School of Education and Human Services

Jeffrey Lindauer, Ph.D., Dean; Shawn O’Rourke, Ph.D., Associate Dean, Certification Officer; Nancy Wallace, Ph.D., Director of School and Community Partnerships; Laura Moeller, Data and Credential Specialist.

Mission Statement

The faculty of the School of Education and Human Services (SEHS), in concert with our candidates, school/community partners, alumni, and the community, seek to prepare highly effective, socially committed professionals who value the Jesuit traditions demonstrated through their own cura personalis, work towards social justice, and leadership through service. The mission of the unit is to prepare professionals who possess content, pedagogical, and professional knowledge; use their gifts in the service of others; and demonstrate professionalism and leadership in their field.

Accreditation

All initial teacher preparation and all advanced preparation programs in the School of Education and Human Services are accredited by the Council for the Accreditation of Educator Preparation (CAEP), the standard of excellence in teacher education.

Degrees

Master of Science (MS), Master of Science in Education (MSEd)

The School of Education and Human Services offers graduate-level programs leading to the master of science (MS) or the master of science in education degree in a variety of fields. 

  • MSEd in Adolescence Education (Grades 7-12) (Initial or Professional)
  • MS in Applied Nutrition (online only)
  • MSEd in Business and Marketing Education (Grades K-12) (Initial or Professional)
  • MSEd in Childhood Education (Grades 1-6)  (Initial or Professional)
  • MS in Clinical Mental Health Counseling
  • MS in College Student Personnel Administration
  • MS in Community and School Health (online only)
  • MS in Counselor Education
  • MSEd in Differentiated Instruction
  • MS in Educational Leadership and Supervision (online only)
  • MS in Educational Technologies and Emerging Media (online only, may include certification as Educational Technology Specialist)
  • MS in Health and Human Performance
  • MS in Health Information Technology (online only)
  • MSEd in Literacy Education (available either on campus or online)
  • MSEd in Physical Education (initial certification, online only)
  • MS in Respiratory Care (online only)
  • MSEd in Special Education (Students with Disabilities)
  • MS in Sport Administration (available either on campus or online)
  • MS in Teachers of the Deaf and Hearing Impaired (Deaf Education)
  • MS in Teaching English to Speakers of Other Languages (TESOL) (online)
  • MS in Teaching Students with Disabilities (childhood or adolescence)

Advanced Certificates

The School of Education and Human Services also offers several graduate level Advanced Certificate Programs including:

  • Bilingual Education
  • Counselor Education (School or Community Mental Health Bridge, Permanent Certification)
  • Education Technologies and Emerging Media (online only)
  • Middle Childhood (Grades 5-6 or 7-9 Extension Only)
  • School Building Leader (online only)
  • School District Leader (online only)
  • Teaching English to Speakers of Other Languages (TESOL)

Instruction in child abuse; prevention of school violence; dignity for all students, fingerprinting

New York State requires that all persons applying for an initial or professional certificate or license in the areas of administrative or supervisory service, classroom teaching service and school service complete two clock hours of coursework or training on the identification and reporting of suspected child abuse or maltreatment. In addition, all new candidates for certification must attend a mandatory two-hour course on the prevention of school violence and a six hour course on dignity for all students and must also submit fingerprints for law enforcement clearance.

Graduation

Degrees are awarded three times a year:

  • September 15th for students completing their degree requirements during the summer;
  • February 1st for students completing their requirements during the fall semester;
  • and at the annual commencement program in May on the date designated in the College’s academic calendar.

All students, regardless of when the requirements are completed (May, August, or December), must file a Request for Diploma form with the associate dean in the School of Education and Human Services. Students should contact that office regarding the deadline dates for such requests.

Conceptual Framework

Canisius’ teacher preparation programs focus on knowledge, service, leadership and professionalism, the foundational tenets of our conceptual framework. Academic programs offer candidates the content, pedagogical and professional knowledge, skills and dispositions necessary for quality performance in their field of study. Candidates will demonstrate the ability to reflect on their instructional practice, apply knowledge, exhibit skills and develop dispositions essential for success in P-12 schools. In coursework and in practice, candidates will display a clear understanding of the historical, philosophical, sociological, legal and psychological bases of education and educational policy. Candidates must be committed to the education of the whole person and to the belief that all individuals can learn. Within the contexts of their work, candidates promote authentic learning, social and emotional development and a commitment to service and social justice in environments that foster respect for diversity and the dignity of all. Candidates are encouraged to participate in the urban community in which the college is located and, through a variety of field experiences and service-learning opportunities, to interact with an ethnically, racially, culturally, religiously and intellectually diverse population. Collaborative projects allow candidates to learn from others, develop a professional orientation and assume positions of responsibility and leadership. Candidates develop the ability to reflect thoughtfully on their experience in order to guide professional development and to improve practice and are encouraged to join professional organizations and actively participate in professional conferences.

