Eric Martone, Ph.D., Dean 
914-674-7618
emartone@mercy.edu

Mary Ellen Hoffman, M.S., Associate Dean for Administration
914-674-7334
mehoffman@mercy.edu

JungKang Miller, Ph.D., Associate Dean for Academic Affairs 
914-674-7333 
jkmiller@mercy.edu 

DEPARTMENT OF CHILDHOOD EDUCATION

Helge Wasmuth, Ph.D., Chair

• Childhood Education: 1-6
• Early Childhood Education: Birth-Grade 2

DEPARTMENT OF SECONDARY EDUCATION

Meghan Marrero, Ed.D., Chair

• Adolescence Education 

DEPARTMENT OF LITERACY AND MULTILINGUAL STUDIES

Mi-Hyun Chung, Ph.D., Chair

• Teaching English to Speakers of Other Languages (TESOL)

DEPARTMENT OF SPECIAL EDUCATION AND EDUCATIONAL LEADERSHIP 

Sudha Ramaswamy, Ph.D., BCBA-D, Chair

• Teaching Students with Disabilities

All initial certification programs are nationally recognized by the Council for Accreditation of Educator Preparation (CAEP).

Mission Statement of the School of Education 

The Mercy University educational unit is dedicated to preparing effective educators, including teachers and other school professionals who are reflective practitioners, equipped with the knowledge base, technological skills, research tools, and professional strategies and insights to empower them to help diverse populations of students succeed in their learning and community environments. The values of competency, diversity and ethical practice support the proficient development of candidates enabling them to become skilled professionals and lifelong learners. The unit is committed to creating innovative, flexible and accessible programs of study for its candidates, and to developing partnerships and opportunities for collaboration and clinical experiences within Mercy University and with external communities. 

Goals of the School of Education 

The unit goals establish the shared vision, mission, philosophy and guiding principles agreed to by members of the faculty and other stakeholders in the learning community. The unit’s proficiencies, strategies and assessments are designed to ensure that candidates acquire the academic, pedagogical, professional and interpersonal skills required of teachers and other school professionals who prepare students to succeed in a rapidly changing global environment. The six goals reflect the integrated knowledge, skills, and dispositions that together ensure that candidates develop as effective educators and reflective practitioners. These goals are as follows: 

CONTENT KNOWLEDGE: Candidates demonstrate a solid content knowledge base that enables them to deliver effective educational and professional services based on current research, theory and practice. 

PEDAGOGICAL AND PROFESSIONAL KNOWLEDGE: Candidates employ multiple pedagogical and professional strategies and tools to enable them to be effective practitioners in educational settings and deliver services that promote students’ intellectual, social and emotional development. 

DIVERSITY: Candidates understand the diverse cultural, linguistic, learning and social strengths and needs of all populations, and incorporate and demonstrate sensitivity to the richness of diverse cultures when providing educational and other school-services. 

TECHNOLOGY: Candidates employ technology to deliver information, instruction and professional services to all members of the school community. 

REFLECTION: Candidates reflect on professional practice to make educational decisions and enhance student learning. 

DISPOSITIONS: Candidates demonstrate positive dispositions that enable them to work as effective educators, citizens and practitioners within the school and broader community. 

The six unit goals are supported by the professional literature including theories, research, and wisdom of practice and education policies. 

Teaching Certification in New York State

In order to become certified as a teacher in New York State, candidates are required to achieve qualifying scores on the Educating All Students test (EAS), and the Content Specialty Tests (CST), in the area of each certificate being requested.  

Admissions Requirements

To be accepted into a B.S. Education program, a new student must:

• Be a high school graduate who has earned a New York State Regents Diploma with an 80 average or better.
• A completed application for admission. 
• Submit an Effective Educator Statement 

To be accepted into a B.S.. Education program, a transfer student must: 

• Have a 2.5 or higher overall GPA on their undergraduate coursework 
• A completed application for admission 
• Official transcripts from all undergraduate courses 
• Submit an Effective Educator Statement 

Students must maintain a GPA of 2.5 each semester at Mercy University to remain in good academic standing for both degree conferral and reccomendation for teacher certifcation. 

To remain in Five-Year Program in partnership with the Schools of Liberal Arts, Social and Behavioral Sciences, and Health and Natural Sciences, a student must:

1. Maintain a cumulative GPA of at least 3.0 each semester at Mercy University.
2. Register for an introductory 3-credit graduate education course in the second semester of their junior year, or upon completion of 70-75 undergraduate credits with a B or better average.
3. Register for 12 credits in graduate education courses in the senior year.

Please note that all graduate course descriptions as well as specific teacher certification parameters can be found in the Mercy University Graduate Catalog.