Teacher candidates must satisfy requirements of both their major and the teacher education program (as well as DEC requirements for undergraduates). All teacher candidates must follow a structured course of study with regard to their education courses, including the sequence of Methods I, Methods II (Pedagogy I, Pedagogy II), the co-requisite field experience courses, and Supervised Student Teaching and the co-requisite Student Teaching Seminar. Teacher candidates must meet the qualifications in order to proceed to the next phase of the program, and those who fail to meet these requirements or to perform satisfactorily in these courses may be discontinued from the program. The Pathways to Certification provides a schematic overview of required education courses, their sequence, and other requirements for certification. Please refer to the Undergraduate and Graduate Bulletins for further information.Undergraduate Admission Requirements
To be admitted to any teacher education program, applicants must meet the requirements below. Questions should be addressed to the director of the appropriate teacher education program.
- Applicants must have earned a minimum overall grade point average of 3.0. Rarely, and at the discretion of the program director, students who have a grade point average lower than 3.0 but higher than 2.75 may be provisionally admitted, contingent upon their willingness to undertake remedial work.
- Transfer students must have earned at least a 3.0 at the institution from which they are transferring. Exceptions are at the discretion of the program director. If students have completed more than 12 credits at Stony Brook, admission decisions will be based on their Stony Brook grade point average.
- Each teacher education program may require students to complete specific courses (with a minimum grade) to qualify for admission.
- Applicants must submit a well-written 500-750 word essay based on concepts identified in the Themes & Pathways articulated in the PEP conceptual framework. Additional instructions regarding admissions essay content can be found in the PEP Application Form.
Undergraduates: If teacher candidates earn less than a C in either of the pedagogy courses or in the student teaching seminar, then the teacher candidate must repeat the course and earn a satisfactory grade before he or she will be permitted to advance to the next course in the professional education sequence. Teacher candidates must also earn a C or better in all other required education courses and an overall minimum GPA of 3.0 to qualify for student teaching. Exceptions are at the discretion of the program director. Some programs have more stringent requirements concerning GPA and/or grades in specific courses. Please consult with the program director for full information.
Graduates: If teacher candidates earn less than a B in either of the pedagogy courses or in the student teaching seminar, then the teacher candidate must repeat the course and earn a satisfactory grade before he or she will be permitted to advance to the next course in the professional education sequence. Teacher candidates must also earn a B or better in all other required education courses in order to qualify for student teaching. All graduate students must achieve a minimum 3.0 overall GPA to qualify for student teaching, and some of the programs have more stringent requirements concerning GPA and/or grades in specific courses. Please consult with the program director for full information.
All Students: All teacher candidates are assessed at the end of each semester using the Teacher Candidate Professional Development Form (TCPDF). Teacher candidates must achieve a minimum average score on the TCPDF (2.5 for Pedagogy/Methods I, 4.5 for Pedagogy/Methods II, and 7 for student teaching) in order to progress to the next course in the professional education sequence and graduate from the program. Candidates may have no more than three unmet standards in Pedagogy/Methods I, and no more than two in Pedagogy/Methods II. Candidates must meet all standards in order to graduate from student teaching. For any unmet standards, candidates may be required to engage in remedial work or to repeat the course as determined by the instructor and the program director, depending on the seriousness of the deficiencies noted. Since the methods course and field experience are so tightly interwoven, teacher candidates who do not earn a C or better (B or better for graduate students) or who do not satisfactorily complete the field experience requirements must repeat both courses. Note: Under no circumstances will a teacher candidate be permitted to take Pedagogy/Methods I and Pedagogy/Methods II in the same semester. Since the student teaching seminar and the two clinical practice experiences (student teaching in elementary (TESOL only)/middle and high schools) are so tightly interwoven, teacher candidates who do not earn a C or better (B or better for graduate students) for the seminar, or who do not earn an S for both clinical practice experiences must repeat both the seminar and the unsatisfactory clinical experience (s).
Candidates' progress through the program is also assessed via a number of other instruments, including the Lesson Evaluation Form (LEF), the Dispositions Assessment, the Teacher Candidate Work Sample (TCWS), and the Disciplinary Standards Form (DSF). Candidates must perform satisfactorily on all of these assessments in order to advance and graduate from the teacher education program.
Candidates will be required to develop an electronic portfolio (including the Teacher Candidate Work Sample) to help them reflect on their development, to document their growth in concert with PEP themes and ways, and to demonstrate that they have satisfied PEP's Candidate Proficiencies and Dispositions. This will be a cumulative project. At the end of student teaching, candidates must submit a copy of the electronic portfolio to be retained for program records.
