The School of Education

Dr. Edwin M. Lamboy, Dean • NA 3/203 • Tel: 212-650-5471

The School of Education, an outgrowth of the extension courses organized in the fall of 1908 for teachers, librarians, and social workers, was established as a separate school of The City College in the spring of 1921. It is organized under its own faculty to prepare men and women for various educational services, teaching and non-teaching, in day care/preschool setting, as well as in the elementary and secondary schools. It is also open to in-service personnel who wish to take courses for professional improvement.

 In collaboration with the other schools and divisions of The City College, the School of Education offers programs of study in a number of professional fields. Professional preparation for educational service is under the jurisdiction of the Board of the Trustees of The City University of New York and is coordinated by its Committee on Coordination of Teacher Education.

The graduate programs lead to the degrees of Master of Arts, Master of Science or Master of Science in Education. Initial, professional and advanced certificate programs are available in many professional fields. Advanced certification programs are designed to accommodate those who desire certification as a teacher or school leader but are not pursuing a degree. Some advanced certificate programs require a master's degree for admission. For elementary and middle school teachers, a variety of programs are offered including bilingual and special education. For secondary school teachers, highly specialized professional courses are offered in the context of the discipline taught and supported heavily by course work in these content areas. For current and prospective school supervisors and administrators, programs that are designed to address school and district needs and priorities are offered. The college participates in offering the doctorate (Ph.D.) in both Educational Psychology and Urban Education at The Graduate Center of the City University of New York.

Mission and Shared Vision of The School of Education

In keeping with the historical mission of the College, the School of Education provides access to the field of education for all those who show promise of contributing to New York City schools and the education of the City's children, regardless of national origin, home language, or economic condition.

The preparation of teachers in the United States is intended to meet the needs of a democratic society. In New York City, this is extended to preparing educators to work with students who are diverse in all respects. To that end, the School seeks to draw on the varied strengths of candidates while ensuring that they acquire the academic, pedagogical, technological, professional, and personal skills required of an educator in an urban setting. The School commits itself to ensuring that its graduates can demonstrate solid grounding in the liberal arts and sciences, a deep understanding of public purposes of education in a democracy, thorough training in effective teaching skills, and the professional and affective dispositions to work successfully with students, families, and colleagues in the field.

The School focuses on five themes to ensure coherence across its curriculum, instruction, field experience, and assessment:

•    Content knowledge

•    Pedagogical knowledge

•    Diversity

•    Leadership

•    Building of caring communities.

Developing In-Depth Knowledge About the World

Candidates preparing to work in schools in teaching or supervisory roles demonstrate the content knowledge and skills necessary to help all students learn. All the College’s programs attempt to meet national and professional standards of content, rigor, and coherence. This knowledge is found in the liberal arts and sciences and is presented with the most up-to-date technology. Indeed, there is a consensus of educators, from progressives to traditionalists, that literature, history, philosophy, mathematics, natural science, foreign languages, and art and music must be part of a university curriculum.

To that end, the institution requires a core curriculum emanating from its College of Liberal Arts and Sciences. The School adopts and enhances this curriculum by requiring of its candidates additional math and science courses. Undergraduate candidates, in addition to their pedagogical courses, must complete an academic major or concentration. (In addition to these requirements, pedagogical courses echo the content of the liberal arts core and concentrations. Philosophy, history, mathematics, and English are part of these courses.)

Content knowledge is demonstrated in teaching methods courses: e.g. language arts, social studies, math and science. In these courses, candidates are introduced to State learning standards at the level appropriate to the certification they seek. Through use of content knowledge, candidates must be able to determine the widest and deepest potential knowledge base of each of their students with the accompanying strategies that range from direct instruction to inquiry so the student can, from textual and electronic sources, obtain, rehearse, recall, and transfer new knowledge to routine and new learning contexts. Knowledge of students and pedagogy goes hand-in-hand with content knowledge.

The seven knowledge areas of a university curriculum, listed above, have value in themselves, a value that education and liberal arts faculty communicate, deliberately and in passing, even in pedagogical courses. These faculties work together on curriculum and search committees. Only if they share and transmit the value of these knowledge areas will candidates develop a disposition to continue experiencing these and participate in lifelong learning. If they are not disposed to recognize this value they will not be able to pass it on to their students.

The target for teacher and other professional candidates with regard to content includes in-depth knowledge of the subject matter to be taught or supervised including the methods of the discipline that determine what becomes knowledge. Candidates demonstrate this knowledge through inquiry, critical analysis, and synthesis of the subjects they plan to teach. Some are able to meet target levels of performance by graduation from the programs of the School. Others, at that point in their development as educators, meet, at least, acceptable levels. But all graduates have the basic tools, technology, and necessary dispositions to continue their development as educational professionals as well as learners. In order to ultimately meet target levels of performance, our graduates will have to continue to develop their content as well as their professional knowledge.

