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, Peter Lynch, Marjorie Schiering, Laura Shea Doolan
Associate Professors: Michelle Chamblin, Maria Dove, Vicky Giouroukakis, Charles Howlett, Patricia Hinds-Mason, Jacqueline Nenchin, Vincent Pane, Allen G. Rauch, Susan A. Smith, A Wolochuk, OP
Assistant Professors: Maggie Blair, Kevin Sheehan
Instructors: Maria Esposito
Adjunct Assistant Professors: Debra LoVerde
Adjunct Instructors: Eileen Burke, Robin Fruman, 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.
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
Admissions Requirements for Graduate Education
- Applicants for admission and matriculation are required to possess an appropriate Baccalaureate Degree from an accredited college or university.
- Candidates who wish to pursue a program leading to professional certification must possess initial New York State Teaching Certification and have the pre-requisites required by New York State Education Department for the professional certification. (Specific pre-requisites are listed under each program description.)
- Candidates who are entering the teaching profession and seeking initial certification must have taken appropriate major courses in content areas and liberal arts concentration to satisfy the requirements of the New York State Education Department for teacher certification and must have attained a minimum grade of "C+" in these courses. Any candidate who needs to complete prerequisite courses is required to do so as soon as possible.
- No credit is given for life experience.
In addition, applicants must:
- Submit an official transcript of all undergraduate work and any prior graduate courses taken. Transcripts will be evaluated according to New York State Education Department regulations and upon approval of the Program Director, Molloy College will accept up to a maximum of six graduate transfer credits having a grade of "B" or better from another accredited college or university. These credits must have been completed within the last five years and must correspond in content to courses offered in the Molloy College Graduate Education Program.
- Complete the graduate degree program application including an essay re: personal academic goals.
- Have achieved a minimum of 3.0 overall grade point average in undergraduate work. (Students having a G.P.A. between 2.8 and 3.00 may be accepted on probationary status and may be required to take the Graduate Record Examination or fulfill additional basic entry requirements.)
- Possess computer skills related to application software, information processing and internet access.
- Submit three letters of reference from former college professors and/or professional associates.
- Participate in a personal interview with the program director.
- Evidence appropriate dispositions necessary for becoming a professional educator who can successfully teach all students in inclusive classrooms. Applicants who lack necessary dispositions may be counseled to choose another profession.
- Attend an orientation session.
- Submit an acceptable writing-on-demand sample. If the sample does not meet the acceptable criteria, the candidate is required to attend remedial sessions in the Writing Lab.
- Provide proof of immunization.
- Completion of six graduate credits in this program with grades of "B" or better is required before permanent matriculation. Students are not permitted to take more than 6 credits before achieving permanent matriculation. Nine credits per semester is considered full-time in graduate programs.