General Information: School of Education

Administration - School of Education

Harriet R. Feldman, PhD, RN, FAAN, Interim Dean
Francine Falk-Ross, PhD, NYC Department Chair and Professor
Shobana Musti, PhD, Westchester Department Chair and Associate Professor
Clarissa Cylich, MBA, Assistant Dean Budget and Finance
Erika Altolaguirre, BS, Interim Executive Director of Assessment and Planning
Desiree Narciso, BBA, Director of Marketing and Communications
Linda Guyette, MFA, Director for Student Success
Jennifer Argenta, Director of School Partnerships, Westchester
Lynn Deluca, MA, Director of School Partnerships, NYC 
Bill Kovari, Director of Educational Technology and Certification Officer

Accreditation and Affiliations - School of Education

The following School of Education programs are nationally recognized by the national professional associations listed:

  • Teaching Adolescents Biology National Science Teachers Association
  • Teaching Adolescents Chemistry National Science Teachers Association
  • Teaching Adolescents Earth Science National Science Teachers Association
  • Teaching Adolescents English National Council of Teachers of English
  • Teaching Adolescents Mathematics National Council of Teachers of Mathematics
  • Teaching Adolescents Physics National Science Teachers Association
  • Teaching Adolescents Social Studies National Council for Social Studies
  • Teaching Children (Childhood Education) Association for Childhood Education International

All Pace School of Education teacher certification programs are registered with and approved by the New York State Education Department. The Pace University School of Education is accredited by the Council for the Accreditation of Educator Preparation (CAEP). Pace University is also Middle States Accredited.

Vision Statement: School of Education

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: School of Education

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 and
  • 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 provides 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 to 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 and Centers for Professional Development

The Pace School of Education uses a unique design for providing school-based experiences for candidates through school partnerships called Centers for Professional Development. Candidates begin to spend time in the public schools of New York City or Westchester County with their first education course, TCH 201. At the point of admission to the School, candidates become part of a cohort group assigned to a Center for Professional Development (CPD) where they will have all of their school-based "field experiences," including student teaching. Each Center is in a public school serving a diverse population, responsive to our conceptual framework and in keeping with our vision of what it means to become a teacher prepared at Pace University. In the Early Childhood program, juniors are required to spend one full day a week in a partner school in Kindergarten in the fall, and one full day a week in a partner school in a Community Based Preschool, Head Start or Pre-K program in the spring. In their last semester, candidates student teach for a 14-week semester in the spring with two grade level placements (7 weeks each) aligned to their program specific requirements. In the Childhood program, candidates are assigned to two mentor teachers, one who teaches students in grades 1-3 and one who teaches students in grades 4-6. In the Adolescent program, candidates are assigned to one mentor teacher who teaches students in grades 7-9 and one who teaches students in grades 10-12. Candidates return to the same school for at least four semesters, until they graduate, gradually increasing both the time they spend in the CPD and the responsibilities they undertake.

A Pace clinical faculty member is assigned to each CPD cohort and remains on-site in the school with the candidates until they complete the program, acting as a liaison between the candidates and their mentor teachers, between the cohort and their Pace education course professors, and between the CPD and the School of Education. 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. Teaching faculty assign experiences for candidates to complete in the CPD and design rubrics and checklists that the clinical faculty use to assess the candidates' knowledge, skills, and dispositions. Teaching faculty visit the CPD sites and meet with the mentor teachers at least once during each semester.

In addition to structured field experiences linked to courses and student teaching, there are many other opportunities for students to spend extensive time in school settings doing meaningful work. Many of these opportunities also provide candidates with financial support for their study.

Center for Urban Education

The Center for Urban Education has programs to assist under-served people of all ages. Since 1986, CUE has been dedicated to improving the lives of low-income, first generation, college-bound students and new immigrant youth by offering educational opportunities.

CUE’s programs include:

  • Liberty Partnerships Program (LPP) – The Liberty Partnerships Program at Pace University’s School of Education is committed to opening a world of opportunity to approximately 250 high school students from under-resourced schools and communities in New York City. By providing a broad range of academic support services, workforce preparation, family engagement, enrichment activities, mentorship and college counseling, LPP makes success a reality for high school students identified as at-risk for academic failure, and allows these students to develop the skills necessary  to fulfill their goal of attending college.
  • Upward Bound  Program (UBP) – The Upward Bound (UB) program, based in the School of Education, is an academic program designed to generate and enhance the skills and motivation necessary for success not only in high school, but in higher education as well. The Upward Bound program is part of the US Department of Education’s TRIO program, which is a set of federally-funded college opportunity programs for students from disadvantaged backgrounds.