Office of Higher Education

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Faces in the Field


Faculty Development Project

In 2012, the Department signed Memorandums of Understanding (MOU) agreements with the State University of New York (SUNY) and the City University of New York (CUNY), and signed a contract with the Commission on Independent Colleges and Universities (cIcu), to assist New York’s public higher education institutions with assimilating the new information on teaching and learning into their programs. They are intended to help ensure that the deans, department chairs, faculty and staff, and their respective colleagues in the College of Arts and Sciences have the support and guidance needed to ensure that their teacher and school building leader preparation programs incorporate information about:

  • the Common Core Standards,
  • the new certification examinations,
  • teacher and principal performance evaluations,
  • data-driven instruction, and
  • clinically-rich teacher and leader preparation.

Click here for a full description on the Faculty Development Project.


Clinically Rich Teacher Preparation Pilot Program

The state-wide purposes of the Undergraduate and Graduate Level Clinically Rich Teacher Preparation Pilot Programs are to effectively prepare teachers for high needs schools and increase the retention of these teachers in order to positively impact student growth and achievement.  This initiative will do so by:

  • Creating clinically rich teacher preparation programs for candidates who will teach in high needs schools focusing on certified teacher shortage areas;
  • Developing practices that can be adapted by other Institutions for their teacher preparation programs.

Further, elements within the Clinically Rich Teacher Preparation Pilot Programs include:

  • integration of pedagogy with on the job training;
  • guided classroom practice through an internship for up to a year with an effective educator or intensive pre-service preparation, together with intensely supervised teaching and on-going, clinically-based instruction;
  • mentoring by a trained mentor;
  • enrollment of candidates in rigorous graduate level course work leading to a master’s degree that include learning theory, research and content;
  • the placement of candidates in cohorts; and
  • candidates must provide a written commitment to seek employment as a teacher in a high needs school in New York State before admission into the program.

Click on the map to view the current Clinically Rich Teacher Preparation Pilot Programs with their descriptions.


Last Updated: April 3, 2014