Becoming Skilled, Reflective Practitioners

Teacher competence is obviously a primary influence on student learning. Critical dimensions of competence are pedagogical knowledge and skills. The School of Education adds to this the knowledge and skills to be a successful educator in urban schools that serve a diverse population of children and families and the disposition to use these to promote the learning of all children. In order to articulate the School’s purposes and goals, pedagogical competence is divided into six subcategories:

1. Knowledge of human learning and development. In coursework, candidates build their pedagogical knowledge on a foundation of learning and developmental theory in tandem with practice in fieldwork. Candidates observe students in an educational and cultural context.

2. Knowledge of constructivism and inquiry learning. In coursework and fieldwork, candidates learn how to provide students with opportunities to explore, inquire, discover, and problem-solve. Candidates apply knowledge by gradually implementing a wider range of instructional practices in the field with diverse groups of students.

3. Knowledge of pedagogical (including behavioral) approaches to working with students with special needs. Candidates, whether in special education or not, recognize that they may be called upon to work in inclusion classrooms and engage in culturally responsive teaching. As well as experiencing constructivist and inquiry models, candidates investigate complementary models for students with special needs.

4. Knowledge of the use of instructional technology for teaching, learning, and assessment. The School promotes the skillful use of instructional and communications technology with a predominantly "across the curriculum" approach based on the recognition that technology must be used to support student learning.

5. The knowledge and ability to put into practice both multiple teaching strategies and approaches to assessment that build on the knowledge and strengths that students bring to school and allow for differentiated instruction for diverse learners. Based on their knowledge and experiences with cultural differences, candidates integrate multiple strategies in the preparation of lessons and fieldwork. They are introduced to formal and informal assessment devices in foundation courses and, in succeeding course and fieldwork experiences, become comfortable with a wide range of assessment strategies.

6. Application of knowledge and skills through sequenced experiences in the field. Through sequenced fieldwork, candidates grow in their ability to apply the skills and knowledge learned. Fieldwork culminates in a carefully monitored semester of student teaching or, in the case of graduate students, a practicum in which they engage in a formal inquiry into their teaching practice.

Educating for and about Diversity

The great strength of City College is the diversity of its candidates and faculty. As a public institution, the College has in place a policy of nondiscrimination on the basis of age, color, disability, national or ethnic origin, race, religion, sex, sexual orientation, veteran or marital status. As a campus situated at the center of one of the world’s most diverse metropolises, the College enjoys the opportunity of making that policy a living reality.

The School of Education subscribes wholeheartedly to the goal of full inclusion and so works continuously to ensure that the diversity of the New York City population, and particularly of the surrounding local community of upper Manhattan, is reflected in the make-up of the faculty and in the perspectives, concerns, and materials taken up throughout the curriculum. Access to education and to careers in teaching for the widest possible representation across the City’s population is central to the School’s mission but, at the same time, a wider variety of educational options is often available to the economically more advantaged. In this light, the School and the College seek especially to provide access to those who are economically disadvantaged. Mechanisms to provide such access include low tuition, financial aid, academic support services, and scheduling of classes to accommodate students who work.

The School views the diversity of students and faculty, defined in its widest sense, not just as an obligation but as an educational resource. While an emphasis on multiculturalism does prepare learners for the diversity of the world outside the classroom, a diverse classroom actually brings that reality into the educational process itself. In a true community of learners, where each member contributes to the learning process, it must be the case that greater diversity of lived experience among the learners results in a richer learning experience for the community. For the School of Education candidate, diversity is more than a fact of the world, something about which the candidate must learn; it is a fact of the candidate’s own classroom, something through which the candidate can learn. It is the responsibility of faculty to draw upon the diversity of the school to enrich the learning processes of all candidates, a practice that serves as a model for candidates in their own teaching.

The School is continuously working towards finding ways to promote understanding across experiential divides. Particularly where native cultures, languages, and dialects differ from candidate to candidate, candidate to instructor, and faculty member to faculty member, it is a challenge to appreciate and accurately assess the value of another’s contribution. It is also a challenge to prepare candidates to meet the demands of state and professional assessment instruments, which may not always be sufficiently sensitive to cultural and linguistic differences. The School strives to meet these demands without sacrificing either academic rigor or cultural and linguistic pluralism.

Nurturing Leadership for Learning

1.  General preparation. Our goal is to develop the capabilities of candidates to assume leadership roles in their classrooms, schools, and communities. Whether or not candidates eventually assume formal leadership positions, the acquisition of the knowledge, skills, technology, and dispositions required for providing leadership serves to enhance their performance at the classroom, school, and community levels. Accordingly, developing the capacity to apply leadership skills that foster the development of community in multicultural, multilingual schools is a theme that is embedded and reinforced in the course content, fieldwork, research requirements, and internship experiences offered by all the programs in the School.

