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(Refer to the Hofstra University Undergraduate Bulletin for information about undergraduate programs and courses offered by the School of Education.)

Office: Second Floor, Hagedorn Hall
Telephone: 516-463-5740

Sean A. Fanelli, Dean
Karin J. Spencer, Senior Associate Dean
John Lewis, Associate Dean for External Relations, Field Placement, and Recruitment
Anthony Robinson, Associate Dean for Special Programs
Stacy Zalewski, Associate Dean for Certification and Educational Support Services
Monica Conforti, Assistant Dean for Recruitment, Public Relations and Retention

Liudmila Patokina, Director of Program Support
Stephen Hernandez, Coordinator of edTPA
Karen Jackson, Coordinator of Assessment and Accreditation
Betsy Salemson, Director of Professional Development Services

Hofstra University prides itself in having an “all-University approach” to teacher education. Since 1935, our history has been one of a four-year liberal arts college that early on expanded to serve the needs of such future professionals as engineers, business people and professional educators. At the undergraduate level, students in the School of Education enjoy dual studies of liberal arts and sciences and professional studies. For those students whose initial professional education occurs on the graduate level, we require the prior completion of a degree appropriate to the field of study and with an emphasis on a broad distribution of courses across the liberal arts and sciences. Thus, the task of achieving a general education with its breadth and depth has been achieved either at Hofstra or at another university. We assume this task has already been successfully completed and devote the bulk of our efforts to the professional education of the graduate student.

Mission of the School of Education

The faculty of the Hofstra University School of Education are dedicated to the preparation of reflective and knowledgeable professionals who use scholarship to inform their practice. Collectively, we strive toward a more just, open and democratic society as we collaborate with and learn from children, adolescents, and adults in diverse social and cultural settings.

We encourage and support the scholarship and practice of our colleagues and students in their professional lives; our endeavors include research that contributes to the knowledge base for educators. Thus, it is our intent to establish the School of Education as a place which nurtures communication, collaboration, and leadership both at Hofstra and in community settings.

For those students whose initial professional education occurs on the graduate level, as in our MSEd programs in secondary or elementary education, in special education, in literacy, in leadership, our goals are similar but not identical. For these graduate students, we regularly require the prior completion of an undergraduate degree either in the liberal arts and sciences or in business. Thus, the task of achieving a general education with its breadth and depth has been achieved either at Hofstra or at another university. We assume this task has already been successfully completed and devote the bulk of our efforts to the professional education of the graduate student.

Thus, for the graduate component of the initial programs, our goals include:

1. The education of a well-rounded individual in the professional and general education senses;
2. The professional training of entry-level professionals who will serve the public and independent schools of the area and nation;
3. The development of analytic skills and sound judgments applied to content and also to professional issues; the ability to make warranted and thoughtful decisions about curriculum issues and student-related issues and school leadership as well as issues relating to the conduct of the school and the profession;
4. To set the groundwork for continued learning throughout the student’s professional career.

The goals of our advanced certificate and doctoral programs in teacher education, in literacy, and in leadership are given in greater detail in each department’s publications, but common to all are:

1. To further develop advanced students through an initial professional program;
2. To provide specialized professional educational opportunities for persons with initial or professional teaching and principal certification;
3. To provide opportunities for career development for persons without preservice professional educational preparation;
4. To provide opportunities or career specializations for certified teachers as administrators, or as specialists in literacy, special education and early childhood education;
5. To provide professional educational opportunities for those who aspire to leadership careers in higher education settings.

Departments

• Specialized Programs in Education  
• Teacher Education Programs  

Accreditation and Certification

The teacher education and educational leadership programs of the School of Education are accredited under the Teacher Education Accreditation Council (TEAC) Quality Principles through the CAEP Accreditation System, for a period of seven years, from October 28, 2014 to October 28, 2021. These programs will seek accreditation under the Council for the Accreditation of Educator Preparation (CAEP) Standards in 2021. Formed in 2013, CAEP is the single specialized accreditor for education preparation, and administers TEAC accreditation.

Hofstra University’s School of Education programs are registered with the New York State Education Department (NYSED). Studies offered at the bachelor’s, master’s, advanced certificate, and doctoral levels are provided in the following school-based areas: early childhood (Birth-Grade 2); elementary education (Grades 1-6); secondary education (Grades 7-12); special subjects: business, dance, fine arts, family and consumer science, music, health, and physical education (all grades); and special education, gifted, TESOL, bilingual, literacy, speech and language disabilities, and coordinator of work-based learning extension. Non-classroom areas include pupil personnel services and educational administration.

Upon the successful completion of a Hofstra state-approved teacher education program, students are eligible for the University’s recommendation for New York state certification. A request for recommendation must be submitted to the Office of Educational Support Services the semester in which the student is graduating. There will be opportunities to attend a certification workshop during the student’s final semester, to receive all the necessary information regarding applying for certification. Individuals who apply directly to New York state for certification are responsible for learning about and satisfying the certification requirements set by the state. It should be noted that such requirements may differ from those in Hofstra’s registered programs.

