DIVISION OF EDUCATION HANDBOOK 1
Medaille College
Division of Education
MSED-Elementary Education Professional Handbook
2014-2015
Table of Contents
Message from the Division Head
Mission Statement of Medaille College
Medaille College Vision for 2020
Mission of the Division of Education at Medaille College
Vision of the Division of Education at Medaille College
Philosophy of the Division of Education at Medaille College
Division of Education Claims
Important Education Links
Contact Information for the Amherst and Buffalo Campuses
Contact Information for Education Faculty and Staff
Office of Student Teaching and Certification (OSTC) Contact Information
New York State Teaching Certification Examinations (NYSTCE)1
Child Abuse and SAVE Legislation Requirements for Initial Certification...... 13
Dignity for All Students Act (DASA)
Fingerprinting ($91.50 to NYS and $25.00 processing fee to Medaille)
Certification Information
Field Experiences (Pre-Student Teaching)
Student Teaching
Student Teaching Improvement Plan (IP)
Graduation
Catalogs
Drop/Add/Withdrawal
Statement on Disabilities
Academic Integrity
Books
Turnitin ………………………………………………………………………………….16
Campus Emergency Information and Sign up for Immediate Alert
Leave of Absence
Attendance
Academic Standards
Professional Dispositions
Professional Dispositions Overview
Attendance
Conduct
Expectations
Accountability
Legal and Ethical
Probation letters
Satisfactory and Unsatisfactory (S) and (U)
Academic Review
Behavioral Decorum
Credit Pending (CP)
Incomplete (I)
Academic Warnings (see Appendix C)
Plagiarism
Grade Appeal Process
Graduate Programs
Delivery Systems
Program Scheduling and Delivery Information
BOCES Certification
Statement of Syllabus Understanding
Graduate Grading
APPENDICES
Appendix A
Child Abuse and SAVE Legislation
Appendix B
Refocus for Success
Appendix C
Medaille College Division of Education Academic Warning Report
Appendix D
Advisement Comment Sheet
Appendix E
Certification Requirements
Appendix F
Division of Education
Statement of Syllabus Understanding
Appendix G
PRE-STUDENT TEACHING/STUDENT TEACHING/PRACTICUM RELEASE FORM
Appendix H...... 40
Memo: Pre-Student/Student Teaching Coursework Expectations……………………….40
Appendix I
DOE Advisory Board Members
Appendix J
Candidate Concerns Committee Procedures...... 42
Appendix K
DOE Professional Dispositions Contract for Success……………………………………43
Appendix L
MEDAILLE ONE
Appendix M
FERPA
Message from the Division Head
Welcome to the Division of Education at Medaille College. We offer undergraduate and graduate education programs at the Amherst and Buffalo Campuses. The Division of Education is dedicated and committed to engaging students in a positive learning environment. Our academic programs are exciting, but rigorous. Additionally, we offer multiple delivery systems to meet the needs of diverse learners. We believe in training educators who have the ability to meet the future needs and requirements of the education profession.
We have a supportive faculty and staff who are available and accessible to students. We believe in the development of positive and professional relationships with the faculty. I’m glad you have chosen Medaille and I wish you success in your academic career at the college.
Illana R. Lane, Ph.D.
Division Head, Division of Education
Medaille College Medaille College traces its roots to 1875 when it was founded by the Sisters of St. Joseph as an Institute to prepare teachers among the religious community for Catholic schools. The tradition of providing an emphasis on training teachers has been with us since the beginning. In 1937, the Institute received an absolute charter from New York State and was named Mount St. Joseph Teachers College and was chartered to grant baccalaureate degrees in Education. In 1968, the Sisters of St. Joseph, led by Alice Huber, SSJ, Ph.D., initiated a change in the charter, which would create a new college, accessible to all men and women. New York State granted this charter and Medaille College was born.
Mission Statement of Medaille College
Medaille College concentrates on excellence in teaching, with an emphasis on personal attention to its diverse student body. Its curriculum provides a solid liberal arts and sciences foundation with early access to career-oriented education. The faculty and all of those involved in the mission of education challenge students and themselves to the highest possible standards of achievement, but that challenge is balanced by support for every individual student and a concern that each one succeeds.
Medaille College Vision for 2020
Medaille College will be known as the leader in preparing learners for career success and a lifelong commitment to a civic and sustainable future in Buffalo, the region, and the world.
