Administration
Tresmaine Grimes, PhD, Dean, Dyson College of Arts and Sciences and School of Education
Brian Evans, EdD, Associate Dean and Professor
Francine Falk-Ross, PhD, NYC Department Chair and Professor
Shobana Musti, PhD, Westchester Department Chair and Professor
Erika Altolaguirre, Executive Director, Administration and Accreditation
Desiree Narciso, Director of Marketing and Communications
Linda Guyette, Director for Certification Services
Ann Marie McGlynn, Director, Centralized Advisement
Joanna Lockspeiser, Academic Advisor, NYC
Altagracia Ramirez, Academic Advisor, NYC
Jennifer Argenta, Director of School Partnerships, Westchester
Jill Weinberg, Director of School Partnerships, NYC
Hayden Garrabrant, School Partnership Coordinator, NYC
Cassandra Hyacinthe, Alternative Certification Program Officer, NYC
Elizabeth Luongo, Senior Staff Associate
Accreditation and Affiliations
All Pace School of Education teacher certification programs are registered with and approved by the New York State Education Department. Pace University School of Education is a proud member of the Association for Advancing Quality in Educator Preparation (AAQEP). AAQEP is an accreditation organization for educator preparation programs founded in 2017 to promote the preparation of effective educators by way of innovative, outcomes-focused programs that engage education’s toughest challenges, directly and in context. AAQEP’s comprehensive standards for educator preparation examine and verify an institution’s performance and level of excellence in program practices. Pace University is also Middle States Accredited.
Vision Statement: Making Education Public
The more we discuss education publicly, the better opportunities our schools can create for our children. Education and opportunity are inherently intertwined. We believe that our public schools directly shape our society for generations to come. An inclusive society demands inclusive public schools. At Pace University, we prepare inclusive teachers to systematically honor the unique learning needs of every child, the unique gifts of every community, and the unique potential of education to transform a family's future. And it all starts with making education public.
Mission and Conceptual Framework
The mission of the School of Education is to affect quality teaching and learning in public and private early childhood, childhood, secondary, and non-school settings by preparing educators who are reflective professionals who promote social justice, create caring classroom and school communities, and enable all students to be successful learners.
The School of Education believes that a fundamental aim in education is to nurture the development and growth of human potential within a democratic community. Therefore, we prepare graduates of our programs to be:
- Reflective professionals
- Who promote social justice
- Create caring classroom and school communities
- Enable all students to be successful learners
These themes form the conceptual framework for the outcomes of the School of Education Programs and guide every aspect of preparing educators for K-12 settings through planning, assessment, and evaluation at both candidate and program levels.
As reflective professionals, our candidates learn to appreciate the continuity between theory and practice and seek an understanding of themselves in relation to others as part of an evolving historical process. Our candidates are expected to take multiple perspectives and to become self-conscious about their own learning. At Pace, we understand that reflective practice is the lens through which teacher educators and candidates see our professional lives. The reflective process is promoted through class discussions, course readings and assignments, case studies, field experiences, self-assessment, and student teaching.
To become professionals who promote justice, our candidates learn to address justice and equity in the following areas: protection under the law, distribution and use of material and other resources, and access to opportunities within and among nations. As we understand it, justice also implies a balance between the rights of individuals and the needs of society. Through challenging coursework and varied field experiences our candidates are provided with multiple opportunities to recognize injustice and to learn how they can promote justice both within and without their classrooms.
Caring classrooms and school communities are seen as places where an "ethic of care" is developed and as places for instructional excellence. At Pace, we draw on our own experience of working in a caring community among faculty, staff, and candidates to model and nurture our candidates by coming to know, respect, and learn from one another. We see our classrooms as places where mutual respect and learning provide candidates with a framework for future practice.
Our fourth theme is both the culminating framework element for all our programs and the ultimate goal of our School of Education. Enabling all students to be successful learners conveys our awareness of the diversity within American schools and our respect for each student's prior experience and personal background. When we say successful learners, we refer to students who develop active habits of questioning and inquiry; who are self-initiating problem posers and problem solvers; who seek to construct deep understandings about complex situations, based on prior knowledge; and who obtain the knowledge, skills, and dispositions to succeed in an ever-changing world. We expect our graduates to facilitate their students' application of multiple alternative strategies for coping with novel situations and enhance their ability to make connections across different experiences, events, information, and time periods, and reflect on their own learning processes.
The School of Education is charged with the responsibility of preparing educators who will embrace and promote teaching and learning as lifelong priorities. Through the work of our faculty and graduates, equipped with sound and rigorous knowledge, skills, dispositions, and a rich practice base, we can prepare professional educators who exemplify these themes.
School-Based Experiences: Fieldwork and Student Teaching
The Pace School of Education provides candidates with intensive school-based experiences for candidates through school partnerships. Structured field experiences are linked to every course in a program of study. Student teaching is a semester-long, full-time teaching experience.
Coursework links directly to these field experiences through readings, assignments, and class discussions; and teaching faculty and clinical faculty work together to help candidates apply the theories of learning and teaching to school practice. During the student teaching experience, a Pace clinical supervisor is assigned to each candidate. Clinical supervisors are members of the Pace University faculty or adjunct professors who have been assigned to observe, assess, and confer with the student teacher candidate and mentor teacher. The supervisor provides written and verbal feedback to the student teacher candidate.
Teaching faculty assign experiences for candidates to complete in fieldwork, student teaching, and design rubrics and checklists that the clinical faculty use to assess the candidates' knowledge, skills, and dispositions.