All prospective early childhood (Birth-Grade 2), childhood (Grades 1-6), adolescent (Grades 7-12) and special subject, students with disabilities, gifted, TESOL, bilingual, literacy, speech and language disabilities teachers, as well as school leadership candidates, are required to pass the New York State Certification Examinations (NYSTCE) administered by National Evaluation Systems, Inc., including the Educating All Students Test (EAS), Academic Literacy Skills Test (ALST), Content Specialty Test(s) (CST) and the edTPA. Prospective School Leaders will be required to take the appropriate leadership exams. For more information regarding state testing, please contact the Office of Educational Support Services at 516-463-5747 or visit www.nystce.nesinc.com. For state certification requirements, students should consult with the Office of Educational Support Services.

In addition to fulfilling the required courses of study, the Commissioners Regulations mandate that all prospective teachers, pupil personnel and education leaders receive instructions regarding:

1. Identification of Child Abuse and Maltreatment
2. Fire and Arson Prevention
3. School Violence Prevention and Intervention
4. Prevention of Alcohol, Tobacco and Drug Abuse
5. Highway and School Safety/Prevention of Child Abduction
6. Training in Harassment, Bullying and Discrimination Prevention and Intervention required under the Dignity for All Students Act (DASA)

New York state legislation also requires all persons seeking certification in special education, speech and language disabilities or school administrators working in special education, to have training in the area of children with autism.

Hofstra University offers the above listed educational law seminars through the Office of Educational Support Services. All of these seminars must be completed before the conferral of the degree and recommendation for certification.

Forms for applying for certification may be found at the Office of Educational Support Services Web page under the “Certification” tab.

Fingerprinting

Chapter 180 of the Laws of 2000, the Schools Against Violence in Education (SAVE), requires that applicants for teaching and administrative and pupil services personnel certification and perspective employees of covered schools (school districts, charter schools and BOCES) must undergo fingerprint supported criminal history background check. However, many school districts and institutions across the metropolitan New York area are now requiring that all student teachers, observers, interns or externs receive fingerprint clearance before they are placed in educational settings that are required for this degree program. Therefore, we recommend that you apply for fingerprint clearance upon acceptance to the program. Fingerprint clearance is also required for New York state certification. For information on how to register to be fingerprinted, visit http://www.hofstra.edu/Academics/colleges/soeahs/CESS/cess_requirements_fingerprints.html.

Substitute Teaching
The Office provides students with a Letter of Eligibility to Substitute Teach. Students must meet certain criteria, as defined by the Commissioner’s regulations. Please contact the Office of Educational Support Services for more information.

Hofstra University has maintained the following passing rates on these examinations for 2013-2014:

^{*Numbers based on undergraduate and graduate program completers, 2013-14.
**Please note that tests for which there were fewer than 10 test takers in a particular group or for a particular assessment have been omitted for confidentiality purposes.}  

New York state has interstate contracts with 42 other states and jurisdictions. Persons prepared in one of the contract states and who meet the contract requirements of the interstate agreement, are eligible for an initial certificate upon application with each individual state. States not participating in the above reciprocity system will accept certificate applications and evaluate them on an individual basis. For additional information on interstate reciprocity, students should visit the Office of Educational Support Services. Information can be found on the Office of Educational Support Services webpage under “certification.” Students may obtain detailed and current information about certification requirements in various educational majors from the School’s Office of Educational Support Services.

Graduate Programs

A program is a coherent sequence of course work and fieldwork designed to develop the professional competence of degree candidates. Programs offered by the School of Education are classified as either preprofessional or professional.

Preprofessional Programs
Preprofessional programs are for students seeking their first teaching certification, whether at the undergraduate or the graduate level. With a few exceptions, our Master of Science in Education programs, in areas leading to certification as a classroom teacher, are for such students. Consult individual departments for advisement and specific program information.

Professional Programs
Professional programs are designed for individuals already certified (provisional or initial) to teach and those experienced as teachers (e.g., in private schools) and who wish to pursue advanced studies in a specialized field of education. With a few exceptions, our Master of Arts programs, in areas leading to certification as a classroom teacher, are for such students. Consult individual departments for advisement and specific program information.

 Click here for a complete listing of all School of Education Graduate Program Offerings .

Policy on Ethical and Professional Performance

Students are expected to behave in an ethical and professional manner according to the guidelines for student conduct and academic honesty at Hofstra University and to the professional standards identified in their respective programs in the School of Education. Satisfactory interpersonal behavior and professional performance in classes and meetings, student teaching, internships, and practica are expected. If a report is received concerning an ethics violation, or an incident of inappropriate behavior as defined by the Student Judicial Code, established University procedures will be followed to investigate the issue and determine the course of action.

It is our policy that if a student is dismissed from two schools/placements before and/or during the student teaching semester, that student will be considered for dismissal from the teacher education program and may be counseled out of the program. Certification requirements will not be met and the student will not be recommended for certification by Hofstra University.