Division of Education
Mission of the Division of Education at Medaille College
The Division of Education focuses on excellence in teaching with an emphasis on personal attention to our diverse learners. Our career-oriented curriculum builds upon a liberal arts and sciences foundation as we guide students toward initial and professional certification. This program is flexible because of the multiple delivery systems available to traditional students and practicing professionals. The staff and faculty are dedicated and committed to graduating students who are effective teachers. As reflective practitioners and scholars guided by constructivist approaches (Vygotsky, 1978) to learning and teaching, we challenge our students and ourselves to reach high standards of achievement through the relentless pursuit of best teaching practices. Learning occurs in our classrooms within a caring environment, with dedicated faculty who advise, mentor, and guide students from their admission to the program through to the completion of their capstone courses. Ultimately, we are invested in learning, teaching, and the continued success of our students.
Vision of the Division of Education at Medaille College
The faculty of the Division of Education consists of scholar practitioners focused on research-based best practice. We take pride in graduating men and women who can successfully contribute to pupil learning through their excellence in teaching. The Division of Education continues to engage its experienced faculty in practitioner-focused curriculum in traditional and non-traditional instructional formats. It is the vision of the Division of Education to be an effective and responsive provider of educational programs that meet emerging needs.
Philosophy of the Division of Education at Medaille College
Medaille College focuses upon excellence in teaching with an emphasis on personal attention to its diverse student body. The education programs provide a solid foundation in the study, design, and implementation of instruction and evaluation in the classrooms of the twenty-first century.
The overarching philosophy of the DOE is constructivism. This philosophy is a unifying thread that is evident in all our education programs. At the root of constructivism Vygotsky (1978) is the belief that students make meaning for themselves. It is a student-centered model in which the teacher contributes more as a facilitator whose efforts assist students in developing their own understanding and learning. They base their own prior knowledge and building mental constructs on existing knowledge bases. Knowledge does not exist independent of the learner.
Our approach to teaching emphasizes challenging opportunities for our teacher candidates to learn (Vygotsky, 1978). Through coaching from faculty, learners develop meta-cognitive strategies to monitor and direct their own performance and learning. The learners assume responsibility for their own learning. Teacher candidates work collaboratively on real-world, authentic activities. They are guided to develop and bring their own framework and perspectives. They integrate multiple perspectives, which help pupils negotiate and generate meaning.
The Master of Education programsuse research to teach prospective in-service teachers to design instruction for classrooms with diverse learners. Emphasizing critical thinking, research, and academic writing, teacher candidates are academically prepared to effectively design, implement, and evaluate curriculum for their schools and/or districts or boards.
Teacher candidates are encouraged to examine contemporary issues affecting curriculum and instruction within schools. Through integrated classes such as diversity, our students explore culture and society. Through courses like the history of education,teacher candidates learn how to examine howexternal forces influence school texts and pedagogy. In addition to emphasis on curriculum and instruction in schools, our teacher candidates are encouraged to use technology to enhance their skills, projects, assignments, and delivery of instruction.
Division of Education Claims
A process was established to systematically collect data that addresses the DOE’s three primary claims to the Teacher Education Accreditation Council (TEAC).Medaille College graduates are qualified and competent as demonstrated by the following claims.
Claim 1:Medaille College graduates know the subject matter in their certification area(s).
Claim 2:Medaille College graduates meet the needs of diverse learners through effective pedagogy and best teaching practices.
Claim 3:Medaille College graduates are caringeducators.
