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

BACHELOR'S DEGREE IN CHILDHOOD EDUCATION (SOCIAL STUDIES) 

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.

🧑🏫 Elementary School Teacher (Grades B–6)
• Teach social studies along with core subjects such as reading, writing, mathematics, and science
• Introduce students to history, geography, civics, and global cultures
• Help young learners develop critical thinking and an understanding of the world around them

🌎 Social Studies or Civics Specialist (Elementary Level)
• Support schools in strengthening history, geography, and civics instruction
• Develop engaging lessons that connect historical events to students’ lives
• Promote civic awareness and global understanding

📚 Curriculum Developer or Social Studies Education Specialist
• Design history and social studies curricula, lesson plans, and learning materials
• Work with schools, publishers, and educational organizations
• Ensure content aligns with educational standards and student learning goals

🏛 Museum or Cultural Education Program Instructor
• Work in museums, cultural institutions, or community organizations
• Develop educational programs about history, culture, and civic engagement
• Lead workshops and learning activities for children and families

🏫 Instructional Coach or School Leader (with experience)
• Support teachers in improving social studies instruction
• Lead school initiatives focused on civic education and global awareness
• Help develop innovative teaching approaches in history and social sciences