Undergraduate programs leading to a bachelor's degree and New York State certification:

• Inclusive Early Childhood/Childhood Education
• Inclusive Adolescence Education (Grades 7-12) in Biology, Chemistry, English, Foreign Languages (including Chinese, French, Italian, and Spanish), Mathematics, Theatre/English, and Social Studies

Graduate programs leading to a master's degree and New York State certification:

• Educational Technology Specialist
• Inclusive Education, Early Childhood (Birth-Grade 2)
• Inclusive Education, Childhood (Grades 1-6)
• Inclusive Education, Adolescence (Grade 7-12)
• Literacy Education (Birth-Grade 6 and Grades 5-12)
• Teaching English to Speakers of Other Languages (Birth-Grade 12)

Non-degree graduate programs leading to New York State certification, extension, or annotation:

• Bilingual Education
• Gifted and Talented Education
• Students with Severe or Multiple Disabilities
• Teaching English to Speakers of Other Languages (Birth-Grade 12)

2022 AAQEP Annual Report

2021 AAQEP Annual Report

The mission of the School of Education is to prepare teachers who are educated in the liberal arts and committed to a life guided by intellectual, moral and ethical values. To carry out its mission, the School of Education:

• demonstrates the liberal arts’ contribution to supporting and enhancing professional preparation;
• recruits faculty members who support the school’s goals, are sensitive to the needs of individual students, are committed to teaching and scholarship, and connect practice to theory;
• provides curricula that challenge students to high academic achievement and prepare them to become ethical and reflective teachers;
• advances in its students the intellectual development necessary for critical thinking, problem-solving, and effective communication;
• promotes respect for diversity through culturally responsive study and instruction, diverse clinical placements, and a commitment to recruit a more diverse faculty and student population;
• employs technology to extend the professional expertise of both faculty and students;
• serves the community’s children and families;
• supports dynamic collaboration between its faculty and the broader community of schools, agencies, and cultural institutions for mutual professional growth.

 Programs are framed around Claims of Student Learning:

1. Teachers prepared at Nazareth University demonstrate the knowledge to be successful educators.
2. Teachers prepared at Nazareth University implement effective instruction for diverse learners in various settings.
3. Teachers prepared at Nazareth University reflect critically on their practice and the profession.

Our teacher preparation program options provide a wide range of opportunities for candidates preparing to work in schools and in the broader field of education. While the options are unique in many ways, there are common theoretical principles undergirding the work across all program options. Ongoing discussions among the faculty have led to shared values and beliefs that unify the work of teacher preparation across Nazareth University School of Education.

Shared values across programs within the School of Education include:

• The theory and practice of social constructivism, which is based on the idea that knowledge is actively constructed by learners in supportive learning environments
• A broad definition of diversity, both as a dimension of classroom learning and as forms of identity
• A focus on learners and differentiation of instruction to meet their multiplicity of needs and abilities
• Authentic and active learning experiences
• Reflective teaching practice which promotes self-awareness of technical skills, practical knowledge, and critical perspectives on teaching and learning
• Evidence-based practice
• A view teachers as ongoing learners who support inclusive and collaborative teaching practices, use differentiated instruction; multiple, authentic forms of assessment, and participatory/cooperative learning
• Supporting teachers in viewing themselves as advocates for children and families, and who take on leadership roles as appropriate

Teacher preparation faculty members encourage candidates to envision education as a tool to create social justice and for critical questioning of policies, norms, and assumptions that result in inequities. Faculty members work with candidates to examine the larger context of education and to create positive relationships between schools and the larger educational community. This engagement is embedded within courses and programs, including, but not limited to site-based courses, clinical residencies in schools, on-campus clinics open to the public, and school-based learning projects.

A strong connection exists between research, theory, and practice in all education programs. The liberal arts and sciences lay the foundation for students' professional studies in both the undergraduate and graduate education programs at Nazareth University. Program curricula are informed by internal and external standards. School of Education faculty members model the qualities of teaching they espouse and pride themselves on -and are known for- providing personal attention to and support of students.

Both full- and part-time faculty members are accomplished, reflective, and forward-thinking educators.  They are attentive to their own professional development, constantly refine and revise courses, link their teaching and scholarship, and serve as leaders in their fields. Faculty members are committed to community relationships. They build on their extensive pre-K-12 classroom experience, support change-oriented practice in which teachers act as change agents and leaders, and they advocate for the profession, children, and families.