Undergraduate Degree Program

Education & Teacher Preparation

Albertus Magnus College

Change the life of a child. Watch a youngster’s face light up as you spark a love of learning. Encourage lifelong growth and development. Serve the diverse and multicultural citizens of tomorrow’s America.

When you study to become a teacher in the education programs at Albertus Magnus College, you learn to guide and facilitate others’ learning as you share your enthusiasm for your subject and engage your passion to make a difference.

Albertus offers an approved, pre-professional education program which leads to initial teacher certification in a number of subject area endorsements.

Planned Programs & Certification

Once you complete our formal acceptance requirements, you receive a handbook that introduces you to the stages or ‘gates’ you will pass through in your professional development. In our ‘planned’ programs, you’ll work with Albertus’ Certification Officer to plot your entire academic career and see exactly what’s expected for your success. Programs lead to Connecticut teacher certification in three main areas:

Elementary Certification
We offer certification for grades K-6 in art.

Middle School Certification
We offer certification for grades 4-8 in art, English, general science, history/social studies, mathematics.

High School Certification
We offer certification for grades 7-12 in art, biology, business, chemistry, general science, English, history/social studies, mathematics, Spanish.

If you’re interested in teaching at the early childhood (birth-K or N-3) or elementary (grades 1-6) levels, you’ll want to meet with Albertus’ Director of Education Programs to review state regulations regarding certification and endorsement requirements.

Outstanding Field Experiences

Field experiences in teaching begin with your very first course. You’ll observe and assist local classroom teachers for at least 40 hours during the semester. Throughout your Albertus career, you’ll benefit from many additional practicum opportunities in literacy, special education and community tutorials, such as English as a Second Language or homework assistance, that connect you with a wide range of young learners. With at least 100 hours of classroom experience under the guidance of professional teachers, you’ll know what to expect before your first formal student teaching assignment.

Affiliate Faculty Expand Your Horizons

Affiliate faculty members in Albertus’ education programs are acknowledged educators from local schools who come to campus and offer you the benefit of their expertise in special areas. Other affiliates open their classrooms so you can see how the principles you’re learning apply and how actual teaching aligns with state and national standards.

Top Scores on National Exams

The exceptionally high scores Albertus students achieve on the PRAXIS II test of content knowledge reflects our excellent preparation. We’re well above the state mandated pass rate and in the top 15 percent of all national first-time test-takers.

With your commitment to educating the next generation, you’ll emerge from your Albertus education program with competence in your subject area and skill in the use of current instructional strategies. You’ll also be able to assess learning and feel compassion for the many and diverse students in your classroom.

Planned Program Requirements

  • Submit to the Office of Education Programs an original and personal essay stating reasons for the choice of teaching as a career goal;
  • Request an appointment with the Certification Officer or the Director of Education Programs for the purpose of plotting a planned program leading to certification;
  • Obtain on the Praxis I tests the score required by the Connecticut State Department of Education [or obtain a waiver if appropriate];
  • Select a major subject from approved endorsement areas;
  • Complete ED 190W and PY 111.

Note: Applicants intending to obtain teacher certification must fulfill the above requirements before the completion of six credits in education courses. Those accepted as candidates must maintain an average of 2.7 overall throughout their studies, with an average of 3.0 in their major content area.


ED 170 Health Education for Teachers
This course explains and discusses such topics as: the handling of blood pathogens in an educational setting; teaching about acquired immune deficiency syndrome, alcohol, tobacco, and other substances known to be dangerous to one’s health and well being; matters of nutrition, and methods for instructing young people about these health-related topics. Offered annually in spring. 1 credit

ED 190W Orientation to the Schools
A weekly seminar including an overview of major events and court decisions that have affected public schools during the nation’s history, and a consideration of social, political, and legal issues on individual schools and school districts, as well as various challenges teachers experience as part of their daily routine. Students are expected to write several brief papers and keep journals, as well as to participate in Message Board discussions. Because this course is designated as a writing course, students will be required to make use of the Writing Center as they write their papers. Some attention is given to the process of developing professional ePortfolios. This course includes a field experience requirement consisting of forty hours spent in a school environment under the supervision of a site supervisor, during which students will keep reflective journals. Offered annually in spring. 2 credits

ED 212 History and Philosophy of Education
Overview of why and how we educate children. Topics include implicit and explicit goals of education, social reproduction theory, an analysis of selected educational systems in recorded human history, the history of education in the United States, and contemporary educational philosophies. Offered annually in fall. 3 credits

ED 229 Psychology of the Exceptional Child (same as PY 229)
Not all children develop along ‘typical’ lines. For some, cognitive and/or social-emotional development differs sharply from what is considered normative. This course concerns the psychology of such children, especially insofar as their differences may produce problems in living (e.g., academic failure or social stigmatization). Assessment and diagnostic procedures (e.g., psychological tests) as well as intervention strategies (e.g., behavior modification) will be covered. Specific language and academic skills disorders, autistic-spectrum disorders, mental retardation, selected medical conditions, disruptive behavior disorders, ‘internalizing’ disorders (e.g., separation anxiety), and the consequences of neglect and abuse will be considered. Some attention also will be paid to the issues raised by giftedness and special talents. In addition to describing the various disorders clinically and phenomenologically, we will try to understand their origins, nature, and developmental implications, and how they can be recognized and effectively addressed in specialized settings (e.g., clinics), in regular classrooms, and in the home. This course includes a fifteen hour field experience. Offered annually. P: PY 111. 3 credits

