Graduate Programs Leading to New York State Certification

Graduation and Certification Requirements

Before graduation, all students must complete an Application for Degree form in the Office of the Registrar. Students seeking certification must also fill out a Graduate Recommendation Release Form, also available in the Office of the Registrar, and online at http://www.fredonia.edu/COE/teachwaivers.asp in order for Fredonia to release academic and Social Security number information to the New York State Education Department.

Graduate students enrolled in one of the degree programs below are required to apply for their appropriate teacher certification online at http://www.highered.nysed.gov/tcert/teach/. It is the candidate's responsibility to apply for the appropriate New York State certificate.

Graduate students should check with the Office of Student Services for specific directions related to applying for teacher certification.

Upon a successful review of the graduation application, Fredonia will recommend candidates for the appropriate certification, also listed below. When the recommendation is for Professional certification, the candidate will be recommended for Professional certification in his/her area of initial certification.

***After completing one of these degree programs in Literacy Education and TESOL, candidates may also be eligible to apply for Professional certification in her/his area of provisional/initial certification after appropriate teaching experience has been completed.

**** Leads to certification for Teachers of Students with Speech and Language Disabilities K-12.

Important Notification to All Certification Candidates

All programs and degree options in the College of Education leading to New York State Certification are subject to the guidelines and mandates established by New York State. Additionally, programs and degree options are held accountable to the Council for the Accreditation of Educator Preparation (CAEP) standards. As such, any changes made by the New York State Board of Regents or CAEP have the potential to impact the requirements of the program. Graduate programs are reviewed each semester to verify compliance with state certification and national accreditation requirements. Candidates should meet with their faculty advisors and attend any group advisement sessions that may be offered to secure up-to-date information on current programs and certification requirements.

Ongoing Assessment for All Certification Programs

Candidates in all certification programs are regularly monitored and evaluated throughout their programs via degree-specific Assessment Models. Each model includes a series of transition points that must be successfully completed in order for a candidate to remain in good standing in the program. Specific requirements and deadlines, minimal satisfactory performance levels (including grade point average requirements), and remediation plans are detailed in these models. All candidates should obtain a copy of the appropriate Assessment Model from their academic advisors and become familiar with the requirements established therein.

Candidates in graduate programs leading to recommendations for professional certifications/teacher licensure have the following additional requirements:

• Present performance-based evidence of impact on student learning through engagement in a Structured Field Experience.  Courses in which this occurs will vary from program to program. Consult your program advisor for the appropriate means for completing this requirement.
• Present performance-based evidence of technology use in being an effective teacher and professional colleague. Consult your program advisor for specific information on meeting this requirement.
• Present performance-based evidence of cultural responsiveness as an educator. Consult your program advisor for specific information on meeting this requirement.

Candidate Disposition for All Certification Programs

Candidates in professional education are expected to demonstrate a set of dispositions consistent with the highest professional standards. The dispositions must be demonstrated in concrete ways in interactions with members of the faculty, school personnel, and P-12 pupils. Dispositional concerns may warrant remediation, probation, or dismissal from the program.

Candidates are expected to demonstrate the following Interstate Teacher Assessment and Support Consortium (InTASC) aligned dispositions:

1. Demonstrate cognitive ability to assume responsibility of own and students' development;
2. Appreciate and value human diversity and show respect for varied talents and perspectives;
3. Contribute to a positive climate in university and P-12 classrooms;
4. Master content and effectively create learning experiences that assure P-12 mastery of content;
5. Commitment to developing as a creative and collaborative problem-solver;
6. Commitment to reflection, assessment and learning as ongoing processes;
7. Plan instruction that supports every student in meeting rigorous learning goals by drawing on knowledge of content, curriculum, and pedagogy in context;
8. Understand and use a variety of instructional strategies to encourage learners to develop deep understanding and connections among content areas;
9. Demonstrate level of responsibility appropriate for a professional; and
10. Demonstrate sensitivity to community and cultural norms of the teacher education program, university classroom, and practicum settings.

Special Requirements for All Certification Programs

In light of the statutory requirements found in the Commissioner's Regulations subdivision 52.21(b), all candidates for New York State certification must complete required training in Child Abuse Detection and Reporting; Abduction Prevention; Alcohol, Tobacco and Drug Abuse Prevention; Fire Safety; and Schools Against Violence in Education (SAVE) legislation. In the College of Education, candidates participate in a series of two 1-credit hour courses to fulfill these New York State Requirements.

In addition, New York State legislation effective July 1, 2001, requires that all applicants for initial certification and all new school employees be cleared through FBI fingerprinting and criminal background check. The candidate incurs the costs for the fingerprinting and the background check. Current forms and regulations are available at http://www.highered.nysed.gov/tcert/.

Also, as of December 31, 2013, candidates in all education programs are required to complete training under the Dignity for All Students Act (DASA). The training required under the Dignity for All Students Act (DASA) is included in EDU 303 at Fredonia. Graduate candidates who may have completed EDU 303 prior to Spring 2014, or who do not have DASA training, must complete a DASA workshop prior to full admission.

International Exchange Program

The College of Education provides opportunities for graduate degree candidates to study in the United Kingdom. Through cooperative efforts in Plymouth, England, candidates are afforded the opportunity to engage in a five-week international teaching practicum. This five-week internship (May-June) includes classroom experience in the United Kingdom, organized cultural excursions, and free travel time for individual development. Candidates earn 3 hours of graduate credit that can be used to meet the Social Foundations requirement in the Curriculum and Instruction master’s degree program or as an elective in programs with elective options (with advisor's approval).  TESOL candidates can also apply to student teach in Mexico.