Margaret C. McCarthy, Dean; Karen Dutt-Doner, Associate Dean Undergraduate Programs and Assessment, Certification Officer; Shawn M. O’Rourke, Associate Dean Graduate and Canadian Programs, Certification Officer; Jim Bagwell, Director of Graduate Admissions; Nancy Wellenzohn, Graduate Admissions Counselor; Michael George, Director of Graduate Enrollment Communication and Technology; Marie McMullen, Graduate Education Admissions Office Manager; Tracy L. Meissner, Certification and Technology Specialist.
Mission Statement
The School of Education and Human Services, in concert with our candidates, school partners, alumni and the community, seeks to prepare highly competent professional, and socially committed teachers, administrators and counselors who value the Jesuit traditions of cura personalis, social justice and leadership through service. The mission of the unit is to prepare educators who possess content, pedagogical and professional knowledge; use their gifts in the service of others; and demonstrate professionalism and leadership in their field.
Accreditation
All initial teacher preparation and all advanced preparation programs in the School of Education and Human Services are accredited by the National Council for the Accreditation of Teacher Education (NCATE), the standard of excellence in teacher education.
Conceptual Framework
Canisius’ teacher preparation programs focus on knowledge, service, leadership and professionalism, the foundational tenants of our conceptual framework. Academic programs offer candidates the content, pedagogical and professional knowledge, skills and dispositions necessary for quality performance in their field of study. Candidates will demonstrate the ability to reflect on their instructional practice, apply knowledge, exhibit skills and develop dispositions essential for success in P-12 schools. In coursework and in practice, candidates will display a clear understanding of the historical, philosophical, sociological, legal and psychological bases of education and educational policy. Candidates must be committed to the education of the whole person and to the belief that all individuals can learn. Within the contexts of their work, candidates promote authentic learning, social and emotional development and a commitment to service and social justice in environments that foster respect for diversity and the dignity of all. Candidates are encouraged to participate in the urban community in which the college is located and, through a variety of field experiences and service-learning opportunities, to interact with an ethnically, racially, culturally, religiously and intellectually diverse population. Collaborative projects allow candidates to learn from others, develop a professional orientation and assume positions of responsibility and leadership. Candidates develop the ability to reflect thoughtfully on their experience in order to guide professional development and to improve practice and are encouraged to join professional organizations and actively participate in professional conferences.
Performance outcomes aligned with knowledge (K), service (S) and professionalism/leadership (P)are:
Knowledge: The acquisition, creation and dissemination of knowledge is a continuing, transformational process.
Knowledge Outcomes - The competent professional:
- Applies theory and research in practice;
- Applies effective teacher/counselor/administrator principles;
- Demonstrates appropriate dispositions, emphasizing student responsibility for behavior and achievement.
Service Outcomes - The competent professional:
- Is committed to diversity, equity and social justice;
- Has a sense of purpose and power, and in all endeavors works for the benefit of all learners in their respective human-service professions;
- Demonstrates appropriate dispositions:
* Enthusiasm toward content/subject area (s);
* Appreciation of social/cognitive/emotional development for all learners;
* Appreciation of human diversity;
* Values development of students’ critical thinking;
* Engages in comprehensive and collaborative planning that meets curricular goals;
* Commitment to utilizing assessment information to inform decisions.
Professionalism/Leadership Outcomes - The competent professional is:
- An effective communicator;
- A reflective practitioner;
- A lifelong learner;
- Demonstrates appropriate dispositions:
* Values and utilizes effective communication techniques in professional settings;
* Is committed to, and actively seeks out, opportunities to grow professionally;
* Is committed to advocating for the well-being
of children and families.
Master of Science (M.S.)
Master of Science in Education (M.S. in Ed.)
The School of Education and Human Services offers graduate level programs leading to the master of science (M.S.) or the master of science in education (M.S. in Ed.) degrees in the following programs:
- Adolescence Education (Grades 7-12)
*Initial /professional - Childhood Education (Grades 1-6)
- College Student Personnel Administration
- Counseling & Human Services
*School and General Counseling
*Community Mental Health Counseling - Deaf Education
- Differentiated Instruction
- Educational Administration and Supervision
- General Education
- Health and Human Performance
- Literacy Education
- Middle Childhood (Grades 5-6 or 7-9-Extension Only)
- Physical Education
*Initial certification/masters
*On campus masters degree
*On-Line masters degree - Special Education
- Sport Administration
Men and women of character, ability and achievement are welcome in the graduate education programs at Canisius College. Their acceptability is judged by the department and is based on achievement, aptitude and character alone.
Applicants for admission to graduate work in education may be accepted as matriculants (master’s degree candidates) in a particular program, or as non-matriculants (except in unusual cases, non-matriculants may take no more than 9 credit hours before matriculation is required).