2.  Candidates acquire the ability to lead and participate in decision-making bodies that address the academic content and management structure of the diverse programs in their schools. They are prepared to engage in collaborative processes that encourage the mutual efforts of teachers, administrators, and staff to work and learn together. They become skilled at collegial planning and evaluation, managing conflict, and reflecting and dialoging on their own professional practices. They seek to become stewards of best practice, which, by so doing, feel a responsibility for the whole school and not just the classroom.

3.  Preparing candidates for formal leadership positions. Candidates learn to lead through the co-creation of a shared vision, values and goals. To accomplish this, they learn to build consensus, manage conflict, and clearly communicate the importance of the shared vision and values on an ongoing basis. They learn to create and maintain a culture of cooperation and collaboration which has teaching and learning as its central focus. They develop the value of empowering teachers and staff to act on their own ideas by involving them in decision-making processes and encouraging them to think of themselves as leaders. They demonstrate commitment to and sensitivity and respect for diverse cultures served by school communities.

4.  Faculty in the leadership preparation programs utilize case study methodology, problem-based learning, and cooperative learning strategies to prepare candidates to understand the process of developing and articulating a vision and its related goals, to acquire the skills and dispositions needed to relinquish authority to teachers and staff, to appropriately involve others in decision-making processes, to delegate authority, and to share credit with others for the successes enjoyed by a school or other institutional unit.

Building Caring Communities

Community-building must be at the heart of any school improvement effort. Caring communities are places where teachers and children support and celebrate each other’s learning and general well-being. The School, in order to help candidates begin this career-long endeavor, focuses on the creation of democratic classrooms and schools and teachers’ roles as models of caring, values, and moral behavior.

1.  Democratic classrooms and schools. Candidates come to understand what democratic classrooms and schools look like and what values they have. Faculty strive to be examples, not as transmitters where their voices dominate, but as co-intentional learners, coaches, and facilitators. Beyond modeling, faculty explore with candidates the dynamics of democratic classrooms and emphasize why they are important. They emphasize the connection between public education and caring citizens equipped to make judgments as they participate in the decision-making processes of society.

2.  Teachers as models of caring, values, and moral behavior. All teachers need to know their students well and, to the extent possible, personalize instruction and provide advice, nurturing, and counseling when needed. Faculty of the School, therefore, need to know candidates well and help them identify ways to know their students and to express interest in and caring for them. Candidates need to remember details about students’ lives, keep notes, call and visit their homes, respond authentically, and ask students what they think and care about. Most of all, candidates need to learn that being a caring teacher is not playing a role. They must be authentic persons before they are caring persons. To be authentic in front of students leaves one vulnerable and candidates need to be able to deal with that vulnerability.

3.  Candidates, therefore, learn how classrooms and schools become caring communities and how they become more democratic. They understand behaviors and forces that militate against caring, democratic classrooms. They exhibit caring and democratic behaviors in their education classes. Finally, they will define the values their classrooms will support and understand how these values will contribute to the building of character in their students.

4.  The School continually reviews and evaluates all undergraduate and graduate programs, including the objectives, content, and learning activities of individual courses. Experimentation is sought in all aspects of the program. Through required courses, counseling, experience in community agencies, and in affiliated and other schools, students are prepared to fill their role as urban teachers.

Accreditation and Certification

The City College is accredited by the Middle States Association of Colleges and Secondary Schools. The teacher education program of the College prepares pre-school, elementary, middle school, and secondary teachers and school service personnel with the master’s degree as the highest approved degree. Certificate programs beyond the master’s degree are also offered in several fields. The School of Education was accredited by the National Council for Accreditation of Teacher Education (NCATE) in 2016. It is currently pursuing accreditation by the Association for Advancing Quality in Educator Preparation (AAQEP), scheduled for 2025. The School of Education is affiliated with the American Association of Colleges for Teacher Education.

Programs of study are designed primarily to meet State certification requirements. Candidates who at the time of receipt of an advanced certificate or master’s degree and as a result of their studies at the College meet all the requirements of one of the College’s teacher education programs approved by the New York State Department of Education are recommended to that Department by the Certification Officer of the School of Education for state certification. However, State requirements change from time to time. Consequently, candidates interested in State certification should inform themselves of current requirements. Candidates having questions regarding State requirements should consult the Certification Officer (NA 3/213) visit the CCNY certification website at https://www.ccny.cuny.edu/sites/default/files/education/upload/TEACH_Tutorial.pdf or visit the NY State certification website at www.highered.nysed.gov/tcert.All School of Education candidates should apply, upon conferred degree, using the State Education Department’s TEACH Online Services application system. Instructions for using the system are also available on the CCNY certification website.

