Contact Information

phone: (716) 839-8217

Chair and Executive Director of Education Programs

Tara Kaczorowski, Ph.D.
(716) 839-8217

Degree Programs


Accreditation Information

Baccalaureate Educator Preparation programs are currently pursuing accreditation. You can find Education accreditation information in our catalog.

Admission to Upper Division Requirements

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, EDU & SED prefix). 

3. Participation in a recorded dispositional interview with an Education faculty member.

4. Completion of Gateway 1 certification tasks on the department certification checklist.

5. Compile and submit, for Education Department faculty review, a comprehensive emerging e-portfolio, which includes the following artifacts:

  • A capstone lesson plan in your content area (submitted in EDU 237)
  • A written emerging professional resume and evidence of scheduling a meeting with career services to review the resume
  • A written emerging philosophy of education (submitted in EDU 213 or EDU 221)
  • A completed graphic organizer designed to help students reflect on development toward program outcomes and set their own professional goals.

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.                                                    

5. Most students will apply for upper division the semester they complete their final foundational education course (i.e., prior to beginning field experiences). Transfer students and students who enter the program after the fall semester their sophomore year may have a customized upper division portfolio plan approved by the department chair.

6.  Upper division portfolio review will be completed before students enter the field based level of the program. If a portfolio does not sufficiently pass faculty review, students may be conditionally admitted to upper division for one semester with the opportunity to revise and resubmit their portfolio.

Requirements for Student Teaching

  1. An overall grade point average (GPA) of 2.75
  2. A grade point average (GPA) of 3.0 in all Education courses.
  3. Apply for Student Teaching, typically by the time they begin the Practicum phase of the program.
  4. Complete Gateway 2 requirements on the certification checklist.
  5. Be recommended by the Education Department Faculty.

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 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 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 Childhood Education/Inclusive Education with dual New York State Initial Certification in Childhood Education and Students with Disabilities Grades 1-6.

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 teach adolescent students with disabilities will earn a Bachelor of Science degree in Students with Disabilities 7-12 Generalist with New York State Initial Certification in Grades 7-12.

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, and Childhood Education/Inclusive Education teacher candidates must choose a 24 credit hour area study in one or more subjects within the liberal arts or sciences: English, Modern Language, Mathematics, Science, Social Studies, or Multi-Subject. An additional 12 credits of general education and institutional requirements will be considered together with the 24 hour area study 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 Arts or 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 Seven through Twelve for the following areas: English, Modern Language (French or Spanish), Mathematics, Social Studies, and Natural Sciences (Biology). These programs details can be found in the content area departments.

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 Grades PK-12.

All teacher candidates must complete at least three (3) credit hours in an approved world language. Adolescent education majors must also meet intermediate level proficiency in an approved world language.

All teacher candidates will complete at least 100 clock hours of field experience 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 disabilities. 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 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; Interstate at; National  NYS &  National Labor Market

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:


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 the 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.[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, 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 University 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 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 recognizing and addressing 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 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.


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, 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.