In addition to completing the General Core and prescribed pedagogical coursework, Childhood Education majors in this program must complete a concentration in English (LWP).

All teacher candidates complete 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.

In addition to completing the General Core and required pedagogical coursework, Childhood Education majors in this program complete an academic concentration in English (LWP), strengthening their expertise in literacy, writing, and communication. 

All teacher candidates participate in supervised student teaching in approved partner schools that work closely with St. Francis College to support high-quality educator preparation. These partner schools emphasize equity, inclusion, cultural respect, technology-enhanced learning, and strong professional collaboration. 

During the student teaching semester, candidates also participate in a weekly three-hour seminar that provides reflection, guidance, and support as they apply their teaching skills in real classroom settings.

🧑🏫 Elementary School Teacher (Grades 1–6)
• Teach core subjects such as reading, writing, mathematics, science, and social studies
• Create engaging lessons that support diverse learning styles
• Help students build strong academic foundations and confidence

♿ Special Education Teacher (Students with Disabilities, All Grades)
• Support students with learning, developmental, or behavioral challenges
• Adapt instruction and classroom materials to meet individual learning needs
• Develop and implement Individualized Education Programs (IEPs)

📚 Inclusion or Resource Room Teacher
• Work with general education teachers to support students in inclusive classrooms
• Provide small-group or individualized instruction
• Help students strengthen academic and social skills

🧠 Learning Specialist or Intervention Teacher
• Provide targeted support in reading, writing, and mathematics
• Assess student progress and develop strategies for improvement
• Work closely with teachers, counselors, and families

🏫 School Administrator or Instructional Leader (with experience)
• Support teachers in creating inclusive learning environments
• Lead programs that improve student achievement and accessibility
• Develop school policies that support diverse learners