Mission and Goals
Founded in the Catholic tradition and committed to the Dominican ideals of truth, academic excellence and openness to diverse world views, the Educator Preparation Provider (EPP) of Molloy College provides a value-centered experience that embraces intellectual, ethical, spiritual and social development in an environment where academic freedom, a spirit of inquiry and respect for each individual's worth and dignity prevail. The Professional Education Unit at Molloy College is committed to the preparation of outstanding teaching professionals with the dispositions, skills and knowledge required to meet the needs of all students they have the privilege to teach. It is the responsibility and goal of the faculty to guide teacher candidates through pedagogically valid and intensely challenging learning and service experiences that empower them to serve as leaders in schools and communities. Faculty recognize that effective teachers have a solid foundation in the liberal arts and sciences, aligned with national, state and institutional teaching and learning standards.
This Conceptual Framework relates directly to Molloy College's Strategic Plan and is supported by the four pillars of Dominican life: prayer, study, preaching and community that we interpret as:
- Spirituality and reflection
- Research and teaching
- Shared Vision
The Molloy College Teacher Education faculty has derived its vision for the exemplary teacher from the College's mission statement, the four pillars of the Dominican tradition - spirituality and reflection, research and teaching, service and community, comments and input from the Educator Preparation Provider's (EPP) Advisory Boards.
The teaching professionals, who complete Molloy's teacher preparation programs, are distinguished by their ability to exemplify and promote core values in their own teaching. These values include:
- Belief that all children can learn
- Learner centered and value-centered curriculum and pedagogy
- Ethics and spirituality
- Intellectual curiosity
- Independence and risk-taking, while promoting collective identity and responsibility
- Diversity, multiculturalism and pluralism, including divergent thinking
- Passion for teaching
- Commitment to students and their communities
- Civic responsibility through the promotion of social justice and interdependence
- Commitment to democracy
- For the Molloy community, teaching, when performed with integrity and compassion, is both spiritual and transformative.
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; and pursue a course of action grounded in study, contemplation and reflection.
To meet this vision, the Division of Education 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 Unit
- Collaborate with arts and sciences faculty, who are committed to these proficiencies, in developing a strong content foundation for teacher candidates
- Partner with PreK-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 Division of Education are categorized as the knowledge, skills and dispositions which impact on student learning outcomes. Molly College Division of Education 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 (ACEI), National Council of Teachers of English (NCTE), National Council of Teachers of Mathematics (NCTM), National Council for Accreditation of Teacher Education (NCATE), National Council for Social Studies (NCSS), National Science Teachers Association (NSTA) and Council for Exceptional Children (CEC).
The purpose of the Molloy College Educator Preparation Provider (EPP) is to offer rigorous teacher preparation programs to carefully selected, highly qualified teacher candidates. Faculty hold high standards for each aspect of the program, including selection of faculty, curriculum content, admissions requirements, diverse field experiences and collaboration with arts and sciences faculty and with public and private schools. Assuring high standards among faculty will ensure that Molloy graduates teachers who have the necessary skills, strategies and competencies to teach to New York State's Learning Standards. Specifically, the Education Department's goals are:
- To maintain the backing of college administrators in order to ensure continued support for the requirements of the program.
- To recruit and accept strong and diverse members of the faculty and student body.
- To collaborate with the arts and sciences faculty in developing a strong content foundation for education students.
- To collaborate with public and private schools for the improvement of teaching and learning at the college and 1-12 levels.
- To provide rigorous learning opportunities, including course work and field experiences which result in highly-qualified teacher candidates.
- To continually assess programs and services in order to maintain excellence and continued growth.
In order to implement the philosophy and purposes of the Division of Education, it is expected that all teacher candidates will demonstrate competency in:
- Content Knowledge
Show evidence of a solid understanding of the philosophical, historical and sociological foundations of education, the subjects to be taught, the curriculum to be implemented and to translate these understandings into effective teaching.
Develop lessons employing appropriate content and pedagogical practices that support instruction.
- Instructional Delivery
Deliver instruction which results in active student involvement, appropriate teacher/student interaction, meaningful use of technology, instructional materials and resources and student attainment of the New York State Learning Standards.
- Classroom Management
Demonstrate classroom management skills which create an environment conducive to student learning and are supportive of diverse student learning needs.
- Student Development
Demonstrate knowledge of student development, an understanding and appreciation of diversity and application of developmentally appropriate instructional strategies for the benefit of all students, including students with special needs.
- Student Assessment
Implement various types of formal and informal assessment techniques to measure student learning and make appropriate modifications and interventions based on assessment results.
Develop effective collaborative relationships with students and their parents, support personnel and the school community.
- Reflective and Responsive Practice
Develop a personal philosophy of education that serves as a basis for professional decisions and assesses practice, using portfolios, research tools and other reflective methods for ongoing growth and improvement.
Education By The Numbers
of education students earn their
NYS teaching certification
Our graduation rate is 10%
higher than other L.I. colleges
Score at a mastery level
on the NYS exam
Undergraduates graduated with
128 teaching certifications