Academic Standing and Academic Probation
- To remain in good academic standing in the teacher education program, undergraduate teacher candidates must maintain a minimum overall grade point average of 3.0, and receive at least a C in all major and teacher education courses required for certification. Graduate students must maintain an overall grade point average of 3.0, and must achieve at least a B in all pedagogy courses. Graduate students should check with their respective program advisors regarding minimum grade requirements in their content courses.
- In the event that the conditions in #1 are not met, the teacher candidate may be placed on probation and, at the discretion of the program director, may or may not be permitted to register for the next course in the professional education sequence until the grade point average has been raised to 3.0 for undergraduate students, and 3.0 for graduate students, or until a satisfactory grade has been earned in the required course.
- At the discretion of the teacher education program director, teacher candidates on probation may be permitted to continue in the professional education sequence if they agree to take specific steps to remedy deficiencies in their prior coursework. Remediation will consist of retaking the content course, but, in the case of the pedagogy courses, may consist of additional academic work assigned by the program director in consultation with the instructor of the pedagogy course(s) in question.
To qualify for student teaching, teacher candidates must:
- Have completed all courses required for the major and the teacher education program.
- Meet the minimum grade point average requirement established by the specific teacher education program.
- Additional requirements for student teaching may apply in each teacher education program.
- At the discretion of the program director, teacher candidates who have not met the above requirements may be allowed to student teach if they agree to take specific steps to remedy deficiencies.
- It is also recommended that students take and pass the Academic Literacy and Skills (ALST), Educating All Students (EAS), and relevant Content Specialty (CST) tests prior to beginning their student teaching assignment(s).
Click on this link for Student Teaching Application Procedures.
New York State requires all teacher candidates who are applying for initial certification to pass several standardized tests: Academic Literacy Skills Test (ALST), Educating All Students Test (EAS), a relevant Content Specialty Test (CST), and the Teacher Performance Assessment (edTPA). Students should visit the following web link to get an overview of the fields of knowledge assessed on these tests, and for the most up-to-date information pertaining to these requirements (http://www.nystce.nesinc.com/). It is also recommended that students contact their program director for guidance in this process.Foreign Language Requirement
The New York State Education Department requires one year (2 semesters) of a language other than English for certification in all fields (except foreign language education and TESOL, which have their own requirements). TESOL requires 2 years of a language. The language requirement is similar to, but not identical with, the University's foreign language requirement, and some majors have more extensive language requirements. The NYSED requirement can be met through study of any foreign language (or American Sign Language).
While the New York State Education Department will accept a D or above in these language credits for certification purposes, Stony Brook requires a C or better in all courses taken to satisfy the foreign language competency requirement.
The state certification requirement can be met in several ways. Stony Brook undergraduates and graduate students can satisfy this requirement by passing (C or better) two semesters of a foreign language. Stony Brook undergraduates and graduate students who have earned their undergraduate degree at Stony Brook and attended high school in New York State can also satisfy the language requirement by earning an 85 or better on the high school Language III Regents Examination. A high school transcript showing this score must be sent to the undergraduate admissions office for evaluation, and the satisfaction of this requirement must be shown on your Stony Brook undergraduate transcript. This option is not available to graduate students who have earned their undergraduate degrees elsewhere.
Note: For all undergraduate students entering the University’s Class of 2014, NYS Regents Languages Other Than English (LOTE) scores will no longer be applicable. Stony Brook has provided an alternative solution to meeting the language requirement for matriculated undergraduate students. The Language Learning and Research Center (LLRC), located in the Frank Melville Jr. Memorial Library, now offers a language placement exam in the following languages: Chinese, French, German, Italian, Japanese, Russian, and Spanish. Exams pertaining to additional languages may be offered at a later date. Please visit the following website for the most current information: https://llrc.stonybrook.edu/placement-exams.
In addition to undergraduate course credit, graduate students may also satisfy the language requirement for certification by passing the College Level Examination Program (CLEP) test at proficiency level equivalent to one year of college study. More information on the CLEP tests can be found at
With regard to transfer credits for language courses taken on a P/NC basis, Stony Brook will accept a P if the transcript is accompanied by a letter from the Dean of the institution where the course work was taken attesting that the original grade was a C or higher. Grades of C- or below will not be accepted for transfer credit in any program.