ED 242 Educational Psychology (same as PY 242)
This course is a study of the assumptions about learning and development that underlie various educational practices by acquainting students with different theories in both of these areas. It provides students with opportunities to develop their problem solving skills in the context of education and psychology. Some of the topics the course covers are development and individual differences, learning theories, problem solving, instructional objectives and methods, motivation, behavior management, and assessment. Offered annually. P: PY 111. 3 credits

ED 251 Special Topics
Special topics in education studied with the approval of the Education Program Director. Credits to be arranged, as appropriate.

ED 311 Philosophy and Organization of Middle Grades Education
This course examines the philosophy inherent in the structure and environment of the middle school. Focus is on team teaching, interdisciplinary teaching, and classroom management techniques. 2 credits

ED 320 Teaching Reading and Writing Across the Curriculum
The emphasis in this course is on the essential importance of including instruction in reading and writing in every class. Students research, observe and practice techniques and strategies to teach reading and writing as an integral part of content instruction at both the middle and high school levels. Effective differentiated instruction, including instruction for English language learners is an important component of this course. A fifteen hour field experience which consists of assisting with classroom reading and writing instruction in local schools is a component of this course. Offered annually in fall. 3 credits

ED 321 Curriculum and Methods of Teaching
This course addresses both curriculum and methods of instruction at both the middle and secondary levels. Attention is given to planning and organization of lessons and study units, effective strategies for classroom teaching, including classroom management techniques, differentiated instruction, and use of appropriate means of assessment. Field work in local schools is a component of this course and teacher candidates are placed with teachers at the level and in the content area for which they anticipate seeking endorsement. Taken during the same semester as ED 322, Technological Applications in the Classroom. Offered annually in spring. 2 credits

ED 322 Technological Applications in the Classroom
This course introduces students to educational technology currently available for classroom use, and considers various ways in which teachers employ such technology as effective teaching tools. Student projects and class presentations are central to activities in this course. Taken during the same semester as ED 321, Curriculum and Methods of Teaching. Offered annually in spring. 2 credits

ED 330 Child Psychology (same as PY 330)
An examination of the major theories, issues, and research regarding the developing child from conception to puberty, with emphasis on emotional, cognitive, and social development. Current issues, such as the effects of drugs on the fetus, child abuse, and day care centers will be discussed. Generally offered annually. P: PY 111. 3 credits

ED 341 Adolescent Psychology (same as PY 341)
This course examines the development of the individual during the period of transition from childhood to adulthood, including physical changes, personality development, and the influence of family, school, and culture on adolescents. Generally offered annually. P: PY 111. 3 credits

ED 391 Teaching Practicum
This teaching experience enables the teacher candidate to reflect on how effective instructional strategies result in student learning by observing a highly qualified teacher in the classroom setting at the middle or secondary level. Opportunity is provided for limited teaching under the supervision of the classroom teacher. 3 or 6 credits
Note: Teacher candidates may arrange a practicum with the Foreign Language Department (FL 391S) or the Business Department (BE 380) as an alternative to ED 391, but must obtain permission of the Director of Education Programs before reg­istering for the course.

ED 392 Student Teaching
Concentrated and full-time classroom teaching, under the supervision of a cooperating teacher and a supervisor from Education Programs. This experience enables teacher candidates to experience how theory is applied to practice for the purpose of successful teaching and learning. Pre-requisite: ED 391. 6 or 12 credits


Joan Venditto - Director
Associate Professor of Education
B.A., Albertus Magnus College
M.A., Middlebury College
Doctor of Arts, Carnegie Mellon University

Email: jvenditto@albertus.edu
Phone: 203.773.8087
Office: Weldon Hall, Room 202

Loel Tronsky
Associate Professor of Psychology and Education
B.A., Dartmouth College
M.S., Ph.D., University of Massachusetts at Amherst

Email: ltronsky@albertus.edu
Phone: 203.773.8561
Office: Weldon Hall, Room 203

Joseph Veth
Associate Professor of Education
B.S., Fordham University
M.A., Maryknoll School of Theology
Ph.D., University of Connecticut

Email: jveth@albertus.edu
Phone: 203.773.8572
Office: Weldon Hall Room 201

Donna V. Pallanti
Certification Officer  
B.A., Albertus Magnus College
M.A., Trinity College
Sixth Year Certificate, Southern Connecticut State University

Email: dpallanti@albertus.edu
Phone: 203-773-4421
Office: Weldon Hall, Room 102

Saylor Heidmann
Instructional Coordinator Advanced Alternative Program/Literacy
A.B. Wittenberg University
M.S. Purdue University

Email: sheidmann@albertus.edu
Phone: 203-773-4421
Office: Weldon Hall, Room 102

Contact Us

Donna Pallanti, Certification Officer
Education Programs
Email: dpallanti@albertus.edu
Phone: 203-773-4421
Albertus Magnus College
700 Prospect Street
New Haven, CT 06511