Core Values and Dispositions

The Molloy University Teacher Education faculty has derived its vision for the exemplary teacher from the University’s mission statement, the four pillars of the Dominican tradition (spirituality and reflection, research and teaching, service, and community), comments, and input from the Professional Education Unit’s Advisory Boards.

The teaching professionals who complete Molloy’s teacher preparation programs are distinguished by their ability to exemplify and promote core values in their own teaching.

The Molloy Teacher Candidate:

Believes that all children can learn
Embodies a mindset that embraces diversity of identity, thought, and experience.
Understands and applies ethical standards, relevant laws, and policies to carry out professional responsibilities and duties.
Advocates and supports implementation of social justice practices that ensure equitable education experiences for all students.
Cultivates intellectual, social and emotional growth.
Engages in reflective practice that incorporates research, assessment, and a comprehensive understanding that is able to meet the needs of diverse learners.
Demonstrates commitment, enthusiasm, and passion for teaching and learning.
Creates, maintains, and sustains a safe and supportive learning environment.
Recognizes the importance of being a lifelong learner to enhance personal and professional growth.
Seeks opportunities for collaborative engagement of all educational stakeholders to promote learner development and educational success.

For the Molloy community, teaching, when performed with integrity and compassion, is both spiritual and transformative.

Molloy teachers are characterized by their depth and breadth of knowledge in the academic content areas and in professional education, their ability to engage others as a community of learners, their enthusiasm for teaching and their commitment to become reflective practitioners, as well as life-long learners. Therefore, the Molloy graduate can be described as a values-based professional helping students or groups of students to:

Clarify for themselves the nature of their own questions, in terms they can pursue
Interpret their findings, in relation to other knowledge they have generated
Pursue a course of action grounded in study, contemplation and reflection

To meet the vision of the Education Program, Molloy seeks to:

Identify, recruit and retain faculty who are eager to represent, support and promote the shared vision and purpose of the professional education program
Collaborate with arts and sciences faculty, who are committed to these proficiencies, in developing a strong content foundation for teacher candidates
Partner with PK-12 schools to design collaboratively teacher education programs, coursework and field experiences
Develop comprehensive opportunities for our candidates to assimilate the core values as they become exemplary teachers of knowledge, skills and values/dispositions
Regularly assess core values and the programs based on them for continued growth and excellence
Utilize the appropriate technology for data collection and strategic planning
Embrace diversity and the quest for social justice
Integrate relevant and responsible technology into all professional activities

The program goals of the School of Education are categorized as the knowledge, skills, and dispositions which impact on student learning outcomes. Molloy University School of Education benchmark performances and assessments are aligned with New York State Education Department Standards for teacher performance as well as the specific standards of the following professional associations: Association for Childhood Education International, National Council for Social Studies, National Council of Teachers of English, National Council of Teachers of Mathematics, National Council for Social Studies, National Science Teachers Association, Council for Exceptional Children, and TESOL (Teaching English to Speakers of Other Languages).

For candidates who are new to the teaching profession and who are enrolled in programs leading to initial certification, an innovative course of study which is sufficiently flexible to benefit the adult learner is provided. These candidates who are changing careers or returning to teaching acquire a pedagogical knowledge base on which to continuously build effective teaching skills and strategies and learn how to become effective classroom facilitators who meet students’ diverse needs. This program encourages learning from observation, participation and research in order to ascertain “best practices.” Field experience culminating in full-time student teaching is the capstone of this program.

The School of Education views the candidates and faculty as interactive, supportive and has as its primary mission the success of candidates. A student-centered philosophy is the key to the Master of Science Programs. This includes a one-on-one advisement process and closely monitored, individualized, in-depth field supervision which includes placement in diverse settings and in high-needs schools.

The Molloy University Mission Statement directly impacts the School of Education and provides the rationale for the Master's Programs. The philosophy of the University states, “In an environment where academic freedom, a spirit of inquiry and respect for each individual’s worth, and dignity prevail, students acquire the knowledge and skills necessary to meet the challenges of modern life. Graduate education fosters a high level of scholarly inquiry for expansion of knowledge, self-enrichment, and achievement of personal and professional goals.” Based upon this philosophy, Molloy University has an established and well-respected School of Education committed to the preparation of knowledgeable, creative and challenging teachers.