In addition to completing the General Core and prescribed pedagogical coursework, Adolescent Education majors at SFC must complete a concentration in: Biology (B.S.), Chemistry (B.S.), English (B.A.), Mathematics (B.S.), or Social Studies (B.A.).

All teacher candidates complete 300 hours of unpaid, supervised student teaching in an approved partner school specified by the Education Department. Partner schools are those with whom SFC, as the Educator Preparation Provider (EPP), has a collaborative, mutually beneficial relationship and that exemplify the following criteria:

• A desire for meaningful engagement with teacher educators to promote continuous improvement and excellence in educator preparation

• A commitment to equity, inclusion, justice, and respect for all peoples and cultures in its defining values
• A commitment to expanding both students’ perspectives and understanding of the world they live in as well as ethical and empathic decision-making
• Diversity initiatives
• The availability of technology to enhance teaching and learning
• Advocates of health, fitness, and integrated learning

• A supportive professional culture

As part of the student teaching semester, teacher candidates must also enroll in a weekly three-hour seminar.

PLO 1: Teacher candidates demonstrate the ability to recognize the range of individual differences in how students learn and customize instruction to accommodate such diversity.  

PLO 2: Teacher candidates demonstrate the ability to develop culturally responsive curriculum and instruction that draws on linguistic and cultural diversity, as well as family background and community values as assets that can be used to promote learning.

PLO 3: Teacher candidates demonstrate the ability to maintain an inclusive learning environment that promotes positive social interactions, acceptance, collaboration, mutual respect, multicultural awareness, an appreciation of diversity, and a concern for others.

PLO 4: Teacher candidates demonstrate an understanding of the central concepts, principles, tools of inquiry, and structures of the disciplinary areas that they teach and create meaningful learning experiences to ensure learner mastery of the content.

PLO 5: Teacher candidates demonstrate the ability to make content knowledge relevant to learners by connecting it to local, state, national, and global issues.

PLO 6: Teacher candidates demonstrate the ability to align lessons with NYS curricular standards for college readiness and successful performance on state-mandated tests.

PLO 7: Teacher candidates demonstrate the ability to use a variety of instructional strategies to engage, motivate; promote critical thinking, self-directed learning, creativity, and collaborative problem solving to extend learners’ understanding of the content areas.

PLO 8: Teacher candidates demonstrate the ability to integrate new technologies across content areas to deliver instruction in meaningful ways and add value to the overall learning experience.

PLO 9: Teacher candidates demonstrate an understanding of the uses, strengths, and limitations of various forms of assessment practices to document learner progress and adjust instruction as needed.

PLO 10: Teacher candidates support the academic, social, and emotional development of all students through dispositions such as acceptance, empathy, caring, fairness, student advocacy, and the belief that all students can learn.

PLO 11: Teacher candidates demonstrate the ability to be self-reflective and use this knowledge to seek critical feedback, enhance their repertoire of teaching skills, and pursue professional development opportunities in the best interest of learners.

PLO 12: Teacher candidates demonstrate the ability to foster positive interactions and collaborate with progressional colleagues and school personnel in support of student learning, development, and well-being. 

• Students have the opportunity to become inducted into Kappa Delta Pi, the International Honor Society in Education, through our Xi Rho Chapter.
• All students are required to take the built-in Supervised Student Teaching semester where they directly engage with students in P-12 classroom environments.
• Education coursework prepares students to be leading practitioners, including our EC-3000 Emergent Literacy course which grounds our students in the science of reading research.

Graduates of the St. Francis College Education Department have pursued careers and graduate programs in the following areas:

Early Childhood and Childhood Education teacher
Adolescent Education teacher of English, Social Studies, Mathematics, Biology, or Chemistry
School Administrator
School Psychologist
Curriculum Developer
Education Consultant
Education Policy Analyst
Librarian
Educational Technologist
Career Counselor
College Admissions Counselor
Reading/Literacy Specialist
Mathematics Coach