The St. Francis College chapter of Education Honor Society Kappa Delta Pi (Xi Rho) welcomed four eduction leaders from New York City on March 9, 2017 to offer advice on the best ways to prepare for a career in teaching.
Learn Today to Inspire Others Tomorrow
St. Francis College knows how to get you that first teaching job. One of our professors even wrote the book on it.
If you want to make a positive impact on future generations, change the lives of thousands, and help make the world a better place, earn your degree in Education from St. Francis College.
At SFC, you’ll get the personalized attention you need to become an effective educator, and the field experience to be an instructional leader. Our professors have decades of experience in New York City schools as both teachers and administrators. Even in a tight teaching market, our graduates are getting jobs right out of St. Francis.
Our technology-rich professional studies programs incorporate theory, field experience, supported pedagogy, and a semester of full-time, supervised student teaching. Candidates accepted into the Teacher Education program prepare for Initial New York State Certification in either Childhood Education, Adolescence Education or Physical Education.
- General liberal education
- Academic major or concentration
- and, Pedagogical studies.
- BA English/Childhood or Adolescence Education
- BA Social Studies/Childhood or Adolescence Education
- BS Biology/Childhood or Adolescence Education
- BS Chemistry/Adolescence Education
- BS Mathematics/Adolescence Education
- BS Physical Education/K-12
- Minor Personal Training
The Education Department at St. Francis College prepares teachers to serve and lead in a multicultural community. Through reflective, constructive teaching, we develop our students’ capacities to become caring, competent, and qualified educators. We strive to provide a curriculum that is academically and pedagogically challenging, in a departmental environment that nurtures mutual respect, empathy and an emphasis on affirming and encouraging the best in others. Our programs reflect our deep commitment to the Franciscan ideals of service to the community, acceptance of individual differences, and caring. Our aim is to graduate student-centered practitioners who place students at the heart of their teaching.
Students coming from families with low incomes have a great chance of making it big if they attend St. Francis College, writes the New York Times in an assessment of a major new report conducted by The Equality of Opportunity Project.
Valedictorian Christine Muraco '17, Commencement Speaker Evelyn Wolfe, Interim President Timothy Houlihan and the Winter Commencement Class of 2017 made for an amazing day January 9, 2017 as they rang in the new year with almost 100 new graduates of St. Francis College.
It is with great sorrow that St. Francis College announces the passing of President Brendan J. Dugan, a graduate of the College class of 1968 on December 18, 2016. He was 69.
St. Francis College proudly launched a new honor society chapter on campus, Alpha Lambda Delta, on November 11, with the induction of more than 100 students who achieved academic excellence in their freshmen year at the College.
The St. Francis College Xi Rho chapter of the Kappa Delta Pi Education Honor Society hosted a panel of SFC alumni on November 10, 2016 to talk about their careers in education and how St. Francis College was able to help them secure job placements.
The goals of the St. Francis College Childhood and Adolescence Teacher Education programs are to prepare teachers who are:
- Familiar with state mandated content standards
- Familiar with current research and best practices in education and their content areas
- Disposed to be reflective, ethical, and caring practitioners who strive for subject mastery and excellence in teaching
- Models of active, informed citizens who are committed to lifelong learning
- Committed to continually increase their knowledge of content and pedagogy
- Determined to create a classroom environment in which learning and respect for individual diversity are priorities
- Effective communicators to their students, parents, peers, and community members
- Advocates for the rights of all students to achieve their full potential
The College also seeks to prepare Education Department graduates to meet the standards set by the New York State Board of Regents:
- All students will meet high standards.
- The public will be served by qualified, ethical professionals who remain current and reflect the diversity of New York State.
The goals of the St. Francis Physical Education Program are to prepare teachers who are:
- Familiar with the New York State Learning Standards in Physical Education.
- Familiar with current research and practices in Physical Education.
- Disposed to be reflective, caring learners who strive for excellence in teaching.
- Models of health and fitness and active, informed citizens who are committed to lifelong learning.
- Committed to continually increase their knowledge of content and pedagogy.
- Determined to create a classroom environment where health, fitness, and good sportsmanship are a priority.
- Effective communicators to learners, parents, and peers.
- Advocates for health, fitness, and integrated learning.
All Education programs lead to initial state teaching certification. In addition to completing the general education program and prescribed pedagogical coursework, majors in Childhood Education must complete a concentration in Biology, English, Mathematics, or Social Studies, including a minimum of 30 credits with an index of B or better (credit requirements in the liberal arts area of concentration may vary from subject area to subject area).
Adolescence Education majors must complete a liberal arts concentration in Biology, Chemistry, English, Mathematics, or Social Studies.
Physical Education Majors must complete prescribed coursework in 66 Programs of Study St. Francis College
Physical Education in addition to the general education program and prescribed pedagogical coursework.
The Education Department is comprised of three Initial Teacher Certification programs of study: Childhood Education (CED), Adolescence Education (AED), and Physical Education (PE). In order to be considered for admission into any one of the three programs of study, a student must first meet several criteria:
- Grade of B or better in ED 1201-Foundations of Education and ED 2020-Educational Psychology, as well as departmental approval
- 24 SFC credits completed
- Cumulative GPA of 3.0 or better
If a student meets the general criteria listed above, he/she may pursue admission to the program. The following must be completed or submitted as part of the application process:
- Two Character Supplements
- Signed Declaration of Major filed with Registrar
- Autobiographical video
- Personal Statement
An Evaluation Committee of three tenured faculty members reviews potential candidates’ videos, completes a rating form and makes a recommendation to the Education Department Chair concerning the predisposition or suitability of the candidate for a teaching career. The video provides an opportunity for the program faculty to gather information about an applicant’s genuine interest in a teaching career, as well as other rating criteria that include: language proficiency, attitude, professional goals, emotional maturity, capacity for empathy, and an understanding of the ethical dimensions of teaching.