Important Education Links
NYS P-12 Common Core Learning Standards
NYS Learning Standards
Ontario Curriculum Expectations
NYS Professional Code of Ethics
NYS Teaching Standards
nysed.gov/tcert/pdf/teachingstandards9122011.pdf
INTASC Standards
Contact Information for the Buffalo and Rochester Campuses
Buffalo CampusRochester Campus
18 Agassiz Circle1880 S. Winton Rd
Buffalo, NY 14214Rochester, NY 14608
716-880-2000585-272-0030
Toll free 1-880-292-1582
Contact Information for Education Faculty and Staff
Division Head of the Division of Education
Dr. Illana R. Lane
716-880-2553
Program Director for MSED in Elementary Education and Adolescent Education
Dr. Kelly Ahuna
716-932-2625
DOECoordinator of Instructional Technology and Assessment Coordinator
Clinical Assistant Professor Mary Beth Scumaci
716-932-2550
Program Director for MSED Literacy and Students with Disabilities (SPED)
Program Director for Undergraduate Adolescent Education and Students with Disabilities and Early Childhood/Childhood B-6
Clinical Assistant Professor Claudia Conway
716-880-2814
Reading Center Coordinator
Michelle Cefaratti
716-880-2815
La’wain Reed
Division of EducationAdministrative Assistant
716-880-2810
Office of Student Teaching and Certification (OSTC) Contact Information
Director of the Office of Student Teaching and Certification
Ms. Crystal Elias
Office Manager, Canadian Education Program, Office of Student Teaching/Certification
Ms. Susan Lowrey
716-932-2623
Secretary, Canadian Education Programs and Office of Student Teaching/Certification
Ms. Deborah Barcaro
716-932-2566
For student teaching information, documents, and forms go to
For specific information for Canadian Students go to
Division of Education Faculty
For information on Division of Education faculty members visit
PROGRAM INFORMATION
New York State Education Department (NYSED) Approved Division of Education(DOE) DegreesTable 1 lists the NYS approved teacher education degrees at Medaille College. The BSED degrees include:Early Childhood/Childhood (B-2, 1-6) and Adolescent Educationand Students with Disabilities (7-12). The MSED degrees include: Elementary Education Childhood (1-6); Literacy (Birth-6, and or 5-12); Students with Disabilities: Childhood (1-6)Generalist (7-12) & EXT 7-12;and Adolescent Education (7-12).
Table 1: (NYSED)Approved DOEDegrees and Advanced Certifications
Title NYSED Approved DOE Degree Program / DegreeAwarded / First Registered/ Last Registered / Certificate / Certificate Type
Elementary Education
Childhood(1-6) / MSED / 9/2001
1/2006 / Childhood 1-6 / Initial / Professional
Literacy (B-6) / MSED / 9/2001
12/2004 / Literacy, Birth – Grade 6 / Initial / Professional
Literacy
Advanced Certification
(B-6 and/or 5-12) / ADV CRT / 6/2009 / Literacy Birth-6
Literacy 5-12 / Initial/
Professional
Literacy (5-12) / MSED / 5/2009 / Literacy 5-12 / Initial/
Professional
Pre-K-Elementary EducationEarly Childhood/Childhood (B-2; 1-6) / BSED / 6/2009 / Early Childhood, Birth-2
Childhood, 1-6 / Initial
Students with Disabilities:
- Childhood (1-6)
- Middle Childhood (5-9)
- 7-12 EXT
- Generalist 7-12
Childhood 1-6,
Middle Childhood 5-9,
7-12 EXT
Generalist 7-12 / Initial/
Professional
Students with Disabilities:
Advanced Certification
- Childhood 1-6
- 7-12 EXT
- Generalist 7-12
9/2011
9/2011 / Childhood 1-6
Generalist 7-12 / Initial/
Professional
Adolescent Education andStudents with Disabilities (7-12)
EXT 7-12 / BSED / 8/2011 / Adolescent Education
Biology, English, Mathematics & Social Studies (7-12) / Initial
Adolescent Education (7-12) / MSED / 6/2008 / Adolescent (7-12) in English, French, Biology, Chemistry, & Mathematics / Initial/
Professional
Adolescent Education (7-12) / MSED / 1/2010 / Adolescent (7-12) Social Studies / Initial/
Professional
New York State Teaching Certification Examinations (NYSTCE)
Education students must take the following Certification Exams:
MSED-ELED
- ALST [Elementary]
- EAS[Elementary]
- CST-Content Discipline [Multiple Subjects Test]
- edTPA [Elementary]
1. ALST (Academic Literacy Skills Test) Exam
This exam covers a prospective teacher’s ability to read closely, reason logically, write clearly, and critique and form arguments.
When to take test:
This exam reviews general thinking, reasoning and writing skills that a student should already have developed. Thus, the exam can be taken early in the first semesters of coursework.
2. EAS(Educating All Students)Exam
This exam evaluates a prospective teacher’s readiness to work with diverse student populations, English Language Learners, and students with special needs. Topics include a prospective teacher’s understanding of home-school relationships and teacher responsibilities.
When to take test:
It is best to take this exam after the completion of Special Education and Methods
courses at Medaille.
3. CST (Content Specialty Test)Exams
The CST measures knowledge and skills in the content area of the candidate’s field of certification.
When to take the test:
This is knowledge a teacher candidate brings in from undergraduate coursework, so it
can be taken any time. If a candidate is taking coursework toward the completion of
any outstanding credits in the subject area, it is recommended to take the exam close
to the completion of that coursework.
