed to apply for certification. 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 in  Childhood Education (Grades 1-6) and Students with Disabilities (All Grades PK-12). The institution will also recommend the individual for professional certification in the same area(s). Professional certification will be granted by the state when all requirements are complete, including three years of full-time teaching experience. For information about certification requirements, please visit: http://www.highered.nysed.gov/tcert/certificate/certprocess.html

This program is offered in collaboration with Testing and Training International (TTI). Teacher candidates can enroll in the Childhood Special Education (Grades 1-6) track or the Early Childhood Special Education (Birth-Grade 2) track. Teacher candidates who would like to earn certification in both tracks may take additional courses at the completion of the program toward those certificates. As students in an alternative program, candidates will be eligible for their temporary Transitional B Certification upon completion of the first semester. 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 in either Childhood Education/Students with Disabilities (Grades 1-6) or Early Childhood/Students with Disabilities (Birth-Grade 2). Daemen University will also recommend the individual for professional certification in the same areas. Professional certification will be granted by the state when all requirements are complete, including three years of full-time teaching experience. For information about certification requirements, please visit: http://www.highered.nysed.gov/tcert/certificate/certprocess.html

Admission

In addition to satisfying the general criteria for graduate admission to Daemen College, applicants must:

1. Upon acceptance, possess a cumulative undergraduate grade point average of 3.00 or above (on a 4.00 scale)*
2. Submit two letters of recommendation, preferably including one professional reference and one character reference.
3. Applicants to professional or additional certification programs (Amherst campus only) should provide proof of initial certification from the New York State Education Department.
4. Participate in a personal interview.
5. 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.

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.

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. The capstone experience varies depending on the program.