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The Thelma P. Lally School of Education

Programs of Graduate Study Degree
Adolescence Education (Grades 7-12) MSED
Adolescence Education (Grades 7-12) Advanced Certificate
Adolescence Education/Special Education (Grades 7-12) MSED
Bilingual Education Advanced Certificate
Childhood Education/Special Education (Grades 1-6) MSED
Clinical Mental Health Counseling
Clinical Mental Health Counseling
Advanced Certificate
Communication Sciences and Disorders MSED
Curriculum and Instruction MSED
Early Childhood and Childhood Education (Birth-Grade 6) MSED
Educational Leadership and Administration (SBL) MSED
Educational Psychology
School Building Leader
Advanced Certificate
School Counseling
School Counseling
Advanced Certificate
School District Business Leader
School District Business Leader
Advanced Certificate
School District Leader
Advanced Certificate
School Psychology MSED + Advanced Certificate
Special Education (Overview):
Adolescence (Grades 7-12) Generalist
Certification in Special Education
Advanced Certificate
Childhood (Grades 1-6)
Collaborative Support Teacher in Special Education (Grades 7-12)
Early Childhood (Birth-Grade 2) MSED
Early Childhood and Childhood (Birth-Grade 6)  MSED
Professional MSED
Teaching English as a New Language  Advanced Certificate

The Thelma P. Lally School of Education is committed to developing leaders in the field of education. Programs are designed for students who wish to enter the teaching profession; practicing teachers who wish to enhance their professional skills; aspiring administrators, counselors, or school psychologists; and, individuals in education-related professions. The curricular choices provide opportunities for students to select programs consistent with their educational backgrounds and professional goals.

The College of Saint Rose works cooperatively with public and private schools and agencies in the Capital Region to provide students with a variety of professional field experiences in education. Applications for admission to all education programs must meet the general requirements for admission to graduate study. In addition, applicants must meet the specific requirements for admission to the program of their choice. Students may apply for either degree or non-degree status. All School of Education programs have been approved by the New York State Education Department and meet academic New York certification requirements, unless otherwise noted. The College puts forward a conceptual framework which establishes the philosophical underpinning of all professional education programs and establishes learning outcomes for participants in the program. The programs within the School of Education are nationally accredited.

The Thelma P. Lally School of Education Policy on Academic Standards

The following academic standards apply to all graduate degree and certificate programs in the School of Education. Students should refer to appropriate sections of this catalog for additional program-specific requirements.

  • Only (credit) courses in which a grade of “B” (defined as 3.00) or better is earned will be applicable to the degree. For courses graded on a pass/fail basis, only (credit) courses in which a grade of “P” is earned will be applicable to the degree.
  • After earning a second grade of “C” in any course, regardless of when that “C” is earned, the student will receive a letter of academic dismissal from the school dean.

The Registrar will complete a check of grades each semester to determine eligibility to continue matriculation.

Conceptual Framework for Education Programs

Statement of Philosophy and Purpose

The faculty of the Thelma P. Lally School of Education at The College of Saint Rose is committed to providing high quality, relevant and distinctive educational programs. Our philosophy evolves from a strong belief in the profound influence and possibilities of education, educators and leaders to guide and promote the intellectual and human development of people in a diverse, global society.

The educational dynamic of our teaching and learning community fosters insight, meaning, skills, policy formation and strategies necessary to continuously improve the quality of the individual and collective lives affected by our practice. Ethics, freedom of inquiry and expression, and the exchange of ideas inform our practice. Integrity, character and a commitment to modeling what we teach are imperatives of our educational endeavors. The development of theoretical frameworks, critical analysis and fidelity to the application of effective, research-based practices combine to characterize the scholarship and enlightenment to which we aspire. Instructional technologies support and shape our teaching and learning. Partnerships with practicing professionals in the field, service, clinical experiences, and a culture of assessment offer extensive opportunities for personal and professional growth, and rich sources for evaluating our effectiveness.

