Admission Requirements

Admission is based on a comprehensive review of multiple criteria. The department understands that any single criterion may not reliably predict a student’s potential for success in the program. Students may consider applying even if they fail to meet one of the criteria listed below but feel that other aspects of their experience might compensate. All individual cases will be reviewed by an Admissions Counselor before being referred to the graduate program for further review.

1. A completed application form to the program.
2. A bachelor’s degree with a major (or equivalent) in the content area in which certification will be sought and a master’s degree or an equivalent advanced degree in the content area where certification is being sought.
3. A minimum overall GPA of 3.0 on all undergraduate course work, or its equivalent (e.g., a 3.0 in a completed graduate program). We encourage you to submit all transcripts from your undergraduate work and any graduate work for consideration.
4. A minimum GPA of 2.75 on course work in the liberal arts and sciences.
5. A minimum GPA of 2.75 on course work in the content area in which certification is being sought.
6. A written personal statement of professional intent and rationale.
7. Two letters of reference that address the applicant’s potential to succeed in the teaching profession and in graduate course work.
8. An interview, audition, and/or portfolio.

Before completion of the first 12 credits of the program, it is recommended that students complete the liberal arts component of the teacher certification examinations.

A maximum of 6 graduate credits may be transferred into programs with the permission of the program graduate director.

General Education Core Requirements Fine Arts

In order to ensure that prospective teachers have a broad education in the liberal arts and sciences, all students must have completed undergraduate coursework in each of the content areas below.

1. Concepts in History/Social Science (3 s.h.)
2. Scientific Processes (3 s.h.)
3. Mathematical Processes (3 s.h.)
4. Literature, Analysis, and Written Expression (6 s.h.)

General Education Core Requirements Music

In order to ensure that prospective teachers have a broad education in the liberal arts and sciences, all students must have completed undergraduate coursework in each of the content areas below.

1. Artistic Expression/Humanities (3 s.h.)
2. Communication (3 s.h.)
3. Information Retrieval or placement exam (0-3 s.h.)
4. Concepts in History/Social Science (3 s.h.)
5. Language other than English (3 s.h.)
6. Scientific Processes (3 s.h.)
7. Mathematical Processes (3 s.h.)
8. Literature, Analysis, and Written Expression (6 s.h.)

Course work for the general education core in the liberal arts and sciences must have a GPA of 2.75 or above with no grades below a C-.

Please note that programs may have general education requirements that exceed the minimum registered with the state. Degrees will not be conferred unless all general education core deficiencies have been met.

Content Area Requirements in Area of Specialization:

Fine Arts Education
Requires 48 s.h. in college-level fine arts course work including Western and non-Western art history, two and three dimensional design, artistic techniques in drawing, painting, sculpture or ceramics, computer graphics or multimedia, printmaking, photography or graphic design or equivalents or established competency in the field.

Music Education
40 s.h. in college-level music course work including music theory, music history and literature, applied music, conducting, secondary applied, and performance or equivalents or established competency in the field.

Students must maintain a minimum cumulative grade point average of 3.0 while in the program.  Grades of D or lower will not be counted toward the graduate certificate but will be included in determining the grade point average.

Fine Arts Education Program Requirements - Semester Hours: 26

Field Experiences Prior to Student Teaching for Fine Arts

A minimum of 100 clock-hours of participation /observation is required prior to student teaching. Field experiences are integrated extensively into course curricula. At least one placement (SED 264) will be spent in a site recognized by the New York State Education Department as high needs. Placements are arranged by the Office of Field Placement. Departmental policy is to place prospective teachers in districts other than those in which they currently reside or in schools that they attended.

Participation/observation field experiences in designated secondary schools are required in each of the following courses.

• CT 229 - Development and Learning in Childhood and Adolescence Semester Hours: 3

• 20 clock-hour placement in varied settings, grades PreK-12

• CT 298A - Curriculum and Instruction in Art: Elementary Semester Hours: 3

• 20 clock-hour placement in elementary settings, grades PreK-6

• CT 298B - Curriculum and Instruction in Art: Secondary Semester Hours: 3

• 20 clock-hour placement in varied settings, grades 10-12

• SED 264 - General Methods of Teaching Semester Hours: 3

• 20 clock-hour placement in high-needs district, grades 7-12

• SPED 201 /264 : 20 clock-hour field placement in settings with special-needs students, grades 7-12  

Student Teaching Prerequisites

To qualify for admission to Student Teaching (CT 227) or Supervised Teaching (CT 228), students must:

1. Complete CT 229, 298A, 298B; SED 200, 264; and SPED 201/264;
2. Maintain a grade point average of 3.0 or higher in overall graduate course work.

Applications are obtainable from the Office of Field Placement and are due on May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.

Music Education Program Requirements - Semester Hours: 26

Field Experiences Prior to Student Teaching

A minimum of 100 clock-hours of participation /observation is required prior to student teaching. Field experiences are integrated extensively into course curricula. At least one placement (SED 264) will be spent in a site recognized by the New York State Education Department as high needs. Placements are arranged by the Office of Field Placement. Departmental policy is to place prospective teachers in districts other than those in which they currently reside or in schools that they attended.

Participation/observation field experiences in designated secondary schools are required in each of the following courses.

• CT 229 - Development and Learning in Childhood and Adolescence Semester Hours: 3

• 20 clock-hour placement in varied settings, grades PreK-12

• CT 299A - Developing Creative Music Strategies Semester Hours: 3

• 20 clock-hour placement in elementary settings, grades PreK-6

• CT 299B - Perspectives on Instrumental Music Semester Hours: 3

• 20 clock-hour placement in varied settings, grades 10-12

• SED 264 - General Methods of Teaching Semester Hours: 3

• 20 clock-hour placement in high-needs district, grades 7-12

• SPED 201 /264 : 20 clock-hour field placement in settings with special-needs students, grades 7-12

 

Student Teaching Prerequisites

To qualify for admission to Student Teaching (CT 227) or Supervised Teaching (CT 228), students must:

1. Complete CT 229, 299A, 299B; SED 200, 264;  and SPED 201/264;
2. Maintain a grade point average of 3.0 or higher in overall graduate course work.

Applications are obtainable from the Office of Field Placement and are due on May 1 for the succeeding spring semester and February 15 for the succeeding fall semester.

Graduation Requirements

1. Completion of all General Education Core prerequisites.
2. Completion of program requirements.
3. Completion of all content area and special liberal arts requirements.
4. Completion of the 26 s.h. course requirement in the certification program.
5. A minimum grade point average of 3.0 in overall graduate course work.
6. An electronic portfolio, illustrating the student’s education course work and professional accomplishments.
7. Completion of all required Educational Law Seminars.
8. All course work taken in satisfaction of the degree requirements must have been completed within a five-year period.

Footnote*

Course requires participation/observation in designated schools.

Teacher Certification Requirements

Upon successfully completing 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 School of Education Dean’s Office during 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) and, Content Specialty Test(s) (CST). Prospective School Leaders will be required to take the appropriate leadership exams. For more information regarding state testing, please contact the School of Education Dean’s Office or visit www.nystce.nesinc.com.

In addition to fulfilling the required courses of study, the Commissioner’s 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 is 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 School of Education Dean’s Office. All of these seminars must be completed before the conferral of the degree and recommendation for certification.

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 prospective 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 now require that all student teachers, observers, interns, or externs receive fingerprint clearance before being placed in educational settings that are required for this degree program. Therefore, we recommend 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.