Field Placements and Student Teaching

The Office of Field Placement, located in 118 Hagedorn Hall, arranges field placements for students enrolled in School of Education programs that lead to New York state teaching certification. Teacher certification candidates are required to complete a minimum of 100 hours of fieldwork prior to the student teaching experience. Students are placed in a variety of classroom settings across the full range of grades and ability levels covered by the student’s area of certification.  Fieldwork is designed to allow the student to examine the learning process within the context of a dynamic learning environment.  The field experience allows pre-service candidates to design lessons and assess student learning as the teacher certification candidate assists, co-teaches, and works with individual students, small groups and classes. Many courses have their own specific requirements for this experience, which will be explained in the course syllabus.

The Office of Field Placement also arranges internships, practica and student teaching placements for all students enrolled in School of Education programs that lead to New York state teaching certification. Student teaching approval and placement is by application. Application forms for student teaching are available in the Office of Field Placement and are due May 1 for the succeeding spring semester and February 15 for the succeeding fall semester. Student teaching applicants must satisfy the program requirements and prerequisites prior to admission to student teaching.

Fieldwork is completed at sites arranged by the Office of Field Placement. Students are not free to secure their own field placements or call sites to arrange their own placements; formal arrangements must be made with central administration for a student’s presence in a school or other educational setting. Please obtain fingerprint clearance upon acceptance to the School of Education, as this will facilitate the School’s ability to place you in an educational setting. Fingerprinting can be completed through the fingerprinting sessions arranged by the Office of Educational Support Services each semester.

The Office of Field Placement is open Monday through Friday, from 9 a.m. to 5 p.m. Evening appointments can be arranged by calling 516-463-7359. Open office hours for student issues related to field placements are from 4 to 5 p.m., daily.

Graduation and Degree Conferral Requirements

Please refer to “Basic Regulations Governing Graduate Programs ” and “Basic Regulations Governing Doctoral Programs ” for general requirements. Specific requirements can be found under the individual programs. In addition, all candidates who are enrolled in a school-based program must complete all required Education Law Seminars. Candidates enrolled in teacher preparation programs leading to initial certification must also satisfy the General Education Core, and when applicable, Content Core. Please note that programs may have general education requirements that exceed the minimum registered with the state. Refer to your individual programs for any additional prerequisites course work. No grade lower than a C- is accepted as meeting the general education/content core, and a minimum cumulative 2.75 GPA in the general education/content core is required. Degrees will not be conferred unless all general education core deficiencies have been met.

School-Based Employment Opportunities

Hofstra University and faculty in the School of Education are committed both to attracting excellent candidates to our programs, as well as assisting them in locating employment upon graduation. Teaching candidates are strongly encouraged before enrolling in a given program to review the employment prospects in their chosen field. Such opportunities, of course, differ among teaching areas and within regions of the country. Data about the profession, including supply and demand by region and certification area, are routinely available and updated regularly on such websites as www.highered.nysed.gov, www.bls.gov/oco or www.vault.com (accessible via the “myapps” feature of the Hofstra portal). Additionally, The Hofstra Career Center provides students with complimentary copies of the American Association for Employment in Education’s Job Search Handbook which contains a wide array of resources including a supply and demand feature.

The role of The Career Center, located in M. Robert Lowe Hall on the southeast campus, expands beyond one-on-one career counseling and workshops. Career Center programs and services are designed to assist students in understanding, investigating and exploring career and professional development opportunities with the goal of positioning students to be the most desirable candidates for employment.

Our model of career development gives students a structured plan (Path of PRIDE), along with professional assistance – such as counseling, networking and coaching – in addition to educational programs to provide greater support as it relates to career planning and decision making.
There are seven career exploration steps that make up the Path of PRIDE. We encourage all students to explore theses steps in-depth with a staff member at The Career Center.

Step 1: Visit with a career counselor.

Step 2: Take a career assessment.

Step 3: Research careers.

Step 4: Begin to make connections.

Step 5: Develop your career skills.

Step 6: Search and apply for internships.

Step 7: Establish post-graduation goals and plans.

Our Services to Help You Along Your Path of PRIDE

• Individual career counseling and coaching
• Career assessments
• A.S.K. – Alumni Student Konnection
• Employer and alumni networking opportunities
• Interview skills development
• Workshops and seminars
• Job fairs and special events
• Employment interview programs on campus
• Various online career and job/internship seeking resources, including our Pride-Career Management System
• Online management of letters of recommendation
• Online instructional videos
• Walk in “Quick Question” hours

The Hofstra Career Center’s website contains an array of resources and information for students enrolled in an education program. Additionally, the site refers students to our own Pride-Career Management System where both local and national employers post-employment opportunities, and outside websites, such as the New York State Education Department, New York City Department of Education, the National Association of Independent Schools, and many more dedicated employment sites. At Hofstra, education majors find an excellent and dedicated faculty, outstanding career support services, and extensive electronic links to education career information and employment opportunities.