Candidates who have completed a teacher education program at City College meet the educational requirements for certification in over 40 states through the Interstate Agreement on Qualification of Educational Personnel. Included among these are Connecticut, Delaware, Florida, Georgia, Maine, Massachusetts, New Hampshire, New Jersey, North Carolina, Rhode Island, South Carolina, Vermont, and Virginia. More information on teaching in other states is available through the Certification Officer, NA 3/213.

Students who plan to take examinations to teach in the P-12 schools of New York City are advised to obtain a copy of the certification requirements from the Office of Teaching Initiatives, State Education Department, www.highered.nysed.gov/tcert for information and updates.

New York State Certification Requirements

The graduate School of Education has programs leading to initial and professional certification in New York State. When candidates complete a certification program, the Certification Officer (NA 3/213) submits a recommendation to New York State Education Department using the TEACH system. Candidates are also required to apply online for their certificate. The Dean’s Office, in conjunction with the program director and department chair, determines that all program requirements have been met.

In addition to the academic requirements of the education program, candidates must also pass the New York State Certification Examinations (NYSTCE) appropriate to the certificate they seek. The requirements for classroom teachers include a teacher performance assessment, the Educating All Students Test (EAS), and the revised Content Specialty Test(s) (CST). The new examination requirements for the School Building Leadership (SBL) certificate consist of a revised School Building Leader Assessment (SBL) and Educating All Students Test (EAS). Information about the new exam requirements can be found on the CCNY certification website. In addition, candidates enrolled in Bilingual programs are required to take the Bilingual Education Assessment (BEA).

Candidates qualify for the professional certificate after completing their master's or advance degree if they have three years of full-time, legal, and paid teaching experience.

Graduate Programs

Master of Science in Education
Bilingual Childhood Education
Bilingual Special Education
Childhood Education
Early Childhood Education
Educational Leadership
Educational Theatre
Literacy (Birth-Grade 6) or (Grades 5-12)
Mathematics Education (Grades 5-9)
Middle School Mathematics Education Leadership
Science Education (Grades 5-9): Biology, Chemistry, Earth Science, Physics
Spanish Education
Teaching Students with Disabilities in Childhood Education
Teaching Students with Disabilities Grades 7-12

Master of Science
Middle School Mathematics Leadership
Teaching English to Speakers of Other Languages (Grades P-12 and Adult)

Master of Arts
Art Education (Grades K-12)
English Education (Grades 7-12)
Mathematics Education (Grades 7-12)
Science Education (Grades 7-12): Biology, Chemistry, Earth Science, Physics
Social Studies Education (Grades 7-12)

Extensions to Certificate Programs
Bilingual Education

Advanced Certificate Programs for Master’s Degree Holders
Art Education
Childhood Education
Early Childhood Education
Early Childhood Special Education
Educational Theatre
Educational TheatreEducational TheatreEducational Theatre
English Education
Mathematics Education
Science Education: Biology, Chemistry, Earth and Atmospheric Science, Physics
Social Studies Education
Spanish Education
Teaching Students with Disabilities Grades 1-6
Teaching Students with Disabilities Grades 7-12

Post Master’s Advanced Certificate Program
Educational Leadership

School of Education Offices

Chairs Suite
NA 6/207B; 212-650-7262
Office of Admissions & Student Services
NA 3/223A; 212-650-5316/6296
Office of Clinical Practice
NA 6/207A; 212-650-6915
Certification Office
NA 3/210; 212-650-5590
The Office of Admissions & Student Services provides general information about the programs of study. All courses must be approved by the candidates' major field advisor before they may be credited toward the degree of Master of Arts, Master of Science, Master of Science in Education, or Advanced Certificates.

Officers of the Administration

Dean
Prof. Edwin M. Lamboy
NAC 3/203; 212-650-5471

Associate Dean
Prof. Andrew Ratner
NAC 3/213; 212-650-5323

Department of Teaching & Learning Chair
Prof. Laura M. Gellert 
NAC 6/207B; 212-650-5796

Department of Learning Leadership and Culture Chair
Prof. Christopher D. Yawn 
NAC 6/207B; 212-650-7085

Advisors for Admissions, Courses, Programs, and Registration

Art Education
Prof. Marit Dewhurst, 212-650-7433

Bilingual Education
Prof. Dina López, 212-650-7215

Bilingual Special Education
Prof. Christopher D. Yawn, 212-650-7085
Prof. Dina López, 212-650-7215

