Education

The teacher education and educational leadership programs of the School of Education were accredited under the Teacher Education Accreditation Council (TEAC) Quality Principles through the CAEP accreditation system, in 2014 for a period of seven years. In 2019, the School of Education became members of the Association for Advancing Quality in Educator Preparation (AAQEP). Founded by educators in 2017, AAQEP is an accreditation organization for educator preparation programs that promotes the preparation of effective educators in innovative, outcome-focused programs that engages education’s toughest challenges directly and in context. AAQEP’s comprehensive standards for educator preparation specify aspects of completer performance and program practice that identify effective programs and that qualify those programs for AAQEP accreditation.

Hofstra University is currently pursuing accreditation of its educator preparation programs by the Association for Advancing Quality in Educator Preparation (AAQEP). Pursuant to §52.21 of the Regulations of the Commissioner of Education, the educator preparation programs offered by Hofstra University are considered to be continuously accredited for purposes of meeting the New York State requirement that all such programs maintain continuous accreditation.

Many Hofstra University School of Education programs meet New York State teacher certification requirements. When Hofstra students successfully complete Hofstra's State-approved certification program, they are eligible to apply for state certification though the university. A certification application fee is collected for the State of New York at the time the School of Education recommends the candidate for certification to the state. For detailed information on certification requirements contact the Certification Office,
129 Hagedorn Hall, or call 516-463-5747. Students can obtain detailed and current information about certification requirements for various educational specialties.

The faculty of the Hofstra University School of Education are dedicated to the preparation of reflective and knowledgeable professionals who use scholarship to inform their practice. Collectively, we strive toward a more just, open and democratic society as we collaborate with and learn from children, adolescents, and adults in diverse social and cultural settings.

We encourage and support the scholarship and practice of our colleagues and students in their professional lives; our endeavors include research that contributes to the knowledge base for educators. Thus, it is our intent to establish the School of Education as a place which nurtures communication, collaboration, and leadership both at Hofstra and in community settings.

For the undergraduate component of the initial program, then, the goals of the School of Education include:
1. The cooperative education of students well-rounded both professionally and in the liberal arts and sciences;
2. The first professional training of entry-level professionals who will serve in the public and independent schools of the region and nation;
3. The development of analytic skills and sound judgments applied to content and also to professional issues; the ability to make warranted and thoughtful decisions about curriculum issues and student-related issues as well as issues relating to the conduct of the schools and the profession;
4. To set the groundwork for continued learning by the new professional, whether that learning is through job-related experiences or graduate study applicable toward professional certification.

For those students whose initial professional education occurs on the graduate level, as in our MS in Education programs in secondary or elementary education, in special education, in literacy, in leadership, our goals are similar but not identical. For these graduate students, we regularly require the prior completion of an undergraduate degree either in the liberal arts and sciences or in business. Thus, the task of achieving a general education with its breadth and depth has been achieved either at Hofstra or at another university. We assume this task has already been successfully completed and devote the bulk of our efforts to the professional education of the graduate student.

Thus, for the graduate component of the initial programs, our goals include:
1. The education of a well-rounded individual in the professional and general education senses;
2. The professional training of entry-level professionals who will serve the public and independent schools of the area and nation;
3. The development of analytic skills and sound judgments applied to content and also to professional issues; the ability to make warranted and thoughtful decisions about curriculum issues and student-related issues and school leadership as well as issues relating to the conduct of the school and the profession;
4. To set the groundwork for continued learning throughout the student's professional career.

The goals of our advanced certificate and doctoral programs in teacher education, in literacy, and in leadership are given in greater detail in each department's publications, but common to all are:
1. To further develop advanced students through an initial professional program; 2. To provide specialized professional educational opportunities for persons with initial or professional teaching and principal certification;
3. To provide opportunities for career development for persons without preservice professional educational preparation;
4. To provide opportunities or career specializations for certified teachers as administrators, or as specialists in literacy, special education and early childhood education;
5. To provide professional educational opportunities for those who aspire to leadership careers in higher education settings.