Teacher preparation in St. John’s University’s Discover Italy: Education Program is grounded in the consonant/dissonant model of comfort level (Cochran-Smith, 1991). A closer look at the factors in the model reveal its applicability in the foreign setting. First, awareness of cultural context (including the value orientations, communications styles, and conflict styles) enables students to become more self-aware and observant of cultural patterns which are different from their own in the classroom setting. Second, engagement in intercultural encounters (including cultural assumptions and alternative cultural perspectives of both the teacher and the students) provide first-person experiences as the student assumes the teacher role in the classroom.
This theoretical framework is especially appropriate for prospective teachers in a study abroad program because students are continually negotiating the situations and circumstances of varying levels of comfort in order to successfully complete their responsibilities as students in the program. They are learning new material in the university classroom (consonant because it relates to the field with which they are familiar, but dissonant because it is new material) and applying it in the classroom (consonant because they willingly chose to participate in the program, but dissonant because they do not have a plethora of experience teaching, and no experience teaching in an Italian classroom).
The goal of the School of Education’s Discover Italy: Education Program is to provide undergraduate education students with an opportunity in international education. The first objective of the Program is to offer students courses by both American and Italian professors on the Rome campus. The second objective of the Program is to promote a collaborative partnership between administrators, professors, teachers, and students with the expressed purpose of observing, team-teaching and solo teaching in local schools. Current schools include the Pistelli Elementary School, St. George’s British International School, the Giovanni XXIII Middle School, the Manara Liceo High School. The third objective of the Program is to increase the level of English language use and instruction in local elementary, middle, and high school classrooms in Rome by teachers, and Italian language use by students through the SOE students’ teaching in those classrooms.
Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education 42(2), 104-118.
St. John’s School of Education offers students the opportunity to gain professional experience in their chosen field of study through internships.
Teaching Fellows Program
An internship in early childhood, childhood, or adolescent majors is available for students who are teaching at a full-time capacity within the discipline in which they are seeking certification. Internships may be taken in place of student teaching under the discretion of the Director of Alternative Teacher Certification. All students in an internship will be paired with a university consultant for observation.
In order to apply for an internship certificate they must have completed at least 50% of their master’s degree, have no deficiencies towards their Initial certification. In addition, they must be fingerprinted, be trained in School Violence, Child Abuse and DASA. The applicant must have a teaching position to complete their edTPA portfolio submission. While serving the internship they must pass the EAS, ALST and CST in their area of concentration.
An internship in School Building and/or School District Leadership is required for the completion of the following degrees: Master in School Building Leadership, the Advanced Certificate in School Building Leadership, the Advanced Certificate in School District Leadership, and the Dual Advanced Certificate in School Building/School District Leadership.
A minimum of 540 hours is required for the completion of each related internship. These hours are divided in the following manner:
Part I: The first 270 hours will be embedded into the degree coursework. This instructional model will enable the student to go from theory to practice.
Part II: The remaining 270 hours will be completed in EDU5950 or EDU5951 (depending on the degree desired).
In order to register for Part II of the internship, the student must have completed at least 18 core credits in his/her degree program and meet with the Director of the Graduate Internship Program to discuss any issues relative to a specific internship. The student is then given an internship booklet with guidelines and suggested activities for the student's internship.
Kappa Delta Pi, International Honor Society in Education, founded by Dr. William Bagley in 1911 at the University of Illinois, was established to foster excellence in education and promote fellowship among those dedicated to teaching. The founders chose the name from the Greek words to represent knowledge, duty, and power. Pioneering from its beginning by including women as well as men, Kappa Delta Pi grew from a local chapter to the international organization it is today, comprising 582 chapters and more than 45,000 members.
Kappa Delta Pi members keep good company. Albert Einstein, George Washington Carver, Eleanor Roosevelt, and Margaret Mead are just a few of the historically known members. Current renowned members include Barbara Morgan, Alfie Kohn, Lisa Delpit, Andy Hargreaves, James Banks, and Howard Gardner. To date, more than 1,200,000 educators worldwide have been inducted into this international honor society
From its inception, Kappa Delta Pi has been dedicated to scholarship and excellence. Yet, this 501(c)(3) tax-exempt organization is more than an honor society. Through its programs, services, and products, Kappa Delta Pi supports and enhances the professional growth and teaching practices of its member educators throughout the phases and levels of their teaching careers. This support is essential to inaugurating and retaining the best and brightest professionals in the field of education.