Childhood Education
Prof. Megan Blumenreich, 212-650-6254

Early Childhood Education
Prof. Beverly Falk, 212-650-5182

Educational Leadership
Prof. Hazel Carter, 212-650-5034

Educational Theatre
Prof. Sobha Kavanakudiyil, 212-650-7681

Literacy Acquisition and Development
Prof. Nadjwa Norton, 212-650-6630

Mathematics Education
Prof. Despina A. Stylianou, 212-650-5037

Science Education
Prof. Yael Wyner, 212-650-5869

Secondary English Education
Prof. Shira Epstein, 212-650-5995

Secondary Social Studies Education
Prof. Shira Epstein, 212-650-5995

Secondary Spanish Education
Prof. Francisco Salgado-Robles, 212-650-6243

Special Education
Prof. Christopher D. Yawn, 212-650-7085

TESOL
Prof. Dina López, 212-650-7215

Admission

Matriculation Status
Initial Certification Programs

Full matriculation is open to graduates of colleges of recognized standing who are qualified to undertake graduate study by reason of previous preparation in both subject matter and professional fields as listed under the several program specializations.

For the teaching specializations, professional preparation may be required in areas such as history of education, child development, or adolescent development. These requirements differ by program. Candidates lacking such preparation may be admitted on condition (see Matriculation with Conditions below).

Consistent with requirements for national accreditation, candidates in the School of Education will also establish an electronic portfolio account (Taskstream). This will provide prompt feedback in an aggregated fashion to instructors to maximize the effectiveness of the School’s instructional programs. Additionally, this provides candidates with a highly effective tool which can showcase their technological abilities and be used for reference beyond their studies at the college.

Candidates are expected to meet acceptable standards in respect to academic record, character, and health. A candidate may be rejected if there is any doubt concerning certification or licensure by the New York State Department of Education or by the New York City Department of Education.

The number of candidates admitted to programs is necessarily determined by the needs of the schools. If the number of eligible applicants is patently in excess of the anticipated capacity of the schools to absorb them within a reasonable period subsequent to their graduation, matriculation is limited to those who offer surest promise of effectiveness in educational service.

Professional Certification Programs

Full matriculation is open to graduates of colleges of recognized standing who are qualified to undertake graduate study by reason of previous preparation in both subject matter and professional fields as listed under the several program specializations.

Candidates are expected to meet acceptable standards in respect to academic record, character, and health. Candidates must hold initial New York State certification to be admitted to a program leading to professional certification.

Matriculation with Conditions

A candidate who is otherwise qualified, but who has not completed the courses prerequisite to matriculation, may be admitted to matriculation with conditional status, provided that the deficiencies are not in excess of twelve credits of work in professional and subject matter courses combined. Candidates admitted to matriculation with conditions will be expected to remove all conditions within three semesters after their initial acceptance.

No credit toward the degree is allowed for courses taken to fulfill the requirements or conditions for matriculation.

Admissions Procedure for Matriculated Status
Candidates applying for admission to the master’s degree, extension or advanced certificate programs in the School of Education must:

1. Complete an application for admission to the particular program. Applications are available on the website of the Office of Graduate Admissions, https://app.applyyourself.com/?id=cunyccnyg.

2. Possess a bachelor’s degree from an accredited college or university.

3. Demonstrate an ability to pursue graduate study successfully.

4. Possess a grade point average of "B" or above.

5. Submit the application for admission and three letters of recommendation to the Office of Graduate Admissions by October 15th for the spring, and March 15th for the fall.

6. Complete an in-person written essay and interview.

7. Provide evidence of New York State initial certification, if applying to a program that leads to professional certification.

Decisions on admissions will be made by each graduate program after consideration of all admissions materials. Decisions will be announced in early December for spring admissions and late April for fall admissions.

All credentials filed in support of an application become part of the permanent file and the property of the college. The Advanced Certificate programs are designed to accommodate candidates who already have a master's degree.

Meeting Professional Standards

As a professional school with the responsibility of recommending candidates for New York State certification, the School of Education must conduct ongoing professional evaluation of students. In cases where faculty determine that an individual is inappropriate for the teaching profession, they may recommend dismissal to the Committee on Course and Standing. The findings of the Committee are final.

Admission with Advanced Standing
Up to six credits in advanced standing may be allowed for graduate work satisfactorily completed at institutions other than The City College, provided that the program director deems the work appropriate to the candidates' program of study and an official transcript is on file in the Office of the Registrar. The course or courses for which such credit is sought must have been completed within the three-year period prior to the date of matriculation in the graduate program.

Foreign Student Credentials
An applicant who files credentials from foreign institutions of higher learning in support of an application for admission to a graduate program in the School of Education must present:

1. The original of all academic records and certifications for all institutions attended.

2. Available bulletins and catalogs of the institutions attended and the curricula followed.

3. Original and copies of statements by the United States Office of Education or other agencies relative to standing, level, or validity of foreign records filed with such agencies for purposes of evaluation and certification or licensing.

