About Marist's NCATE Accredited Master of Education Program
Initial Teaching Certification
The Master of Education program meets the academic requirements for New York State Initial Teaching Certificate and leads to the New York State Adolescent Education (7-12) initial certification in the following areas: Biology, Chemistry, English, French, Mathematics, History, and Spanish. To learn more about current students and alumni of the Master of Education program, visit our Profiles page.
This program addresses the continuing demand for well-prepared teachers in New York State. The Teacher Education programs offered by Marist College are integrally linked to the College’s Mission, emerging from a longstanding dedication to the preparation of teachers, and both shaped by and shaping the direction taken by the College as it has developed into an institution that is recognized as one of the leading private liberal arts colleges in the Northeast. The program reflects the particular areas of focus for which Marist College teacher education is widely noted, and is defined by our Conceptual Framework.
The Conceptual Framework of the Teacher Education programs identifies its purpose as preparing reflective professionals who think critically and work collaboratively to help all students learn, and is also consistent with Marist’s three ideals: excellence in education; sense of community; and commitment to service. This purpose is further defined in the seven core values/beliefs listed below:
Excellence in Education
In keeping with Marist’s commitment to excellence in education, the program strives to prepare school professionals who:
1. Use critical thinking and creative problem-solving in their professional practice.
2. Are reflective professionals who examine their practice and seek to improve it in a process of continual professional development.
3. Use evidence-based practices, adapted to the demands of the specific professional contexts.
Sense of Community
In keeping with Marist’s commitment to a sense of community, the program strives to prepare school professionals who:
4. Are active members of collaborative teams, and work across disciplines.
5. Build relationships that support student learning and well-being.
Commitment to Service
In keeping with Marist’s commitment to service and promoting the dignity and value of every human being, the program strives to prepare school professionals who:
6. Promote justice, equity, and access for all students while working to improve schools.
7. Base their practice on an understanding of the diversity in human development and cognitive functioning as it impacts learning.
Marist's Commitment to Initial Teaching Standards
Marist's Initial Teaching Standards are based on the INTASC standards and NY State requirements.
Standard 1: The candidate understands the central concepts, tools of inquiry and structures of the discipline(s) within the context of a global society and creates learning experiences that make these aspects of subject matter meaningful for students.
Standard 2: The candidate understands how students learn and develop, and provides learning opportunities that support the intellectual, social, and personal development of all students.
Standard 3: The candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Standard 4: The candidate recognizes the importance of long-range planning and curriculum development and develops, implements, and evaluates curriculum based upon student, district, and state performance standards.
Standard 5: The candidate uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Standard 6: The candidate has awareness of the different aspects of literacy development and related teaching procedures for both Native English speakers and students who are English-language learners.
Standard 7: The candidate understands and can apply disciplinary knowledge from the humanities and social sciences to interpreting, and bringing normative and critical perspectives to bear on, the meanings of education and schooling in diverse cultural contexts.
Standard 8: The candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Standard 9: The candidate models effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 10: The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
Standard 11: The candidate is a reflective practitioner who continually assesses the effects of choices and actions on others. This reflective practitioner actively seeks out opportunities to grow professionally and utilizes the assessment and professional growth to generate more learning for more students.
Standard 12: The candidate fosters relationships with school colleagues, parents, and educational partners in the larger community to support student learning and well-being.
Pedagogical Core Curriculum and Field Experience
All candidates in the Master of Education graduate program will complete the Pedagogical Core requirements and field experience. The program's 15-credit pedagogical core curriculum cuts across the five essential areas of knowledge and skill needed by teachers: 1) Art and Science of Teaching. 2) The Learner. 3) Literacy. 4) Foundations, Context, and Purpose. 5) Research and Inquiry.
Candidates complete coursework in each domain as specified in the program curriculum. While in the program, teacher candidates also complete a minimum of 100 hours of field experience (usually classroom observation in grades 7-12, tutoring, after school educational activities, etc.), before entering the student teaching practicum. Field experience hours are related to assignments in three courses in the M. Ed. program. The teaching practicum takes place in the last semester in the program, and is school day long, five days per week, for 15 weeks teaching in Middle and High Schools.
Electronic Portfolio Requirement
In addition, all teacher education candidates in order to graduate with a Masters degree are required to complete, submit, and defend an electronic portfolio based on the National Board of Professional Teaching Standards, as their capstone project for completing the Masters program. The electronic portfolio demonstrates the professional knowledge and skills candidates have developed across the program. Candidates are required, in their last semester in the program, to participate in meetings across the semester in order to receive guidance and help to complete their electronic portfolio. Candidates will complete, submit, and defend their electronic portfolio in front of an evaluation committee, no later than five years from matriculation. Passing the electronic portfolio is a requirement for the Masters degree.
The Professional Education Unit at Marist College is accredited by the National Council for Accreditation of Teacher Education (NCATE). This accreditation covers initial teacher preparation programs and advanced educator preparation programs at Marist College located in Poughkeepsie, New York. However, the accreditation does not include individual education courses that the institution offers to P-12 educators for professional development, re-licensure, or other purposes.