Education

Contact Information

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

Chair and Executive Director of Education Programs

Tara Kaczorowski, Ph.D.

tkaczoro@daemen.edu
(716) 839-8217

Degree Programs

Minors

Accreditation Information

Daemen University is a member in good standing of the Association for Advancing Quality in Educator Preparation (AAQEP), a national accrediting organization recognized by the Council for Higher Education Accreditation. The programs listed below have been awarded full accreditation by AAQEP through June 30, 2030. Accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and has demonstrated the commitment and capacity to maintain quality.

Admission to Upper Division/Practicum Phase

Education programs have four phases: Foundational, Field Based, Practicum, and Student Teaching. Upper Division in the Education Department typically begins in the Practicum phase. 

1. An overall grade point average of 2.5 or better for all completed university courses.

2. A grade point average of 2.75 or better across all education courses (ECSE, EC, EDU, & SED prefix). 

3. Completion of Gateway 1 certification tasks on the department certification checklist in CORE ELMS.

4. Upper Division Portfolio submitted to our requirements platform:

  • Draft Resume – a written emerging professional resume and evidence of scheduling a meeting with career services to review the resume (completed in EDU 204)
  • Global Perspectives Assignment (completed in EDU 213)
  • Professional Goals Mid-Program Reflection – a completed graphic organizer designed to help students reflect on development toward program outcomes and set their own professional goals (completed in SED 204).

The absence of any of these items, an overall GPA lower than 2.5, or a major GPA lower than 2.75 will constitute an incomplete submission, and the portfolio will not be accepted for review. If you are missing assignments, please see your advisor before the submission date to seek advice about your options. Students with an incomplete upper division portfolio will not be approved for the Student Teaching phase.                                                   

Requirements for Student Teaching Phase

  1. An overall grade point average (GPA) of 2.75*
  2. A grade point average (GPA) of 3.0 in all Education courses
  3. Completion of all Gateway 1 requirements and Upper Division tasks
  4. Submission of their Learning Environment assignment in CORE ELMS (completed in EDU 326/SED 371/EDU 402)
  5. Progress toward Gateway 2 certification requirements
  6. Recommendation from the Education Department Faculty

*student with GPAs below the threshold may be conditionally admitted to student teaching. If their overall GPA does not improve to 2.75 by the end of the semester, they may be required to repeat coursework to improve their GPA before they are cleared for graduation.

Graduation Requirements

An overall grade point average (GPA) of 2.75 and submission of an Application for Degree form.

Additional Requirements for Initial Certification

Consult the Daemen Education Department certification checklist for complete details.

General Program Information

Current information on requirements for New York State teacher certification may be obtained from the NYS Education Department or on department-provided documents. Reciprocal certification agreements (interstate compacts) exist in 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 in Grades 1-6. 

Teacher candidates planning to teach children in an elementary setting and/or youth with and without disabilities will earn a Bachelor of Science degree in Inclusive Childhood Education with dual New York State Initial Certification in Childhood Education (1-6) and Students with Disabilities (PK-12).

Teacher candidates planning to teach infants, toddlers, and/or young children with and without disabilities will earn a Bachelor of Science degree in Early Childhood Special Education with dual New York State Initial Certification in Early Childhood Education and Students with Disabilities Birth-Grade 2.

Teacher candidates planning to be a special education teacher can earn a Bachelor of Science degree in Students with Disabilities – All Grades with New York State Initial Certification in Grades PK-12.

Areas of disability specialization covered under the special education certification programs include autism spectrum disorders; chronic health disorders; conduct disorders (social and/or emotional disorders); 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.

Early Childhood/Special Education, Childhood Education, Inclusive Childhood Education, and Students with Disabilities majors will include coursework in multiple liberal arts/sciences subjects including 6 credits of Mathematics, 6 credits of Science, 6 credits of Social Studies, and 6 credits of English Language Arts. Some of these credits overlap with the general education and institutional requirements to meet the state content core requirements for these majors. 

Teacher candidates planning to teach in an adolescence education setting will earn a Bachelor of  Science degree that includes a major within their content area as well as a sequence of education courses leading to New York State Initial Certification for Grades 7-12 for the following areas: English, Mathematics, Social Studies, or Biology. These program details can be found in the content area departments.

Teacher candidates planning to teach in an art education setting will earn a Bachelor of Fine Arts degree in Visual Arts Education with New York State Initial Certification for Grades PK-12.

All teacher candidates will complete at least 120 hours of early field experience related to coursework prior to student teaching (180 hours for dual certification majors), and a minimum of 70 days of student teaching. Between early field experiences 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 8NYCRR Section 52.21 (b) (2) (ii) (c) (2).)  Registration of curriculum in teacher education.

Job Placement Availability:

The New York State Education Department requires the publication of statistics regarding the labor market and job availability for teachers.  These statistics are available for New York State http://www.highered.nysed.gov/tcert/home.html; Interstate at http://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:

For the most recent data related to the performance of Daemen University Teacher Preparation Program’s completers on New York State teacher certifications examinations, please see the following:  https://www.daemen.edu/academics/areas-study/education/accreditation/data

Philosophy:

The philosophy of the Education Department at Daemen University 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 University learning community and its wider constituencies, where resources, technology, support services, information, and due process rights empower both faculty and candidate.

1 Education faculty have adopted the Interstate New Teacher Assessment and Support Consortium (INTASC) standards as primary program standards for our teacher preparation programs. Additional standards and frameworks that guide our programs include, but are not limited to: Council for Exceptional Children (CEC) Initial Practice-Based Professional Preparation Standards for Special Educators, ISTE Standards for Educators, The Danielson Framework for Teaching, National Council of Teachers of English (NCTE) Standards, National Council of Teachers of Mathematics (NCTM) Standards, National Association for the Education of Young Children (NAEYC) Professional Standards and Competencies for Early Childhood Educators, and New York State P-12 Learning Standards.

Mission

The mission of the Education department at Daemen University 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.

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 an 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 ensure 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, monitor learner progress, and 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 a 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 and collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth and advance the profession.