Non-Degree Admissions

The School of Education Graduate Division will accept non-degree students who seek professional growth. Taking one or a series of courses to improve teaching skills and to keep up with new developments in the candidates' area of teaching is encouraged by the College.

The School of Education may also allow degree and/or certification seeking candidates to take up to nine credits as non–degree students. If such candidates are formally accepted, the program director will decide whether any of the credits taken as a non–degree student may be applied toward the program requirements.

Those who wish to attend as non–degree students may only be admitted to courses for which they are qualified. Such candidates must file online for admission as a non–degree student by visiting https://app.applyyourself.com/?id=cunyccnyg. Candidates must also present student copies of transcripts or other credentials proving graduation from an accredited institution at that time.

Advisors in each of the several teaching and service fields are available for consultation at registration and during the regular semesters.

Non-degree students must follow the regular rules for registration and course requirements, including prerequisites.

Grading and Course Information

Grades awarded in the School of Education are:

An average grade of B (3.0) is required for graduation. Candidates whose academic status falls below this standard will be placed on probation. In special circumstances, with the approval of program faculty, students with a GPA between 2.75 and 3.0 may sit for a qualifying examination.

Normally, students are not permitted to repeat a course that they have already passed. If permitted to do so, the second grade is not counted in computing the scholastic average, unless the Committee on Course and Standing so authorizes.

Important Note on Restricted Courses
There are several kinds of courses which are limited in their enrollment to certain categories of candidates. These restrictions are noted in the course descriptions. Candidates who register contrary to these rules will be dropped from the course and may lose part or all of their tuition. Restrictions are as follows:
Special permission required.  Permission is to be obtained in writing from the major advisor in the candidates' field or program only. This may be done at the time of registration.

Open to matriculants only. This indicates that only those persons in an approved program leading to the master’s degree, post-master’s, or an advanced certificate may take the course. In some instances, the course may be open only to matriculants in a particular program; if so, this restriction is stated in the course listing.
Open only to.  Certain courses are restricted to special groups of candidates (e.g., science majors or those with 10 credits of graduate work). In each case, the limitation is specified in the course listing.

Advanced approval required. Candidates must receive written permission from the appropriate advisor during the preceding semester, prior to the date listed in the collegiate calendar for obtaining such permissions. This date is normally about the middle of April or November.

Prerequisite or corequisite courses. In each instance where particular courses are listed as pre- or corequisite, equivalent courses may be presented for the advisor’s approval. Candidates registering without the necessary prerequisite or corequisites will be barred from such classes.

Prerequisite Education Courses
There may be courses in the foundations of education which should be taken before other education courses, unless special permission has been obtained from the program advisor to follow some other sequence. These courses differ by program.

Independent Study
Candidates can include up to 6 credits of independent study courses in their programs, as appropriate. Such work may only be embarked upon under the advisement of a program advisor. Candidates who wish to take an independent study course must do so with the agreement of the faculty member who will act as mentor for such work. This must be done in advance of registration.

Admission to Student Teaching/Practicum
Only candidates who are matriculated in graduate programs in the School of Education will be admitted to student teaching/practicum courses. Those matriculated candidates who wish to take student teaching/practicum courses must apply before the deadline announced in the preceding semester to the Office of Clinical Practice - Field Experiences and Student Teaching, NA 6/207A, 212-650-6915, https://www.ccny.cuny.edu/education/clinical_practice for further information.

Admission Requirements for Student Teaching/Practicum
To be admitted, candidates must have:

1. A completed application submitted to the Office of Clinical Practice

2. A completed recommendation form from their program advisor

3. A successful interview with the Director of Clinical Practice

4. All prerequisite courses and no INC grades

5. GPA of 3.0 or higher

6. Satisfactory results from the tuberculin (TB) test (if not employed with the New York City Department of Education)

7. 100 hours of field experiences

8. Passing score on the Educating All Students (EAS) test or the Content Specialty Test (CST) (applicants for Mathematics Education and Science Education are required to complete the CST to be eligible for student teaching)

9. Score of "Advanced Low" or higher on the ACTFL Oral Proficiency Interview (OPI) (for Spanish Education applicants)

Admission to student teaching/practicum requires satisfactory completion of academic requirements as well as the meeting of appropriate professional standards. Applications are reviewed by the School of Education Student Services Committee, which determines eligibility for admission to student teaching/practicum. Decisions of the Student Services Committee may be appealed to the School of Education’s Committee on Course & Standing, whose decisions are final.

Courses in the Graduate Division College of Liberal Arts and Science
Matriculants for advanced certificates or a master’s degree in the School of Education are afforded the opportunity of enrolling in the courses offered in the Graduate Division of the College of Liberal Arts and Science under the following conditions.

1. Not more than twelve credits taken in that division may be credited toward the graduate degree in the School of Education.

