We have awarded master of arts degrees in teaching to people who have made a profound impact on education.

For example, the Presidential Award for Excellence in Math and Science Education was awarded in May 2006 to Crystal (Palumbo) Caouette ’96, MAT ’97,who teaches chemistry and physics at Crosby High School in Waterbury, Conn.

Our graduates work in school districts and institutions across the country as teachers at all grade levels, heads of education departments and school administrators. Our graduates build strong, lasting friendships with their professors, fellow alumni and the students they teach.

The success of our graduates and the admiration they have earned from their professional peers have given Quinnipiac a reputation of academic excellence. As Jeffrey Villar, associate superintendent for instruction for Meriden schools in Connecticut, says, “Quinnipiac-trained teachers are among my best.”

The ultimate judges of our program are the people who have experienced it and the school administrators who hire our graduates. This is what they say:

Hamlet Hernandez, assistant superintendent of administration and personnel for Hamden, Conn., schools, says, “Quinnipiac graduates come very well prepared. They are exceedingly professional and incredibly committed to the students they serve.”

Robert Wolfe, superintendent of schools in North Branford, Conn., says, “Quinnipiac graduates we have hired to be teachers understand best practices, such as the inclusive classroom, differentiation, integrating technology and writing across the curriculum. Quinnipiac graduates are well trained in these areas. Quinnipiac’s education program is exemplary in turning out high-quality candidates.”

Dan McCormick ’01, MAT ’03, fifth-grade teacher at Talented and Gifted School in East Harlem, N.Y., says, “I entered my first teaching job with a ton of knowledge to avoid pitfalls faced by most first-year educators. My principal was taken aback by my grasp of teaching a balanced literacy program and would have veteran teachers visit my room for observation. At the Talented and Gifted School we teach underrepresented children with gifted abilities who are predominantly black and Latino. I’m frequently asked to run professional development workshops. I mentor new teachers and have organized a think tank of educators to help move our school forward and focus more on meeting the needs of the students in all areas.”

Julie Maresca ’00, sixth-grade language arts teacher and head of the language arts department at Thomas Edison Magnet Middle School in Meriden, Conn., says, “When I heard I was selected as the 2004 ACES [Area Cooperative Educational Services] Teacher of the Year, one of the first people I called was Cynthia Dubea [dean of Quinnipiac’s Division of Education] to thank her for all the program did to prepare me for teaching. I am who I am as a teacher because of the people at Quinnipiac who helped me discover and support my teaching philosophy. The mix of formal instruction and real classroom experience during my two years was just enough to set me up for success in my own classroom.”

Michael Galatioto ’04, MAT ’05, history and psychology teacher at Greenwich High School in Greenwich, Conn., says, “After working with other education students from various schools, there is no doubt in my mind Quinnipiac has the strongest, most supportive, most organized program in Connecticut. Not only was I prepared for my classroom field experience, but I was confident going in. I was comforted by the support system I knew I had when I needed it. The faculty treated me like family. I hope one day I can impact students as positively as Quinnipiac’s faculty influenced me. Some of my happiest memories at Quinnipiac come from my time in the master of arts in teaching program.”

Sheila Wycinowski, director of curriculum and staff development at Amity High School in Woodbridge, Conn., says, “Basically, we look to hire Quinnipiac students. They have a clear understanding of lesson planning and classroom management and the balance between them.”

Valentina Iacono ’04, MAT ’05, language arts teacher at Madison Middle School in Trumbull, Conn., says, “The teaching internship program at Quinnipiac gave me the experience and confidence I needed to become an effective classroom teacher. As a current sixth-grade educator, I apply the knowledge and skills I acquired through my graduate courses and internship.”

Vincent Iezzi, principal of Hamden High School, says, “I have found Quinnipiac graduates to be well prepared for the challenging profession of education. The alumni we have hired are well versed in pedagogy and course content.”

Patricia Crowley, principal of Parker Farms School in Wallingford, Conn., says, “We love the interns from Quinnipiac. They are well-prepared, enthusiastic and knowledgeable young adults, who contribute in countless ways to our school community. Students and staff look forward to the wealth of current, best practices Quinnipiac interns bring to their interactions with us.”

James Sachs ’97, dean of students at Catherine M. McGee Middle School in Berlin, Conn., says, “Quinnipiac’s training forced me to ask questions and not be satisfied with status quo answers. I was taught to think hard about changing the system for the better, rather than just being in it. That’s why I decided to be proactive and pursue a career in school administration. My training begged me to ask not what I can do for my classroom, but what can I do for my entire school.”

Jane Whittle ’04, fifth-grade teacher at Woodside Intermediate School in Cromwell, Conn., says, “Quinnipiac prepared me above and beyond what I could have ever imagined. After graduation, I received numerous interviews, and an offer from each, thanks to answers I could substantiate with portfolios and projects that were program requirements. It’s unbelievable how prepared I felt for each interview, even though I was competing against graduates from other colleges and even veteran teachers.”

Lisa Miller ’02, English teacher at Sheehan High School in Wallingford, Conn., says, “Teaching is a second career for me. Fortunately, Quinnipiac made the transition from the workplace to the classroom seem very natural. The instructors were outstanding and the courses were extremely relevant, useful and readily applicable to the classroom. When I first started teaching, I felt extremely confident and prepared as a result of the master of arts in teaching program."