Annsley Frazier Thornton School of Education
Join a leading university for educator preparation.
The mission of the Annsley Frazier Thornton School of Education (AFTSE) is to prepare caring, effective educators in the Catholic liberal arts tradition of Bellarmine University to teach and lead in diverse settings. The AFTSE is a leading education school in the region.
Top 10% in Educator Preparation
The AFTSE is a recipient of the Frank Murray Leadership Recognition for Continuous Improvement from the Council for the Accreditation of Educator Preparation (CAEP). This signifies accreditation with no stipulations or areas of improvement, demonstrating "commitment to equity and excellence in educator preparation through the effective use of self-study procedures and evidence-based reporting." Fewer than 10% of educator preparation providers met these standards.
Free Tuition Opportunity for STEM Degree Holders
Funded by the NSF’s Robert Noyce program, the Noyce Knights Scholars Program aims to prepare, support and certify highly qualified diverse middle and high school science and mathematics teachers. If you hold a STEM degree, you can qualify for free tuition.
Learn MoreEducator as Reflective Learner
The theme of the AFTSE, Educator as Reflective Learner, is consistent with the mission of the institution and with the philosophy of the education faculty and community partners, as well as with the various programs for candidates. The theme is based on Linda Valli’s five types of reflection: technical, reflection in- and on-action, personalistic, deliberative, and critical. This theme captures the essence of the conceptual framework in that effective educators are called to reflect consistently and systematically on their own practice—as well as mentor and collaborate with their colleagues in reflective practice—in order to advance successful professional learning communities within schools and the broader community.
School of Education Programs
Undergraduate Majors
Specialized Outreach Programs
Graduate Programs
- Doctor of Education (EdD)
- Doctor of Philosophy in Education and Social Change (PhD)
- Doctor of Philosophy in Health Professions Education (PhD)
- Doctor of Philosophy in Leadership in Higher Education (PhD)
- Educational Specialist in Instructional Leadership and School Administration (EdS)
- Educational Doctorate in K-12 District Leadership (EdD)
- Master of Arts in Education, Literacy Endorsement (MAEd)
- Master of Arts in Education, Trauma-Informed Practices (MAEd)
- Master of Arts in Education, STEAM Education (MAEd)
- Master of Arts in Teaching (MAT)
- Master of Education in Higher Education Leadership (MEd)
- Rank I Post-Master's Program
Call for Third-Party Comments
The Annsley Frazier Thornton School of Education at Bellarmine University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) November 4-6, 2026. Interested parties are invited to submit third-party comments to the evaluation team. Please note that comments must address substantive matters related to the quality of professional education programs offered and should specify the party’s relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony to:
CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP’s performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, EPPs must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education provider that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
- Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent’s relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review.