Valuing the knowledge and culturally rich experiences of individuals in the educational process, our faculty strive to be responsible to candidate needs and interests and challenges them to broaden their awareness and sensitivity to diverse backgrounds, thereby becoming reflective, responsive, self-empowered advocates for their learners and communities. Leadership is at the heart of our efforts to encourage and create new initiatives through which our faculty and our candidates become mutually responsible agents of change. To ensure the actualization of our philosophy, we model its standards and values in our daily practices and relationships. This philosophy generates educational experiences that are formative and indelible.

Candidate Learning Outcomes

Candidates in professional education programs at The College of Saint Rose will:

  1. Acquire and apply the knowledge, skills and dispositions of disciplines relevant to candidates’ projected educational or clinical roles.
  2. Apply principles and theories of lifespan human development and learning in all of their diversity to education, service learning and clinical practice, and demonstrate a capacity and disposition to continuously update that knowledge and, therefore, practice according to the best emerging research in the field.
  3. Plan and implement practice that is rigorous, comprehensive, inclusive, creative and motivating, inviting students’ analytical skills and promoting their dispositions to be lifelong learners.
  4. Ensure that evaluation and decision-making are data-driven, multi-faceted, collaborative and recursive, and align instructional/clinical goals, practice, assessments, and standards.
  5. Develop and demonstrate personal and professional values that foster the highest ethical standards of the profession: intellectual curiosity and open-mindedness; understanding and responsiveness to multiple social and global perspectives; and, collegiality and collaboration among partners in the educational or clinical process that involve children, families, community members, and other professionals.
  6. Promote optimal learning opportunities and environments for all individuals in the context of their experiential, cultural, and/or racial/ethnic backgrounds, including, but not limited to learners who are speakers of non-English languages, or who are gifted, have disabilities, are educationally challenged or who have different interests, ambitions or sexual orientations.
  7. Demonstrate in their practice that oral and written language is a functional, as well as social and artistic tool, for communication and thought, and as such reflect the multiple literacies of local, national and global cultures.
  8. Integrate a variety of technological methods and programs to enhance pupil learning and practitioner effectiveness, facilitate candidates’ acquisition of technological skills, and their dispositions to use them.

Professional Qualities Assessment

All candidates in programs in education at The College of Saint Rose are expected to demonstrate dispositions appropriate to the profession for which they are preparing. The faculty have identified the dispositions listed below as being of primary significance to effective professional performance. All students will be evaluated by faculty on these dispositions throughout their programs. Any students identified as demonstrating weakness in one or more of the areas will be asked to meet with faculty from their program area and to develop a plan to improve performance. Satisfactory professional performance is required to be in good standing and receive certification or award of a degree in education.

Communication Skills

  • effectively communicates orally in a constructive, direct, and appropriate manner
  • writes in a way that is clear, accurate, and professionally effective
  • is respectful in all communications
  • uses appropriate tone, tact, and pragmatics for a professional situation
  • demonstrates that s/he has heard what is being said and practices reciprocal listening skills
  • responds to people, work, and challenges in an emotionally mature manner
  • is respectful in communicating with others
  • solicits and gives feedback
  • engages in collaborative interactions with others
  • uses appropriate conflict resolution skills to handle differences of opinion
  • participates in an open exchange of ideas

Professional Responsibility/Accountability

  • attends to and completes academic and professional duties in a timely fashion
  • reflects on his/her own performance
  • accepts, receives, and integrates feedback
  • collaborates with colleagues and works as a team member
  • displays an appearance that is consistent with professional expectations
  • shares in the workload of the group or organization
  • is accountable for his/her own work rather than deflecting responsibility elsewhere
  • works within the rules and expectations of the group or organization
  • demonstrates a commitment to continuing professional growth and development


  • values, models, and promotes respect for all individuals
  • demonstrates awareness and sensitivity to diverse populations
  • recognizes and works within role boundaries within the professional context
  • demonstrates honesty and integrity in all situations
  • gives credit where it is due
  • displays professional behavior in terms of language and dress
  • respects privacy and confidentiality where appropriate
  • models intellectual curiosity, open-mindedness, and critical analysis
  • demonstrates a commitment to providing educational services to diverse populations