As part of the application process, students must also write a personal statement. The document should be three to four pages, double spaced and typed, and respond to questions pertaining to an applicant’s background, educational experiences, previous experience in working with children or youth, and motivation for pursuing a teaching profession. The personal statement is completed on site in a timed and supervised setting. Criteria for evaluating the personal statement consist of but are not limited to: organization of ideas, grammar, and the ability to express oneself in a compelling manner.
The applicant must obtain two character supplements from individuals who have had an opportunity to observe or work closely with the applicant and can attest to his/her character, personal characteristics, as well as academic competencies where applicable. Suitable respondents may include professors, mentors, principals, teachers or supervisors.
Transfer students must meet with the Chair of the Education Department to evaluate their credits and to plan their program. At this time, a determination will be made as to whether the student can be admitted to the Education Program of study.
Application Submission and Review
Applications for admission to the Education Department may be submitted at any time. Completed applications will be reviewed prior to the start of the fall and spring semesters. Applicants wanting to begin in the fall must submit their application by June 1st and applicants wanting to begin in the spring must submit their application no later than January 1st. Incomplete applications will not be considered.
Questions concerning admissions materials may be directed to Lisa Paolucci at email@example.com or 718.489.5279.
Two possible outcomes include acceptance or denial. Students will be notified about the outcome of their application in writing, within two weeks from the time of their submission.
PROGRAM CONTINUATION POLICY
Once admitted, a student must meet the following requirements in order to maintain his/her standing as a candidate in the Teacher Education Program:
- Maintain an overall GPA of 3.0 or higher
- Maintain a 3.0 or higher in all education coursework
- Maintain a 3.0 or higher in area of concentration
- Prior to student teaching, complete the required New York State Certification Examinations (NYSTCE): Academic Literacy Skills Test (ALST), Educating All Students Exam (EAS), and the Content Specialty Test (CST)
- Complete required three workshops prior to student teaching: Identification and Prevention of Child Abuse, School Violence Identification and Prevention (SAVE), and Training in Harassment, Bullying, and Discrimination Prevention and Intervention (DASA)
- Receive no lower than a C- in any SFC coursework
- Pass a Disposition Review after the completion of 50 credits
Failure to meet the above requirements results in a probationary period lasting one semester, during which time he/she will be permitted to remain in the Education Program for that current semester only if certain conditions are met.
There are two interviews held at benchmarks during the candidate’s tenure at SFC. The primary purpose of these meetings is to assess progress in the student’s knowledge, skills, and dispositions, to assess strengths and weaknesses, and to suggest areas for future development. The secondary purpose of the interviews is to note areas of concern to the evaluation committee and to flag behaviors, attitudes and/or dispositions that in the committee’s judgment negatively impact the student’s teaching. Two interviews are held during the student’s tenure at the following benchmarks:
Disposition Review - after the completion of 50 credits
Readiness for Placement - completed prior to student teaching placement
Every teacher candidate must complete 300 hours of supervised student teaching in a schools identified to be high needs schools. The time frame of the student teaching must be divided into 150 hours to correspond with the specialization of the teacher candidate. For example, childhood teacher candidates must spend 150 hours in the lower elementary grades (1-3) and the other 150 hours in the upper elementary grades (4-6). Adolescence and Physical Education teacher candidates must divide their student teaching into 150 hours into two different grade levels.
Teacher candidates will be observed on three occasions by their college supervisors to evaluate their performance as pre-service teachers. In addition, their cooperating teachers will also evaluate their performance as student teachers. Teacher candidates must attend a weekly three hour seminar held by college faculty. The focus of the seminars will be on the following: issues related to student teaching, classroom management, planning, and the completion of the edTPA.
Final grades in student teaching depend on several criteria: satisfactory completion of 300 hours student teaching based on observations conducted by college supervisors and cooperating teachers; completion of a portfolio; attendance at seminars; and overall performance to be judged by all college supervisors after reviewing all the information accumulated for this purpose. The Admission Process for the Education Program Students must contact Education Department for special instructions.
Program courses require the approval of the Chairperson or a designated faculty advisor. A quality-point index of at least 3.0 is required to remain in the program. Candidates interested in pursuing teacher certification may refer to the NYSED website:
Students who successfully complete their approved Teacher Education program with an index of 3.0 or higher in their pedagogical coursework and liberal arts concentration will be recommended for a NYSED Initial Certification by the Education Department. To earn this recommendation, candidates must also be fingerprinted, pass Educating All Students (EAS), Academic Literacy Skills Test (ALST), the Teacher Performance Assessment (edTPA), and Revised Content Specialty Tests (CST). Candidates must also complete the following workshops:
- Identification and Prevention of Child Abuse
- School Violence Prevention and Intervention Seminar (SAVE)
- Training in Harassment, Bullying, and Discrimination
Prevention and Intervention Seminar (DASA)
Education courses require five hours of field experience for each credit earned. A two-credit course requires 10 hours; a three-credit course requires 15 hours. Field experience hours may not be combined.