Central to our conceptual framework is a symbol of infinity, representing four interrelated and evolving characteristics: Knowledge, Service, Professionalism, and Leadership. These elements are situated within the overarching Ignatian vision and Jesuit educational principles. These values include:

  • Cura personalis, concern for individuals, and desire to educate the whole person;
  • Magis, or seeking the greater good, striving for excellence and desire to have our candidates reach one’s full potential;
  • Sharing one’s gifts in the service for and with others in the pursuit of social justice;
  • Contemplation in action, that is being a reflective learner & educator striving for ethical decision-making and mindful creative solutions to today’s issues in Education.

To this end, with a vision of P-16 partnership, we strive to engage our students in their chosen field of study. As stated by Rev. Peter-Hans Kolvenbach, S.J., Superior General of the Society of Jesus (2000), “Students, in the course of their formation, must let the gritty reality of this world into their lives, so they can learn to feel it, think about it critically, respond to its suffering and engage it constructively” (p. 8).

Performance Outcomes

Performance outcomes aligned with knowledge, service and professionalism, and leadership are:

  1. Knowledge
    The acquisition, creation and dissemination of knowledge is a continuing, transformational process.
    Knowledge Outcomes
    The competent professional:
    • Applies theory and research in practice.
    • Applies effective teacher/counselor/administrator principles.
    • Demonstrates appropriate dispositions, emphasizing student responsibility for behavior and achievement.
  2. Service
    Each individual has gifts and talents that should be developed to the highest level.
    Service Outcomes
    The competent professional:
    • Is committed to diversity, equity and social justice.
    • Has a sense of purpose and power, and in all endeavors works for the benefit of all learners in their respective human service professions.
    • Demonstrates appropriate dispositions:
      • Enthusiasm toward content/subject areas
      • Appreciation of social/cognitive/emotional development for all learners
      • Appreciation of human diversity
      • Values development of students’ critical thinking
      • Engages in comprehensive and collaborative planning that meets curricular goals
      • Commitment to utilizing assessment information to inform decisions
  3. Professionalism/Leadership
    Each individual has an obligation to improve the world in which they live as advocates for social justice and through a dedication to education as a vehicle for positive social change.
    Professionalism Outcomes
    The competent professional is:
    • An effective communicator.
    • A reflective practitioner.
    • A lifelong learner.
    • Demonstrates appropriate dispositions:
      • Values and utilizes effective communication techniques in professional settings
      • Is committed to, and actively seeks out, opportunities to grow professionally
      • Is committed to advocating for the well-being of children and families
  4. Leadership
    Each individual applies knowledge, skills, and dispositions in such a way that they positively impact the performance and outcomes of those they teach or serve.
    A competent professional:
    • Is skilled at using outcome data to assess the effectiveness of their own professional practice.
    • Seeks to improve their practice with the goal being to positively impact student learning.

Admission

Men and women of character, ability and achievement are welcome in the graduate education programs at Canisius College. Their acceptability is judged by the department and is based on achievement, aptitude and character alone.

Applicants for admission to graduate work in education maybe accepted as matriculants (master’s degree candidates) in a particular program, or as non-matriculants. Except in unusual cases, non-matriculants may take no more than 9 credit hours before matriculation is required.

Admission Procedures

All applicants for admission to a graduate program must submit:

  • One copy of official undergraduate transcripts indicating the receipt of a baccalaureate degree from an accredited institution of higher learning
  • Two personal letters of reference

Graduate Application

Non-Teacher Education Applicants

Admission will require a 2.70 cumulative undergraduate GPA. Applicants who have an undergraduate GPA below a 2.70 may be required to meet additional requirements in order to provide evidence of their ability to be successful in graduate studies. These requirements may include a personal interview, and the GRE, GMAT, or MAT. Canadian and other international applicants must provide a completed Certification of Finances form.

Teacher Education Applicants

Admission for matriculants prior to fall 2015 will require a 2.70 cumulative undergraduate GPA. Applicants who have an undergraduate GPA below a 2.70 may be required to meet additional requirements in order to provide evidence of their ability to be successful in graduate studies. These requirements may include a personal interview, and the GRE, MAT, or ALST. Canadian and other international applicants must provide a completed Certification of Finances form.