Students need a minimum score of either 220/300 or 520/600 to pass each of the above exams. Any exam can be retaken.For exam pricing and additional details visit
4. edTPA (Education Teacher Performance Assessment) Exam
This is an authentic assessment performed during the student teaching experience. The edTPA asks for evidence of a prospective teacher’s ability to plan lessons, instruct students, and use assessment data to inform instruction. Students prepare for this exam throughout their coursework at Medaille.
New York State has been revising the certification exam structure. Information can be found at The site describes the teacher certification exams as follows:
Written Assessment for Teachers
Tests for Candidates’ Content Knowledge and Communication Skills:
Content Specialty Tests [CST]
Aligned with NYS Common Core Learning Standards
Will be revised in batches, starting with the Multi‐Subject CSTs for early childhood (B‐2) and childhood (1‐6) teachers
For multi‐subject CST, candidate must separately pass each subtest
- Part 1: ELA/Literacy
- Part 2:Mathematics
- Part 3: Arts, Science and Social Studies
Academic Literacy Skills Test [ALST]
Focuses on candidates’ academic literacy and writing skills, Common Core based
Educating All Students Test [EAS]
This test compliments the TPA covering topics of specific pedagogical interest
- Diverse Student Populations
- English Language Learners
- Students with Special Learning Needs, Including Studentswith Disabilities and Students Who Are Gifted and Talented
- Rights and Responsibilities
- School-Home Relationships
Child Abuse and SAVE Legislation Requirements for Initial Certification
Child Abuse and SAVE are mandated regulations from New York State.
MSED Elementary Education students fulfill this requirement in ESP 600 co-registered with EDU 506. (See Appendix A for details).
Dignity for All Students Act (DASA)
In accordance with New York State’s Dignity for All Students Act (DASA), teacher candidates are required to foster safe and supportive classroom environments free from discrimination, intimidation, taunting, harassment, and bullying. Anyone applying for certification on or after December 31, 2013 is required to have completed the Coursework or Training in Harassment, Bullying and Discrimination Prevention and Intervention required under the Dignity for all Students Act. MSED Elementary Education students fulfill this requirement in ECI 535.
Fingerprinting ($91.50 to NYS and $25.00 processing fee to Medaille)
New YorkState mandates that all students applying for initial certification must be fingerprinted. For fingerprinting guidelines go to La’Wain Reed or Sue Lowrey can fingerprint students on the Buffalo Campus (you will need to set up an appointment).
Certification Information
Students who receive their degree or advanced certification from Medaille are recommended by the Office of Student Teaching and Certification (OSTC). For certification questions, please contact Crystal Elias at the Office of Student Teaching at 716-932- 2548 or . You can also view information at Appendix F for certification forms by degree program).
Field Experiences (Pre-Student Teaching)
Students need to complete field experience hours for all certification programs. This is mandated by the New York State Education Department (NYSED). This is done prior to student teaching. The MSED Elementary Education(Childhood 1-6) fulfills this requirement in EDU 504.
Participation / Field Experience Hours – Overview
MSED Elementary Education (Childhood 1-6)
EDU 504
** a minimum 20 hrs. during the course
** a minimum of 20 hours must be in area of concentration
Total 100 hours
A minimum of 15 hours must be working with Students with Disabilities – mild to severe- who have been identified for mandated services in their districts
To review the Pre-Student Teaching: Handbook, Forms, Participation/Field Experience Overview, and FAQ’s go to
Pre-Student Teaching Volunteer Sites, Pre-Student Teaching Intro Letter
Pre-Student Teaching Experience Validation , Reflection: Explanation
Reflection: Rubric, Participation / Field Experience Hours, Student Sign-In
Student Teaching
All students in initial certification programs must complete student teaching.
MSED Elementary Educationstudents must complete a minimum of 2 student teaching placements.
If a student delays student teaching after the successful completion of coursework, he or she may be required to take additional coursework to remain current prior to the student teaching placement.
Graduate students must have a minimum 3.0 GPA to participate in student teaching and satisfactory completion of all pre-requisites.
Students who receive an unsatisfactory grade for one student teaching placement must attend “Refocus for Success”(seeAppendix B) and repeat the student teaching experience. For detailed student teaching information, go to Student teachers who receive an unsatisfactory grade for two student teaching placements must follow the Student Teaching Improvement Plan.