Contact Information

Graduate Education
1000 Hempstead Avenue
Kellenberg Hall, K-326
Rockville Centre, New York 11571-5002 516.323.3115

Professional Education Unit

Division of Education Program - Graduate Education Office - K326 - Kellenberg Hall
516.323.3115 or 3119

Maureen T. Walsh, Ed.D., Dean of the Division of Education. 516.323.3111

Joanne O'Brien, Ed. D., Associate Dean and Director Graduate Programs in Education. 516.323.3116
Samuel W. Carpentier, Ed.D. Associate Dean and Director of Undergraduate Programs in Education 516.323.3114
Vincent Tumminello, M.S., Coordinator of Graduate Education Programs - Certifications. 516.323.3165.
Eve Dieringer, M.S. Director of Field Placement, K-217 Kellenberg Hall Field Placement Office. 516.323.3138.

Professor Emerita: Karen A. Edwards

Professors: Bernadette M. Donovan, OP,  Audrey Cohan, Andrea Honigsfeld, Charles Howlett, Peter Lynch, , Allen Rauch,  Marjorie Schiering,  Laura Shea Doolan,

Associate Professors: Michelle Chamblin, Maria Dove, Vicky Giouroukakis, Patricia Mason, Jacqueline Nenchin, Vincent Pane,  Susan A. Smith, Ingrid Spatt, Kevin Sheehan, Alexandria Wolochuk, OP

Assistant Professors: Maggie Blair, Maria Esposito

Adjunct Assistant Professors: Debra LoVerde

Adjunct Instructors: Eileen Burke Robin Fruman, Gloria Kramer,  Rickey Moroney, John Salvato, David Smith, Leslie Wecksler

Molloy teachers are characterized by their depth and breadth of knowledge in the academic content areas and in professional education, their ability to engage others as a community of learners, their enthusiasm for teaching and their commitment to become reflective practitioners, as well as life-long learners. Therefore, the Molloy graduate can be described as a values-based professional helping students or groups of students to:

  • Clarify for themselves the nature of their own questions, in terms they can pursue
  • Interpret their findings, in relation to other knowledge they have generated
  • Pursue a course of action grounded in study, contemplation and reflection

To meet the vision of the education program, Molloy seeks to:

  • Identify, recruit and retain faculty who are eager to represent, support and promote the shared vision and purpose of the professional education program
  • Collaborate with arts and sciences faculty, who are committed to these proficiencies, in developing a strong content foundation for teacher candidates
  • Partner with P-12 schools to collaboratively design teacher education programs, coursework and field experiences
  • Develop comprehensive opportunities for our candidates to assimilate the core values as they become exemplary teachers of knowledge, skills and values/dispositions
  • Regularly assess core values and the programs based on them for continued growth and excellence
  • Utilize the appropriate technology for data collection and strategic planning
  • Embrace diversity and the quest for social justice
  • Integrate relevant and responsible technology into all professional activities

The program goals of the education department are categorized as the knowledge, skills and dispositions which impact on student learning outcomes. Molly College education department benchmark performances and assessments are aligned with New York State Education Department Standards for teacher performance as well as the specific standards of the following professional associations: Association for Childhood Education International, National Council for Social Studies, National Council of Teachers of English, National Council of Teachers of Mathematics, National Council for Social Studies, National Science Teachers Association, Council for Exceptional Children and TESOL (Teaching English to Speakers of Other Languages).

For candidates who are new to the teaching profession and who are enrolled in programs leading to initial certification, an innovative course of study which is sufficiently flexible to benefit the adult learner is provided. These candidates who are changing careers or returning to teaching acquire a pedagogical knowledge base on which to continuously build effective teaching skills and strategies and learn how to become effective classroom facilitators who meet students' diverse needs. This program encourages learning from observation, participation and research in order to ascertain "best practices". Field experience culminating in full time student teaching is the capstone of this program.

The Education Department views the candidates and faculty as interactive, supportive and has as its primary mission the success of candidates. A student-centered philosophy is the key to the Master of Science Programs. This includes a one-on-one advisement process and closely monitored, individualized, in-depth field supervision which includes placement in diverse settings and in high-needs schools.

The Molloy College mission statement directly impacts the Education Department and provides the rationale for the Masters Programs. The philosophy of the College states, "In an environment where academic freedom, a spirit of inquiry and respect for each individual's worth and dignity prevail, students acquire the knowledge and skills necessary to meet the challenges of modern life. Graduate education fosters a high level of scholarly inquiry for expansion of knowledge, self-enrichment and achievement of personal and professional goals." Based upon this philosophy, Molloy College has an established and well-respected Education Department committed to the preparation of knowledgeable, creative and challenging teachers.

Objectives

To prepare teachers who are:

  • Knowledgeable in all content areas of the elementary school curriculum or specialists in specific subject areas of the secondary school curriculum, cognizant of New York State Learning Standards and able to implement them in all subject areas
  • Effective teachers of students with different learning styles, diverse abilities, varied ethnic and socio-economic backgrounds and students with learning disabilities and special needs, students for whom English is a new language, within inclusive settings which meet the needs of all students
  • Efficient classroom managers who employ a variety of methods and techniques and successfully engage students in their own learning
  • Responsive observers of child/adolescent development, psychology and pedagogy in order to employ activities which motivate student learning at various levels of physical, psychological and social maturity
  • Instructional designers who utilize various types of assessment, including performance based and individually designed evaluation strategies, to improve curriculum and meet the needs of all students
  • Innovative users of technology which enhances and supports curriculum
  • Promoters of parental involvement and collaborators with other teachers, school administrators and cultural institutions, higher education partnerships and other entities who exert significant influence in students' lives
  • Leaders in evaluating and improving curriculum, teaching techniques and school environments
  • Reflective practitioners who study and evaluate educational research in order to implement best practices for student learning
  • Life-long learners who engage in action research which will benefit the teaching/learning experience for all students