Education

Contact Information

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

Chair

Susan Krickovich
(716) 839-8350

Degree Programs

Minors

General Information

Current information on requirements for New York State teacher certification may be obtained from the NYS Education Department or the Daemen College Education FAQ .  Reciprocal certification agreements (interstate compacts) exist with many states. A complete listing is available in the Career Services Office.

Teacher candidates  planning  to teach children in an elementary setting will earn a Bachelor of Science degree in Childhood Education with New York State Initial Certification for Grade One through Grade Six.

Teacher candidates  planning  to teach children in an elementary setting and/or youth with a disability will earn a Bachelor of Science degree in Special Education with dual  New York State Initial Certification for Childhood Education Grade One through Grade Six.

Teacher candidates  planning  to teach infants and toddlers with a disability will earn a Bachelor of Science degree in Early Childhood Education and Special Education: Early Childhood Education (Birth to Grade 2) with dual  New York State Initial Certification Birth through Grade Two.

Areas of disability specialization covered under the special education certification programs include: autism spectrum disorders; chronic health disorders; conduct disorders (socially and/or emotionally disturbed); learning, intellectual and developmental disabilities; physical disabilities; and multiple disabilities. Areas of disability specialization not covered under these special education certification programs include speech, hearing, and visually impaired.

All Childhood, Early Childhood and Dual certification  teacher candidates must choose  a 30-31 credit hour area study  in one of the following liberal arts or sciences: English, Modern Language, Mathematics, Science, or Social Studies. For the Mathematics area study, a grade of C or better must be earned in MTH 124, MTH 134, MTH 144 and MTH 145.   A portion of the area study requirements may be fulfilled in the core curriculum and may be included in the aforementioned essential courses.

Teacher candidates  planning  to teach in an adolescence education setting will earn a Bachelor of Arts or Bachelor of Science degree in the field of his/her choice with a sequence of education courses leading to New York State Initial Certification for Grades Seven through Twelve for the following areas: English, Modern Language (French or Spanish), Mathematics, Social Studies, and Natural Sciences (Biology).

Teacher candidates  planning  to teach in an art education setting will earn a Bachelor of Science degree in Visual Arts Education with New York State Initial Certification for Kindergarten through Grade Twelve.

All teacher candidates must complete at least six (6) credit hours in an approved foreign language.

All teacher candidates will complete at least 100 clock hours of field experiences related to course work, prior to student teaching.  All teacher candidates will have two student teaching placements.  Dual certification majors will have one placement in a general education setting and one with children and/or students with a disability. Adolescence education majors will have one placement at the early adolescence secondary level (7-9) and one at the adolescence secondary level (10-12).  Between field experiences (practica) and student teaching, teacher candidates are required to have experiences in a “variety of communities and across the range of student developmental levels of the certificate, experiences practicing skills for interacting with parents or caregivers, experiences in high need schools, and experiences with each of the following student populations: students who are socio-economically disadvantaged students, students who are English language learners, and students with disabilities”

(See 8NVCRR Section 52.21 (b) (2) (ii) (c) (2). )  Registration of curriculum in teacher education.

Job Placement Availability:

The New York State Education Department requires publication of statistics regarding labor market and job availability for teachers.  These statistics are available for:  New York State http://www.highered.nysed.gov/tcert/home.html ; Interstatehttp://www.nasdtec.net/?page=Interstate; National http://www.aaee.org.  NYS &  National Labor Market  http://www.labor.ny.gov/stats/lsproj.shtm.

New York State Teacher Certification Examinations
Annual Institution Report Traditional and Alternative Program Year 2014-2015
Process date: July 2016
Institution: 415 – Daemen College
Number of Program Completers  2014-2015:  147
Assessment code – Assessment name Test Company Group Number taking tests Avg. scaled score Number passing tests Pass rate (%)
202 -ACADEMIC LITERACY SKILLS TEST  Evaluation Systems group of Pearson;  All program completers 2014-15 94 534 93 99
201 -EDUCATING ALL STUDENTS  Evaluation Systems group of Pearson; All program completers 2014-15 136 530 134 99
090 -ELEMENTARY ATS-W  Evaluation Systems group of Pearson;  All program completers 2014-15 36 256 34 94
002 -MULTI-SUBJECT CST  Evaluation Systems group of Pearson; All program completers 2014-15 143 239 140 98
TP012 -SPECIAL EDUCATION  Evaluation Systems group of Pearson;  All program completers 2014-15 103 47 100 97
060 -STUDENTS WITH DISABILITIES CST  Evaluation Systems group of Pearson;  All program completers 2014-15 131 240 130 99

** At least 10 program completers must take a certification test for the data to be available to us from Pearson.

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 & Goals

The Mission of the Education Department is to ensure that our graduates participate in active discourse and practica opportunities, thereby enhancing personal and professional growth. These opportunities enable our graduates to possess the following: knowledge, understanding and skills in the liberal arts and sciences; content core knowledge; pedagogical core knowledge; understanding regarding equity, diversity and exceptionality; and professional skills necessary for reflective practice. We believe that we graduate community minded, life long learners/teachers who, like all Daemen graduates, are prepared for life and leadership in an increasingly complex and interdependent world.

Goal 1 – Knowledge of Subject Matter

Teacher candidates will understand the central concepts, tools of inquiry, and structure of the discipline(s) they teach and create learning experiences that make these aspects of subject matter meaningful to students.

Goal 2 – Knowledge of Human Development and Learning

Teacher candidates will understand how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Goal 3 – Instructional Strategies for Diverse Learners

Teacher candidates will understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.

Goal 4 – Multiple Instructional Strategies

Teacher candidates will understand and use a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Goal 5 – Motivation and Management

Teacher candidates will encourage an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning, and self-motivation.

Goal 6 – Communication and Technology

Teacher candidates will use knowledge of effective verbal, non-verbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom and across learning communities.

Goal 7– Instructional Planning

Teacher candidates will plan instruction based on knowledge of students, subject matter, the community, and curriculum goals.

Goal 8 – Assessment of Learning

Teacher candidates will understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Goal 9 – Professional Development

Teacher candidates, as reflective practitioners, will continually evaluate the effects of their choices and actions on others (students, parents, and other professionals) and actively seek opportunities to grow professionally.

Goal 10 – School/Community Involvement

Teacher candidates will foster relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well being.