The mission of Kappa Delta Pi is to sustain an honored community of diverse educators by promoting excellence and advancing scholarship, leadership, and service.
The vision of Kappa Delta Pi is to help committed educators be leaders in improving education for global citizenship
Individually and collectively, Society members recognize and honor achievement; strive to a high degree of professional fellowship, leadership, and growth in the field of education; and serve their students and educational community.
From its Alpha chapter beginning to its present-day chapter status that includes professional chapters, community colleges, and international members, Kappa Delta Pi is synonymous with scholarship, teaching, and service. The organization continues to strive to meet the changing needs of educators and their students, as well as provide member educators resources and opportunities that encourage innovative and best practices.
Kappa Delta Pi Webpage
Kappa Delta Pi - Kappa Eta Chapter Webpage
Kappa Delta Pi– Kappa Eta Chapter, an International Honor Society in Education, celebrated its 50th Anniversary in Spring 2014. From its inception, on June 2nd, 1964, the Kappa Eta Chapter continues to maintain the ideals of Kappa Delta Pi. Over the last 50 years, we have enjoyed providing opportunities to serve the community and assist pre-service teachers into becoming knowledgeable professionals. We have come to understand the work it takes to have a successful chapter and the thrill we have when our chapter succeeds.
As a chapter, we have taken pride in our dedication to make a difference in the community; our service projects such as Light It Up Blue, Literacy Alive!, and a trip to South Africa have not only impacted our members, but the people we have served. We have also taken pride in our eagerness to prepare the pre-service teachers within the School of Education with professional development events that allow them to network and learn more about the field of education. The Kappa Eta Chapter has been recognized by our society’s headquarters and has received 5 ACE (Achieving Chapter Excellence) Awards which have reflected our hard work. Whether it’s creating professional development events or embarking on a service project, even the smallest successes within our chapter allow us to continue our commitment to advancing the field of education.
When you select the Association for Childhood Education International as your professional education association, you will join one of the oldest education associations in the world. Founded in 1892, ACEI Promotes the inherent rights of children and the professional development of classroom teachers. ACEI’s focus is from birth through middle childhood, so no matter what age of children you will be teaching, ACEI has programs to help you.
The New York City Branch of the Association for Childhood Education International (NYCACEI) invites you to learn more about us and consider membership for yourself as a teacher, educator or an administrator.
“ACEI is a widely respected nonprofit education association, whose members share a dual commitment to the fulfillment of every child’s potential and the professional development of the classroom teacher. Our members—professional and students – are dedicated to a holistic, child-centered approach to education that considers the child’s experiences in the home, school, community and world." (ACEI’s Web site: www.acei.org)Eight Exciting Reasons for Students to Join ACEI
If you would like more information, please feel free to contact the NYCACEI Executive Board at [email protected] or send written correspondence to
St. John’s University, NYCACEI,
c/o Professor Smita Guha, Ph.D., NYCACEI Advisor
8000 Utopia Parkway
Sullivan Hall, 4th Floor
Queens, NY 11439.
Our students play an important role in America Reads*America Serves because they have the opportunity to immerse themselves in their fields of interest to make a difference in the community.
Our tutors/mentors fulfill the first component of America Reads by working with students in all grade levels who need extra help within and beyond the classroom setting. They focus on all subjects to ensure the academic growth of the children as well as build confidence and self-esteem as they guide them towards possible career choices.
The second component to the program is America Serves. This targets students who prefer placement in a specialized field that complements their major/minor at the University. This newly added feature opens a whole new genre to the program and gives students the freedom to pick and choose a field that will develop the skills needed to land that dream job. Students from St. John's College, College of Pharmacy and Health Sciences, Tobin College of Business, and College of Professional Studies are welcomed to apply to the America Serves program based on their dean's approval.
We are looking for students with federal work study who can commit 5-20 hours a week at the rate of $12 per hour, and volunteers in need of volunteer hours for course credit or valuable field-based experience. We can offer you competitive wages, flexible scheduling and great service opportunities, while giving you the opportunity to truly make a difference in the NYC community.
Interim Associate Dean and Associate Professor