Effective for fall 2015 matriculants, admission will require a 3.00 cumulative undergraduate GPA. Applicants who have an undergraduate GPA below a 3.00 may be required to meet additional requirements in order to provide evidence of their ability to be successful in graduate studies (ie. personal interview, additional coursework, etc). Applicants will also be required to complete the GRE, MAT, or ALST with scores in the top 50th percentile. Canadian and other international applicants must provide a completed Certification of Finances form.

Transfer Credits

No more than six credits of graduate coursework will be accepted in transfer from other institutions. The grades must have been at least “B” and must have been earned within the five-year time limit for completion of degree requirements. All transfer credits must coordinate with the candidate’s program of study at Canisius College, as approved by the program director. Any exceptions to the above may only be made with the approval of both the program director and the associate dean.

Credit by Examination

Individuals who are applying for admission or who are presently in attendance may obtain credit for previously completed examinations sponsored by the College Level Examination Program (CLEP) of the College Entrance Examination Board (CEEB) or by the New York State College Proficiency Examination Program (CPE). The minimum acceptable grades for these exams are “Pass” for exams graded Pass/Fail and “C” for exams with letter grades. On exams graded on a standard score scale of 20 to 80, the passing score varies from 40 to 50 depending on the subject area. Candidates must consult with the associate dean for permission to use any credit by examination toward their graduate degree or certification requirements.

Portfolio Development

In designated courses throughout the program of study, candidates will complete specific assignments which reflect the conceptual framework of the School of Education and Human Services and the standards established by specialized professional associations and, for teacher candidates, the principles of the Interstate New Teacher Assessment and Support Consortium. These assignments, which include both content and reflection components, must be assembled into a portfolio which will be evaluated at specific transition points throughout the program and must be successfully completed prior to graduation.

Assessment and Continued Progress

Through the assessment system performance is evaluated at four transition points, providing candidates with ongoing and integrated feedback on their progress. The four transition points are:

  1. program entrance
  2. prior to Clinical Practice
  3. after Clinical Practice
  4. before graduation

Transition to each successive level requires successful performance on all measures described at the transition point. The faculty review the progress of each candidate and, if deficits are noted, a plan is developed to address and remediate any shortcomings. Candidates who consistently do not meet program expectations may be counseled out of or dismissed from the program. The development and exhibition of dispositions appropriate to teaching all children is a requirement of all Canisius teacher preparation programs. Candidates who demonstrate an unwillingness or inability to act in a mature, respectful and professional manner will be prohibited from participation in field experiences, including student teaching and may be counseled out of or dismissed from their program.

Probation and Disqualification

Receipt of a grade of “F” will result in probationary status. A second grade of “F” will automatically disqualify a candidate from the master’s degree program. A candidate whose grade point average drops below a 3.00 will be placed on probation and will be dismissed from the master’s degree program if their overall grade point average is below a 3.00 in two consecutive terms.

Time Limitation

A candidate must complete all master’s degree requirements within five years. Exceptions to this policy must be approved by the chair of the appropriate program as well as the associate dean.

Teacher Certification

To obtain initial teacher certification, candidates must pass the examinations required by the New York State Education Department (NYSED). These include the Academic Literacy Skills Test (ALST), the Educating All Students Test (EAS), the educative Teacher Performance Assessment (edTPA), and the Content Specialty Test (CST). As required by the New York State Education Department, the pass rates for Canisius College on the New York State Teacher Certification Examinations can be found on the the outcomes page of the Institutional Research and Effectiveness webpage.

For the professional certificate, candidates will need additional professional development, three years teaching experience, and the completion of an appropriate master’s degree within five years. Contact the New York State Education Department for additional information.

All Canadian (Ontario) students will be required to actually obtain New York State certification before the Ontario College of Teachers (O.C.T.) will issue a teaching credential. This policy is consistent with Ontario’s ‘long standing’ policy that if a person leaves the province to study to become a teacher, that person must complete and obtain certification in the jurisdiction in which he or she studied. Ontario students will follow the same procedure as U.S. students in applying for certification, including fingerprint clearance.

Dual citizens (U.S. and Canada) are required to first obtain New York State certification before receiving Ontario certification. Also, candidates applying for New York State certification must possess either a 4-year bachelor’s degree or a master’s degree to obtain New York State certification. Holders of a 3-year bachelor’s degree must complete the entire Master’s program before New York State will issue teacher certification.