Education Undergraduate Programs

Degree Programs


General Information

Current information on requirements for New York State teacher certification may be obtained from the NYS Education Department or the Daemen College Education FAQ .  Reciprocal certification agreements (interstate compacts) exist with many states. A complete listing is available in the Career Services Office.

Teacher candidates  planning  to teach children in an elementary setting will earn a Bachelor of Science degree in Childhood Education with New York State Initial Certification for Grade One through Grade Six. 

Teacher candidates  planning  to teach children in an elementary setting and/or youth with a disability will earn a Bachelor of Science degree in Special Education with dual  New York State Initial Certification for Childhood Education Grade One through Grade Six. 

Teacher candidates  planning  to teach infants and toddlers with a disability will earn a Bachelor of Science degree in Early Childhood Education and Special Education: Early Childhood Education (Birth to Grade 2) with dual  New York State Initial Certification Birth through Grade Two.

Areas of disability specialization covered under the special education certification programs include: autism spectrum disorders; chronic health disorders; conduct disorders (socially and/or emotionally disturbed); learning, intellectual and developmental disabilities; physical disabilities; and multiple disabilities. Areas of disability specialization not covered under these special education certification programs include speech, hearing, and visually impaired.

All Childhood, Early Childhood and Dual certification  teacher candidates must choose  a 30-31 credit hour area study  in one of the following liberal arts or sciences: English, Foreign Language, Mathematics, Science, or Social Studies. For the Mathematics area study, a grade of C or better must be earned in MTH 124, MTH 134, MTH 144 and MTH 145.   A portion of the area study requirements may be fulfilled in the core curriculum and may be included in the aforementioned essential courses.

Teacher candidates  planning  to teach in an adolescence education setting will earn a Bachelor of Arts or Bachelor of Science degree in the field of his/her choice with a sequence of education courses leading to New York State Initial Certification for Grades Seven through Twelve for the following areas: English, Foreign Language (French or Spanish), Mathematics, Social Studies, and Natural Sciences (Biology).  

Teacher candidates  planning  to teach in an art education setting will earn a Bachelor of Science degree in Visual Arts Education with New York State Initial Certification for Kindergarten through Grade Twelve.

All teacher candidates must complete at least six (6) credit hours in an approved foreign language.

All teacher cadidates will complete at least 100 clock hours of field experiences related to course work, prior to student teaching.  All teacher candidates will have two student teaching placements.  Dual certification majors will have one placement in a general education setting and one with children and/or students with a disability. Adolescence education majors will have one placement at the early adolescence secondary level (7-9) and one at the adolescence secondary level (10-12).  Between field experiences (practica) and student teaching, teacher candidates are required to have experiences in a “variety of communities and across the range of student developmental levels of the certificate, experiences practicing skills for interacting with parents or caregivers, experiences in high need schools, and experiences with each of the following student populations: students who are socio-economically disadvantaged students, students who are English language learners, and students with disabilities”

(See 8NVCRR Section 52.21 (b) (2) (ii) (c) (2). )  Registration of curriculum in teacher education.

Job Placement Availability:

The New York State Education Department requires publication of statistics regarding labor market and job availability for teachers.  These statistics are available for:  New York State ; Interstate; National  NYS &  National Labor Market

New York State Teacher Certification Examinations

Annual Institution Report Traditional

Program Year 2012-2013

Process date:

July 2014


415 - Daemen College

Number of Program Completers:


Test Field/Category



Number Tested

Number Passed

Pass Rate

Pass Rate

Professional Knowledge/Pedagogy 

ATS-W (Assessment of Teaching Skills-Written)





Academic Content Areas

Aggregate CST (Content Specialty Test)



Other Content Areas

LAST (Liberal Arts & Science Test





Teaching Special Populations

Students with Disabilities CST





Summary Totals & Pass Rate



  97%     94%

** At least 10 program completers must take a certification test for the data to be available to us from Pearson.

The philosophy of the Education Department at Daemen College is to promote faculty and teacher candidate commitment to an established paradigm for life-long learning. The Education Department’s learning community is committed to the mastery of all appropriate standards.[1]

We believe that an active discourse regarding the general education core in the liberal arts and sciences, the content core and the pedagogical core can be utilized to instill knowledge and professionally prepare teacher candidates. This discourse also fosters community understanding regarding equity and the needs of diverse and exceptional students. We further believe that practical opportunities to apply the learning community’s knowledge and understanding must be provided to all community members. Reflection within the learning community upon the results of assessment, in turn, inspires personal and collective growth. Our learning community exists within the Daemen College learning community and its wider constituencies, where resources, technology, support services, information, and due process rights empower both faculty and candidate.[2]

1 The faculty has adopted the Standards for Teacher Educators and has committed to an adapted version of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, the National Board for Professional Teaching Standards, and the National Education Technology Standards, the National Association for the Education of Young Children (NAEYC) Standards, the standards for the division for Early Childhood of the Council for Exceptional Children, and the USNY Early Elementary Resource Guide to Integrated Learning Standards as guiding standards for the Education Department of Daemen College in an effort to prepare teacher candidates to teach to the NYS learning standards.

2 The above philosophy is derived in part from Section 4-2.5 Standards for Regents Accreditation of Teacher Education programs/Standards of quality.



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