2. Each course included in a student’s program of study must be approved in writing by the student’s major field advisor and by the appropriate departmental advisor in the College of Liberal Arts and Science.

Except for the limitations cited above, students in a master’s program will receive the same privileges accorded them in courses offered in the School of Education. Further details about courses are contained in this Bulletin.

Courses in Other Divisions of The City College
Non-Degree Students.  The School of Education cannot give permission to non-degree students to take courses in other divisions of the College. Such candidates must arrange their own registration in other divisions of the College and fulfill requirements of these divisions.

Matriculants.  Matriculated graduate candidates who wish to take undergraduate courses must obtain the approval of their major field advisor and must complete enrollment in courses at the time and place of School of Education registration. (See schedule of courses of the Graduate School of Education for time of registration and further information.)

Permission to register in courses of other divisions of the College is issued provisionally and subject to cancellation if the courses have reached their maximum enrollment.

Courses at Institutions other than The City College
Advance Approval.  A matriculated candidate who desires to take courses in an institution other than The City College must secure advance written approval for such courses from the major field advisor. If these courses are to be taken at one of the other colleges of the City University of New York, the candidate must file an e-permit prior to the registration period. No more than 6 credits of transfer courses may be applied to degree requirements.

Proof of Outside Work.  The candidate is responsible for having an official transcript sent from the other institutions as soon as final grades are available. A candidate who expects to be graduated at the end of the current term should not register in courses at another institution.

Degree Requirements

Matriculated Status.  Degree candidates are required to be matriculants and to complete the minimum number of graduate credits specified in an approved program of study (not less than 30), to pass a written Qualifying Examination (unless a "B" average is achieved at graduation), and to complete introduction to Educational Research (EDUC 7000I) and Individual Study in Educational Research (EDUC 7100I) or designated equivalent courses.

Approvals.  All courses to be credited toward advanced certificates, the degree of master of arts, master of science, and master of science in education must be included in the program of study, approved by the major field advisor before candidates register for courses.

Enrollment Residence and Time Limitations.  To be continued as a matriculant in a master’s degree program, a candidate is required to take at least one approved course in each semester beginning in September and to maintain academic standards established by the Committee on Course and Standing. All requirements for the degree must be completed within a five-year period from the date of matriculation. When advanced standing has been granted, one year will be deducted from this five-year period for each six credits of such advanced standing.

Extension of Time Limitation.  Requests for extension of the time for the completion of graduate work should be made in writing in advance of the termination of the four-year period and addressed to the School of Education Committee on Course and Standing. Extensions of time are given for compelling reasons.

Exceptions to Enrollment Residence.  Exceptions to the above enrollment rules may be made in the case of candidates who apply in advance and are granted a maternity, military or medical leave, etc. Requests for such leaves should be made in writing and addressed to the Assistant Dean of Enrollment and Student Services.

Withdrawal from Courses.  Candidates wishing to withdraw from courses must report to the Office of the Registrar to make formal application and inform their program director of their intent prior to withdrawing.

Credit Limitations.  Graduates who are teaching or otherwise fully employed may not take more than six credits in any one semester,  unless prior approval has been given by the program director. Full time Candidates status is established at twelve credits. However, persons who are carrying a full schedule may not take more than sixteen credits in the semester, including all courses taken in the several divisions of the College, unless written permission has been secured from the School of Education Committee on Course and Standing.

Academic Requirements.  The right is reserved to ask the withdrawal of any candidate who fails to maintain a satisfactory record in graduate courses.

Professional Requirements.  While physical fitness, knowledge of the subject area, and the ability to use English (and the second language, in the case of bilingual childhood education majors) skillfully in writing and speaking are important, there is another criterion for teaching which is probably the most difficult to evaluate: familiarity with professional dispositions expected of educators as delineated in professional, state and institutional standards. This is evaluated through personal interviews with the candidates throughout the progress toward the degree. Candidates who fail to meet this requirement may be subject to dismissal from the School of Education.

Applying for Graduation.  Candidates for degrees and advanced certificates must apply for graduation by the deadlines sent by the Office of the Registrar (https://www.ccny.cuny.edu/registrar/aplication-for-graduation). To apply, candidates must refer to their Student Self Service accounts in CUNYfirst.

Maintenance of Matriculation.  See Academic Requirements and Regulations section (p. ) of this bulletin.

Graduation Honors.  Candidates graduating with a GPA of 3.7 and with no grade below "B" in courses applicable to the degree and who have exhibited high personal and professional qualities may be recommended to the dean to be awarded honors.

Academic and Professional Standards

Each graduate program establishes the academic and professional standards expected of its candidates. Traditional professional standards conform to but are not limited to the codes of ethics of professional educational associations.