Admission Procedures
All applicants for admission to a master’s degree program must submit:
- Two copies of the official undergraduate transcripts indicating the receipt of a baccalaureate degree from an accredited institution of higher learning;
- Two personal letters of reference;
- Graduate application.
Portfolio Development
In designated courses throughout the program of study, candidates will complete specific assignments which reflect the conceptual framework of the School of Education and Human Services and the standards established by specialized professional associations and, for teacher candidates, the principles of the Interstate New Teacher Assessment and Support Consortium. These assignments, which include both content and reflection components, must be assembled into a portfolio which will be evaluated at specific transition points throughout the program and must be successfully completed prior to graduation.
Assessment and Continued Progress
Through the assessment system performance is evaluated at five transition points, providing candidates with ongoing and integrated feedback on their progress. The five major transition points are: (1) program entrance; (2) prior to Field Experience I; (3) prior to Field Experience II; (4) after Field Experience II; (5) before graduation. Transition to each successive level requires successful performance on all measures described at the transition point. The faculty review the progress of each candidate and, if deficits are noted, a plan is developed to address and remediate any shortcomings. Candidates who consistently do not meet program expectations may be counseled out of, or dismissed from, the program.
The development and exhibition of dispositions appropriate to teaching all children is a requirement of all Canisius teacher preparation programs. Candidates who demonstrate an unwillingness or inability to act in a mature, respectful and professional manner will be prohibited from participation in field experiences, including student teaching and may be counseled out of, or dismissed from, their program.
Teacher certification
To obtain initial teacher certification, candidates must pass the examinations required by the New York State Education Department. These include the Liberal Arts and Sciences Test (LAST), the Assessment of Teaching Skills-Written (ATS-W), and the Content Specialty Test (CST). The LAST must be taken prior to student-teaching.
For the professional certificate, candidates will need additional professional development, three years teaching experience, and the completion of an appropriate master’s degree within five years. Contact the New York State Education Department at www.nysed.gov for additional information.
All Canadian (Ontario) students will be required to actually obtain N.Y. certification before O.C.T. will issue a teaching credential. This policy is consistent with Ontario’s ‘long standing’ policy that if a person leaves the province to study to become a teacher, that person must complete and obtain certification in the jurisdiction in which he/she studied. O.C.T. will no longer require a letter from the institution, only a valid N.Y. state teaching credential will be accepted. Ontario students will follow the same procedure as U.S. students in applying for certification, including finger print clearance.
Dual citizens (U.S. and Canada) are required to first obtain N.Y. certification before receiving Ontario certification. Also, candidates applying for N.Y. certification must possess either a 4-year bachelor’s degree or a master’s degree to obtain N.Y. certification. Holders of a 3-year bachelor’s degree must complete
the entire Master’s program before N.Y. will issue teacher certification.
Transfer credits
No more than six credits of graduate coursework will be
accepted in transfer from other institutions. The grades must have been at least “B” and must have been earned within the five-year time limit for completion of degree requirements. All transfer credits must coordinate with the candidate’s program of study at Canisius College, as approved by the program director. Any exceptions to the above may only be made with the approval of both the program director and the associate dean.
Credit by examination
Individuals who are applying for admission or who are presently in attendance may obtain credit for previously completed examinations sponsored by the College Level Examination (CLEP) of the College Entrance Examination Board (CEEB) or by the New York State College Proficiency Examination Program (CPE). The minimum acceptable grades for these exams are “Pass” for exams graded Pass/Fail and “C” for exams with letter grades. On exams graded on a standard score scale of 20 to 80, the passing score varies from 40 to 50 depending on the subject area. Candidates must consult with the appropriate dean for permission to use any credit by examination toward their graduate degree or certification requirements.
Probation and disqualification
Receipt of a grade of “D” will result in probationary status. A second grade of “D” will automatically disqualify a candidate from the master’s degree program. A candidate whose grade point average drops below a 3.0 will be placed on probation and will be dismissed from the master’s degree program if their overall grade point average is below a 3.0 in two consecutive terms.
Time limitation
A candidate must complete all master’s degree requirements within five years. Exceptions to this policy must be approved by the chair of the appropriate program as well as the associate dean.
Instruction in child abuse; prevention of school violence; fingerprinting
New York State requires that all persons applying for an initial or professional certificate or license in the areas of administrative or supervisory service, classroom teaching service and school service complete two clock hours of coursework or training on the identification and reporting of suspected child abuse or maltreatment. In addition, all new candidates for certification must attend a mandatory two-hour course on the prevention of school violence and must also submit fingerprints for law enforcement clearance.
Graduation
Degrees are awarded three times a year. September 15th for students completing their degree requirements during the summer, February 1st for students completing their requirements during the fall semester and at the annual commencement program in May on the date designated in the college academic calendar. All students, regardless of when the requirements are completed (May, August, or December) must file a Request for Diploma form with the School of Education and Human Services Graduate Office. Students should contact that office regarding the deadline dates for such requests.