ADMISSION TO TEACHER EDUCATION

Interested students must make application for and be accepted in to the teacher education program prior to registration in upper-division education courses. An applicant must have taken, or be enrolled in, ED 100, 186 and 253 before, or at the time of, application for admission. Students may not take any additional coursework beyond ED 100, 186, and 253 unless they are formally admitted to teacher education. Those accepted into the AYA or MA licensure program must also be accepted into a departmental major, e.g., History.

For undergraduates, application is normally made during the semester in which ED 253 is taken, usually in the sophomore year. Application forms are available from the department office. Post-baccalaureate students are evaluated at the time of admission to the Graduate School and need not make a separate application. An interview is required of all students, undergraduate and graduate.

Candidates for teacher education are evaluated by the director of Initial Licensure Programs, in consultation with faculty and administrative staff, on the basis of the following criteria:

1. Faculty evaluation from instructors of ED 100, 186, 253
2. Formal Essay
3. Interview to include:

• assessment of written and oral communication skills
• discussion of portfolio assessment from ED 100, 186
• responses to interview questions

4. Signed statement of moral character
5. ACT/SAT scores
6. Academic record for:
7. Dispositions: Evidence of behavior consistent with the following definition:

The values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the educator's own professional growth. Dispositions are guided by beliefs and attitudes related to values such as caring, fairness, honesty, responsibility, and social justice. For example, they might include a belief that all students can learn, a vision of high and challenging standards, or a commitment to a safe and supportive learning environment. (NCATE 2000 Standards, dated March 31, 2000, p. 34)

ADMISSION CRITERIA

Accepted - student may begin or continue work toward teacher licensure.

Criteria

1. Favorable faculty recommendations
2. Academic Record:

• 2.7 overall GPA
• 2.7 education GPA based on ED 100 and 186 (possibly ED 253)
• 2.7 content area GPA (MC, AYA, MA)
• 2.5 GPA Core classes, Division I-V Early Childhood candidates only

3. Basic skills proficiency:

• Math: 500 SAT or 20 ACT
• English: 500 SAT or 20 ACT

4. Disposition:

• Evidence of dispositions for teaching as defined by NCATE

Accepted Conditionally - may continue work toward teacher licensure

1. Favorable faculty recommendations
2. Academic Record:

• 2.5 - 2.7 overall GPA
• 2.0 - 2.7 education GPA based on ED 100 and 186
• 2.5 - 2.7 content area GPA (MC, AYA, MA)
• 2.5 GPA Core classes, Division I-V Early Childhood candidates only

3. Basic skills proficiency:

• Math: 500 SAT or 20 ACT
• English: 500 SAT or 20 ACT

4. Disposition:

• Evidence of dispositions for teaching as defined by NCATE
  NOTE: Conditional acceptance may be given for one semester or one year.

Defer - may not begin or continue work toward teacher licensure

Appeal process:
An applicant who is deferred may meet with the Director of Initial Licensure PRograms to discuss concerns and establish an intervention plan, if possible. Applicants may be reconsidered at a later date, provided all the criteria for full or conditional acceptance are met and the student re-applies.

Reject - Student is not eligible for admission to Teacher Education.

The Department of Education and Allied Studies reserves the right to alter the admissions procedures for individual students in exceptional circumstances.

Due process is available to applicants who wish to appeal their classification. First, applicants should discuss the matter with the advisor. After this discussion, if applicants still wish to appeal, they should do so in writing to the Director of Initial Licensure Programs within two weeks of notification of classification. The director will respond within one week. An appeal may be made to the department chair and the Teacher Education Committee for Admission and Retention.

GRADE POLICY for candidates majoring in education (EC and MC) or being licensed in AYA or MA:

1. a grade of C or higher is required in all education courses. A grade of C- or lower requires that the course be repeated. Applicant should schedule a meeting with the Director of Initial Licensure Programs.
2. A grade of C- or lower in a course in the teaching field or academic major will be reviewed by the Coordinator of Teacher Education and the chair of the major department to determine an appropriate course of action, e.g., repeat the course, substitute a course.
3. A GPA of 2.7 is required throughout the programs for the overall GPA, Education GPA and teaching content area for MC, AYA, MA.
4. A GPA of 2.7 or higher is required in coursework for the teaching content area for MC, AYA, MA
5. Early Child candidates must receive grades of C or higher in all curriculum content coursework for licensure, e.g., MT 171, AR 171, MT 160.
6. A GPA of 2.5 in the University Core courses is required for all Early Childhood candidates. Early Childhood candidates who demonstrate difficulty with Core classes may be required to take additional courses to strengthen their content knowledge base.

PROGRAM ASSESSMENT POINTS - the licensure process has multiple assessment points for a candidate beginning with:

1. admission to the University
2. application and acceptance into the Teacher Education program.
3. ongoing evaluation of the candidate's academic coursework, clinical and field experiences, and evidence of a disposition for the teaching profession.
4. acceptance into the Pre-Student Teaching semester, and placement in an intensive field-based experience with university supervision in preparation for Student Teaching.
5. admission to the Professional Semester for Student Teaching
6. Exit assessment for licensure, PRAXIS II.
7. Entry-year PRAXIS III.