Ralph C. Wilson, Jr. School of Education
The School of Education has implemented an assessment system to provide evidence of the successful achievement of state and national standards articulated by the professional associations and represented by our curriculum under the aegis of NCATE. The School of Education collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the unit and its programs.
Candidate Support System
Candidates are assessed regularly to monitor progress in meeting College and standards-based learning outcomes. To ensure that teacher candidates make satisfactory progress through their programs of study, a support process is employed to provide teacher candidates with ongoing feedback for continuous improvement. If course instructors, field experience supervisors, or academic advisors observe that candidates fall below the acceptable range on key assessments of knowledge, skills, or dispositions, they may recommend candidates to the respective chair who works with the candidate on a plan of action to support successful accomplishment of learning goals.
Course Grades/Required GPA/Program Progression
Candidates must have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards. Candidates demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject in their coursework. Candidates must obtain a grade of “C” or higher in each course specifically required for certification in the inclusive education requirements in order to move on in the program. Required courses in which the candidate has achieved a grade lower than a “C” must be repeated. To maintain enrollment in a teacher education program, candidates must achieve a cumulative GPA of at least a 2.75.
Candidates are expected to exhibit appropriate professional dispositions in their college classrooms, field experiences, and their interactions with others. Dispositions are identified as the values, beliefs, and professional ethics that influence behaviors toward candidates, families, colleagues, and communities and affect student learning, motivation, and development. Dispositions are guided by beliefs and attitudes related to certain values such as compassion, fairness, honesty, responsibility, and social justice. Professionalism is demonstrated by teacher candidates who exhibit personal responsibility, reliability, respect for others, effective interpersonal relationships, ethical behavior (including honesty and integrity), and valuing diversity and learning preferences. Candidates are expected to demonstrate professional behaviors both on and off campus. Candidates who exhibit inappropriate behaviors or who fail to meet disposition standards may be reviewed through the student support process or recommended for dismissal from the teacher education program.
The faculty collaborates with colleagues in the higher education community and P–12 school partners to ensure a well-rounded and dynamic program of study for all candidates. Formal and informal partnerships between the School of Education and its P–12 partner schools which may include: a comprehensive mission that is broader in its outreach and scope than that of either partner alone; a school-university culture that promotes active engagement in the school community; ongoing and reciprocal professional development; a shared commitment to innovative and reflective practice; reflection,co-construction of curricula and collaboration; shared faculty between university and school partners; and shared resources.