The right is reserved to ask for the withdrawal of any candidate who fails to meet professional standards and/or fails to maintain a satisfactory academic record in courses. Offenses include, but are not limited to, cheating, plagiarism, inappropriate behavior, and unsatisfactory grade-point average.

Jurisdiction Over Academic and Professional Standards

Department chairs have jurisdiction over offenses regarding academic and professional standards for any candidate whose field of interest is in their department.

Procedure for Handling Violations

Violations of academic and professional standards shall be reported in writing to the department chair and a copy sent to the offender as soon as possible, but no later than one week after the offense is alleged to have taken place. In any appeal, the candidate must first arrange an appeal conference with the instructor who shall arrange a conference with the candidate as expeditiously as possible in order to settle the issue informally. The decision agreed upon shall be reported in writing to all persons involved, including the Assistant Dean of Enrollment and Student Services, the department chair, and the dean.

Appeals Procedures for Academic Judgments

The School of Education Committee on Course and Standing will review only appeals that pertain to the School of Education. Candidates who wish to appeal academic judgments, including grades, begin by discussing the grades with the instructor as soon as possible after the grade is issued. Grades in courses may not be changed after the first month of the following semester without the approval of the department chair and dean, and no grade may be changed after a student has graduated.

If, after discussing the grade or other academic judgment with the instructor, a candidate wishes to pursue an appeal, he or she must discuss it with the program director. The program director will make an independent recommendation and then forward it to the department Chair and to the Committee on Course and Standing.

The candidate may pursue the appeal further to the Committee on Course and Standing, which has final jurisdiction. Such appeals are transmitted to the Committee through the Assistant Dean of Enrollment and Student Services and, in general, candidates should discuss the appeal with the Assistant Dean before submitting a formal appeal.

The Committee on Course and Standing considers appeals in writing and neither the candidate nor the instructor appears in person. The candidate's appeal should be in the form of a detailed letter accompanied by any supporting evidence the candidate wishes to submit, including copies of papers or letters from other candidates or instructors. Appeal forms are available online and in the Office of Admissions & Student Services.

The Committee normally asks the instructor, the program director, and the department chair to comment, in writing, on the candidate's appeal. On request, the Assistant Dean will discuss these responses with the candidate before the Committee meets. The Committee's decision is sent to the candidate in writing by the Assistant Dean. Other academic appeals, such as appeals from probation, academic dismissal, and failures for poor attendance may be appealed directly to the Committee on Course and Standing. In addition, requests for waivers of degree requirements, extensions for incompletes, limitations on registration, and similar matters should be made to the Committee.

Attendance

Attendance is credited from the first session of the course. Candidates who register late incur absences for all sessions held prior to their registration.

Candidates are expected to be punctual, and to attend every session of the classes for which they are registered. It is not permissible to register for courses which cannot under normal conditions be reached at the time scheduled for the opening of the class.

Provision is made for unavoidable absence due to illness or authorized conferences by permitting two absences in a fifteen-session course, or four absences in a thirty-session course.

No credit will be granted for a course in which a candidate has incurred excess absences except that, where circumstances warrant, instructors may accept special assignments in lieu of one or two unavoidable absences. In no case will credit be granted if five absences have been incurred in a fifteen-session course.

If five absences occur prior to or by the midterm period, the instructor will forward a "W" grade to the Registrar. If the fifth absence occurs after the midterm period, the candidate must appeal to the School of Education Committee on Course and Standing in order to avoid the "F" grade.

Student Life and Services

Career Opportunities

The Office of Clinical Practice, Field Experiences, and Student Teaching regularly send emails with information about positions in local and out-of-town school systems.

Student Advisory Committee

This committee provides the opportunity for candidates to participate in standing committees of the School of Education. Its expanded aims include the conscientious desire to represent the point of view of education candidates on curriculum, policy, development and other matters of candidate interests. Candidates who wish to serve on the Committee should contact the Office of the Chairs (NA 6/207B).

Advisory Services

Members of the faculty assist candidates in choosing an appropriate curriculum and planning a program of study. They also conduct evaluation interviews for admission to the School of Education and to advanced education courses. Advisors are available throughout the year, except for intersession, the first three weeks and final examination weeks of each term. During registration, only immediate problems can be considered, since individual advisors may not be present. During the Summer session, limited advisory service is available. Advisory appointments are scheduled in the Office of Admissions & Student Services (NA 3/223A).

Education Club (Teachers for a Better Tomorrow)

Teachers for a Better Tomorrow offers candidates interested in teaching careers an opportunity to explore issues of common interest; to promote professional growth; to act as a service group to the School of Education, The City College, and the community; and to maintain dialogue with the faculty in matters relevant to teaching. Candidates who wish to join the club or serve as officers should contact the Director of the School of Education Learning and Technology Resource Center, Dr. Leonard Lewis (212-650-5455; llewis@ccny.cuny.edu).